Psychological and pedagogical support of the online educational library

The article presents a rationale for the relevance of creating new methodological techniques for organizing work with scientific information in online libraries. It specifies the relevance of the tasks of special work with psychological barriers that may arise in a certain group young people when searching for and working with scientific information, outlines the main potential advantages of electronic libraries, popular today, especially among young people, are. The novelty of the research consists in the determination of the possibilities of instrumental support for psychological pedagogical support for an online educational library aimed at minimizing the complexity of access and navigation in online educational libraries. To collect empirical data, an authorial questionnaire was used to study individual subjective experience of young people's search and work with scientific information. The method of analytical reflection of the possibilities and limitations of existing practices for organizing online libraries was used. Empirical indicators of cognitive readiness to search and work with scientific information are presented. The specificity of different groups of young people with a pronounced level of cognitive readiness to work with scientific information was recorded: low, medium, and high. Low cognitive readiness to work with scientific information is a significant factor in errors in data interpretation and causes significant difficulties in making informed decisions. Important analytical findings were made, indicating the feasibility of developing special electronic tools and recommendations for more effective work with young people with different levels of cognitive readiness to work with scientific information. Through a reflexive analysis of the available experience in organizing the involvement of students in the productive use of electronic libraries of higher educational institutions, new methodological opportunities were identified. An algorithm is proposed for determining the level of a student's cognitive readiness in the first stages of acquaintance with the online library interface. Research generalizations made on the basis of the obtained empirical data and accumulated experience are discussed. Particular attention is paid to the identified variants of deficiency in young people's cognitive readiness to search for and work with scientific information. An approach to choosing the necessary tools for organizing psychological and pedagogical support for comfortable work with scientific information is proposed, taking into account the individual level of cognitive readiness at the stage of familiarization with the service for storing scientific information.