Formation of Information Literacy and Information Culture in The Assessment of Independent Student Work in Distance Learning

Abstract

Information literacy and information culture are fundamental competencies for students in the digital era, underpinning their academic success and professional readiness. The shift to distance and blended learning has intensified the need for students to independently manage, analyze, and ethically utilize information, yet structured approaches to integrating these skills into assessment systems remain limited. Current educational practices often overlook systematic methods to evaluate and develop students’ information literacy and culture within independent work assessments in digital environments. This study aims to analyze strategies for forming information literacy and culture through student assessment systems in distance learning. Findings reveal that information literacy extends beyond searching skills to include cognitive, evaluative, and ethical dimensions, while information culture integrates value attitudes, academic integrity, and responsible digital behavior. The study demonstrates that incorporating diagnostic tools such as bibliographic analysis, originality checks, and fuzzy-deterministic models within LMS enhances fair and objective assessment. The research proposes integrating information literacy and culture indicators as central components of assessment systems rather than auxiliary elements, emphasizing their strategic role in fostering critical thinking and independent learning. Effective implementation of these strategies strengthens students’ academic integrity, analytical capacity, and ethical digital engagement, ensuring their readiness for professional environments. This approach requires curriculum-wide pedagogical integration, targeted methodological support, and adaptive digital tools to systematically develop these competencies in distance learning contexts.