'I Want to Keep up with the Younger Generation' -- Older Adults and the Web: A Generational Divide or Generational Collide?

Autor/inn/en	Costa, Cristina; Gilliland, Gemma; McWatt, Jennifer
Titel	'I Want to Keep up with the Younger Generation' -- Older Adults and the Web: A Generational Divide or Generational Collide?
Quelle	In: International Journal of Lifelong Education, 38 (2019) 5, S.566-578 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Costa, Cristina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2019.1678689
Schlagwörter	Older Adults; Generational Differences; Access to Computers; Technological Literacy; Motivation; Citizen Participation; Influence of Technology; Internet; Computer Use; Adult Education; Foreign Countries; Personal Autonomy; Lifelong Learning; United Kingdom + Suchen Sie Ihr Suchwort? Älterer Erwachsener; Technisches Wissen; psychologische; Motivation (psychologisch); 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Individuelle Autonomie; Life-long learning; Lebenslanges Lernen; Großbritannien
Abstract	This paper considers the social significance of digital technologies in older adults' lives by exploring the impact the web has on their lived experiences. The study of digital literacies and digital cultures is mostly focused on youth, thus paying limited attention to older adults' engagement with the web. With this paper, we aim to contribute to under-theorised debates of older adults' digital experiences beyond generalisations of generational and/or digital divides. Focus groups interviews with older adults enrolled in sessions on digital literacies were used to get insight into this cohort's online experiences. The findings revealed that older adults' key motivation to become digitally literate was driven by a desire of remaining relevant in a contemporary world, in other words, of cultivating their identity as active citizens in a digital society. We offer considerations and reflections on the findings through the application of the works of Karl Mannheim to the phenomenon investigated. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01