Use of local history material in lessons on social and scientific subjects as a condition for the development of reading literacy of students in rural educational organizations

The relevance of the article is determined by the state policy in the field of education, as well as the need to find and develop approaches and means to implement the task of forming functional literacy among students, in particular, its reader component. International studies confirm the low level of its formation among the modern generation of schoolchildren. Socio-scientific subjects — history, social studies, regional studies — play a significant role in solving this problem. It is about the ways of solving the designated task in the lessons on these subjects that the article is about. The purpose of the article is to determine the methodological approach and means of forming reader literacy in the lessons on social and scientific subjects in rural school. As a result of the research, a local history approach was identified as a methodology and in its context three competence-oriented educational tasks were proposed, demonstrating the variativeness of the presentation of information in the text (written, graphic), the educational potential of such tasks, their activity orientation. The novelty of the results is determined by the concretization of general theoretical concepts about the formation of reader's literacy as a component of functional literacy in relation to teaching social and scientific subjects. The theoretical significance lies in enriching the methods of teaching history and social studies with knowledge about the pedagogical potential of the local history approach. The practical significance consists in the presentation of samples of educational tasks, a kind of «template models», according to which any teacher will be able to construct author's versions of tasks for the formation of students' reading literacy on another educational content. The materials of the article will be useful primarily for teachers of subjects of the humanities cycle in rural educational organizations, as well as for those teaching staff who turn to local history in their activities.