‘I want to keep up with the younger generation’ - older adults and the web: a generational divide or generational collide?

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.

KEYWORDS:

• Digital accessibility
• digital practices
• generations
• Karl Mannheim
• older adults
• the web

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The English translation of Mannheim’s work on Generations seem to omit this crucial idea of ‘inner experience time’. As such, we drew on the original text to create our argument.

Additional information

Funding

This research was supported by the Programme ERASMUS+ - #Uptake_ICT2Life-cycle: digital inclusion of learners with disadvantage background [Project number 2014-1-PT01-KA200-001084].

Notes on contributors

Cristina Costa

Cristina Costa is an academic in the School of Education, Durham University. She has a strong interest in educational and digital practices and inequalities and is particularly interested in exploring - the intersection of education and emergent social phenomena through different social theory lenses. She has conducted research on digital literacies and digital inequalities, curriculum innovation and digital scholarship practices in the last few years. She is the co-editor of the Social Theory Applied blog/website www.socialtheoryapplied.com

Gemma Gilliland

Gemma Gilliland is project Manager for the Centre for Lifelong Learning at the University of Strathclyde. She project managed various local, national, European and international level projects within the Centre for Lifelong Learning at the University of Strathclyde. She is also the Age-Friendly Academy Manager,a programme that aims to enhance the lives of older adults through offering renowned learning opportunities, undertaking innovative research, intergenerational work, promoting career development and enterprise for older adults and forming partnerships to enhance community engagement.

Jennifer McWatt

Jennifer McWatt has worked in Higher Education since 2009. Over the years she has developed an interest in the relationship between pedagogy and technology while teaching English, IT, and ICDL. After completing a Master’s degree in Education Studies and specialising in technology-enhanced learning, she worked as an Educational Research Assistant developing web content for the University of Strathclyde then as a Digital Learning Technologist for Graduate Apprenticeships at the University of the West of Scotland.  Jennifer currently teaches Strategic Web Communication and Content Creation at Bahrain Polytechnic. In May 2019, she was awarded the status of Fellow with the Higher Education Academy. Jennifer continues to explore the use of technology to support lifelong learning for people of all backgrounds.