TY - JOUR
T1 - A Multilevel Model of Older Adults’ Appropriation of ICT and Acquisition of Digital Literacy
AU - Kärnä, Eija
AU - Aavikko, Lotta
AU - Rohner, Rebekka
AU - Gallistl, Vera
AU - Pihlainen, Kaisa
AU - Müller, Claudia
AU - Ehlers, Anja
AU - Bevilacqua, Roberta
AU - Strano, Stefano
AU - Maranesi, Elvira
AU - Cerna, Katerina
AU - Hengl, Lisa
AU - Kolland, Franz
AU - Waldenberger, Franz
AU - Naegele, Gerd
AU - Park, Sieun
AU - Hess, Moritz
AU - Reuter, Verena
AU - Frewer-Graumann, Susanne
AU - Korjonen-Kuusipuro, Kristiina
N1 - Publisher Copyright:
© 2022 by the authors.
PY - 2022/12
Y1 - 2022/12
N2 - Digital literacy refers to a set of competencies related to the skilled use of computers and information technology. Low digital skills can be a barrier for older adults' full participation in a digital society, and COVID-19 has increased this risk of social exclusion. Older adults' digital inclusion is a complex process that consists of the interplay of structural and individual factors. The ACCESS project unwrapped the complexity of the process and developed an innovative, multilevel model that illustrates how societal, institutional, material and pedagogical aspects shape adults' appropriation of digital literacy. A holistic model describes factors contributing to older adults' digital literacy, acknowledging sociocultural contexts, environments, learning settings and instruction practices for learning digital literacy. Instead of seeing older adults' reasons for learning digital skills purely as individual choice, this model recognizes the interpersonal, institutional and societal aspects that implicitly or explicitly influence older adults' acquisition of digital literacy. The results offer a tool for stakeholders, the research community, companies, designers and other relevant stakeholders to consider digital skills and the given support. It demands diverse communication between different stakeholders about the things that should be discussed when organizing digital support in digitalized societies.
AB - Digital literacy refers to a set of competencies related to the skilled use of computers and information technology. Low digital skills can be a barrier for older adults' full participation in a digital society, and COVID-19 has increased this risk of social exclusion. Older adults' digital inclusion is a complex process that consists of the interplay of structural and individual factors. The ACCESS project unwrapped the complexity of the process and developed an innovative, multilevel model that illustrates how societal, institutional, material and pedagogical aspects shape adults' appropriation of digital literacy. A holistic model describes factors contributing to older adults' digital literacy, acknowledging sociocultural contexts, environments, learning settings and instruction practices for learning digital literacy. Instead of seeing older adults' reasons for learning digital skills purely as individual choice, this model recognizes the interpersonal, institutional and societal aspects that implicitly or explicitly influence older adults' acquisition of digital literacy. The results offer a tool for stakeholders, the research community, companies, designers and other relevant stakeholders to consider digital skills and the given support. It demands diverse communication between different stakeholders about the things that should be discussed when organizing digital support in digitalized societies.
KW - Aged
KW - COVID-19/epidemiology
KW - Humans
KW - Learning
KW - Literacy
KW - Multilevel Analysis
UR - http://www.scopus.com/inward/record.url?scp=85143671621&partnerID=8YFLogxK
U2 - 10.3390/ijerph192315714
DO - 10.3390/ijerph192315714
M3 - Journal article
C2 - 36497789
SN - 1661-7827
VL - 19
SP - 15714
JO - International Journal of Environmental Research and Public Health
JF - International Journal of Environmental Research and Public Health
IS - 23
M1 - 15714
ER -