Interaction of infographics in electronic and printed history textbooks for the secondary school

The essential difference between interactive and non-static infographics is the interaction of the user with the information display system and the ability to observe the response of the system. To display this reaction, animation and interactive elements such as multi-level navigation, managed 3D objects, integrated photo and video materials, sound, etc. are used. To create interactive infographics, the designer needs skills in working with Flash, JavaScript, HTML 5 technologies. The effectiveness of interactive infographics is to activate the visual and kinesthetic channels of perception. In other words, it forces a person to perform some purposeful actions during reading. This greatly facilitates the transfer and assimilation of information. Thanks to scrolling and clicks, the density of interactive information graphics can significantly exceed the value of this indicator for the static one. However, such graphics can be published only in electronic form. Its implementation in the educational process can be carried out through the electronic form of the textbook (EFT), which is a mandatory requirement for the inclusion of the textbook in the Federal List of Textbooks (FLT). The article discusses one of the urgent and practically unstudied problems of comprehension of infographics as a special form of information representation in the educational literature, in particular, its interaction in the printed and electronic form of this type of edition. On the material of the textbooks on the history of Russia for the 6th grade issued by the publishing houses Prosveshchenie and Drofa and included in the FLT, features of editorial analysis and editorial preparation of infographics in the school textbook are identified. The results of the analysis showed that the mandatory introduction of the electronic form of the textbook into the requirements for inclusion in the FLT does not as such contribute to a significant increase in the information density of the entire teaching and methodological set. At the same time, rapid preparation of textbooks corresponding to the new historical and cultural standard had a negative effect on the EFT. It can be seen in the textbooks of the publishing house Prosveshchenie that has experience in creating interactive information graphics and high-quality multimedia products, but has published a new textbook in a simplified version. It can not be said that the textbook Spheres is a model in the world of EFTs on history. Publishers of educational literature should take into account the proposed experience of expanding and supplementing the content of the printed form of the textbook when creating new products, and the fact that the weak point in all the textbooks analyzed is the question of the connection of various components of the EFT, in particular the printed and electronic forms of textbooks, for students who use the printed form of the textbook do not access the additional content.

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