Interactive technologies of practical literacy in the digital educational mainstream structure

The article is made in line with the new educational paradigm, replacing installation of “ready knowledge” independent “production knowledge”, i. e., to “learn learn”. Digitalization education has qualitatively changed content education, making it informational, and organization cognitive activities more effective. This process manifests itself as creativity. results work teachers, methodologists scientists are a universal means subject training. Continuing involves development expansion learning components its methodological system through interaction other information environment. This, turn, requires search for organizational forms implementing such modern communication environment, which will make possible use didactic capabilities this environment much greater extent. It noted that communicative aspect processes, tools technologies should contribute effective dialogue (communication), perception assimilation competencies by students, overcoming illiterate Russian language cyberspace. As practice shows, latter become real philological disaster. virtual not equal communication. notes one promising directions conditions digital transformation interactive special form activity way cognition carried out joint all participants interact each exchange information. Digital can be used teaching at levels education. At same time, teacher create materials their own based on proposed HTML programs. On website “The Power Knowledge” (EOR “Alphabet”) portal KubGU (section “Innovative computer didactics”), you see several examples authors believe technologies’ dominance spheres public (digital mainstream) lead an increase general level practical literacy among entire population country.