The introduction of information and communication technologies into the educational process began more than twenty years ago, along with the rapid spreading of computers around the world. However, not all educational institutions have supported the inclusion of information and communication technologies into the educational process for the above-mentioned quite a long period of time. Most likely, this was due to insufficient financial investments in modernization. In addition, insufficient attention was initially paid to training of teachers for working with digital technologies. At present, when information and communication competence has already been included into all international standards for teachers, it turned out that neither graduates from teacher training institutes nor teachers who have been working for already a long period of time have sufficient competencies for using digital technologies in practice. A comparative analysis of Russian and European professional standards for teachers is carried out, and the competencies they should possess are considered. Various versions of the information literacy definitions are given, which have undergone changes in the technological development process. Special attention is paid to the requirements for competencies of foreign language teachers in the field of digital technologies. The list of the currently available digital tools, including mobile devices, is discussed. The students actively use such technologies to learn languages, but to yield a really positive effect, digital tools should be integrated directly into the educational process in a professional manner. The experience of work with digital technologies gained by the teachers of the NRU MPEI Department of Foreign Languages is considered. A conclusion has been drawn, according to which a high level of information literacy enables teachers not only to change their own pedagogical methods, but also to open new horizons for their students, who, in turn, gain access to high quality education.
