PROSPECTS AND PROPOSALS FOR INTRODUCTION OF DIGITAL NARRATIVES IN NATIONAL EDUCATIONAL PRACTICE

The article analyzes foreign experience of using digital narratives in high school. Conceptual bases of digital narratives use in higher humanistic education are grounded. The emergence and rapid development of new educational paradigm created by the convergence of digital technologies with teaching and educational activities, and characterized by the creation of particularly comfortable compared to traditional conditions for creative expression and realization of all subjects of the educational process are affirmed. Digital narrativization of learning as a process of narratives introduction to the study of various disciplines through the use of digital technologies is determined. It is found out that the spread of digital narratives in educational process of humanities departments is related to the implementation of the American interdisciplinary research projects, which were participated by various US universities. The results of project studies suggest that in the process of projecting and using digital narratives, students must synthesize various skills to create an authentic product: research, written, organization, presentation skills (presentation, demonstration); they should be able to conduct interviews, solve problems, evaluate, and at the same time, they should have interpersonal and technological skills. When students create digital narratives, a strong basis for the development of different types of literacy is formed, including: information, visual, technological and media literacy. The study of foreign experience has proven the following: digital narratives allow students to express opinions through the use of multiple media in a tightly compressed format; students can concisely represent the ideas, eras, broad cultural discourses through appropriate combination of music and images; most students have developed integral thinking; creation of digital narratives occurs at the intersection of epistemological and emotional aspects of learning; it combines practice and theory of reflexive narrative, intellect and affect. Based on international experience it was found that digital narrativization of higher education belongs to the leading trends of the international educational space development. Four stages of spreading digital narratives in higher education of highly developed English-speaking countries (USA, UK, Canada, New Zealand, and Australia) were defined. At the first (preparatory) stage (from the beginning of the 80s of the XX century to the beginning of the 90s of the XX century), narrativization of education and intense development of humanities computerization took place; at the second (research and developmental) stage (from 1993 to 2010), the creation of the Center for Digital narratives in the United States, cooperation with leading universities, research activation of digital narrativization of education (defending of theses, doing project researches within individual countries) occurred; at the third (educational) stage (from 2010 to 2012), distribution of digital narratives courses in the process of bachelors and masters training was realized; at the fourth (global-research) stage (from 2012 to the present), the beginning of the implementation and development of international projects on issues of higher education digital narrativization happened. Further research needs international experience of digital narratives use in professional activity of secondary school teachers.