Abstract
In an era of accelerated progress in information technology and the education system's growing digital transformation, the development of information culture among schoolchildren plays a special role. The purpose of the article is to theoretically substantiate and experimentally verify the effectiveness of pedagogical conditions and methods for the development of reading literacy in ninth grade students as a key component of the formation of their information culture in the context of digitalization of education. A fundamental aspect of this culture is reading literacy, which empowers students to comprehend, analyze, and evaluate a range of texts with a high degree of meaning. The present article presents the findings of a pedagogical experiment conducted to enhance the reading literacy of ninth-grade students at a rural educational institution in the Almaty region. The primary aim of this initiative was to lay the foundation for the development of the students' information culture. The study was conducted from March to May 2025 and consisted of two phases: a diagnostic phase and a formative phase. The initial phase of the study consisted of a 10-question survey. The second phase of the project entailed implementing a curriculum comprising thematic modules focused on developing skills in meaningful reading, critical analysis, and source verification. The results of the formative experiment showed positive gains in students' reading literacy in the experimental group. The theoretical significance of the study lies in its exploration of the role of reading literacy in students' lives and in substantiating the connection between reading literacy and personal information literacy. Its practical significance lies in the development and testing of a set of tasks that can be used in educational practice to enhance students' reading literacy as part of personal information literacy.