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Abstract: An analysis of recent studies conducted in many countries concerning students' digital skills suggests that a high level of informal use of digital devices for leisure activities does not necessarily contribute to the development of digital literacy required for learning. In the practice of Russian studies, there is not enough data confirming or refuting the following statement: the fluent of digital devices and internet content by students for leisure opportunities contributes to the development of their digital literacy. The article presents the results of a survey on determining the degree of use of digital devices and various types of Internet content in everyday life and educational activities by bachelors of a pedagogical university; identified areas for the development of digital literacy students. Methods: analysis of scientific literature; studying and summarizing the experience of previous researchers; сonducting a survey of bachelors in the first and final year of learning; statistical analysis of the results of the survey are used as a methodological basis of the research. The presented results suggest that bachelors own digital technologies of the Internet, instrumental knowledge for working with digital content. However, the nature of Internet activity is not significantly related to the experience on which they will be able to rely in future in academic and professional communication. The formation of digital competence due to the interaction of many social factors and is a complex set of skills, knowledge and skills. Directions for the organization of targeted search and analysis of information for academic and professional purposes have been proposed, allowing to form the key skills of digital competence: analytical and strategic skills.