an article by Linda Reneland-Forsman (Linnaeus University, Kalmar, Sweden) published in International Journal of Lifelong Education Volume 37 Issue 3 (2018)
Abstract
This study investigates older persons engagement with digital interfaces as one important way to social inclusion. Digital exclusion and social exclusion are intrinsically intertwined, which put older persons at risk for exclusion.
To construct meaningful educational practices for inclusion, more insight is needed to understand consequences of low digital competence.
Eighteen men and women (retired) have been interviewed about their everyday encounters with digital interfaces. Results show how older persons ‘borrow’ knowledge from social networks or from contacts at previous workplace, to access technology and digital practices.
Data also show a common acceptance of exclusion and changes in lifestyle. These fragile chains, put together to access digital practices jeopardise social inclusion understood as autonomy and participation in society.
Informants did not mention community arrangements as resources for access and knowledge, which indicate that hard work is required to promote inclusion of this group.
A possible way could be using the power of informally framed learning scenarios. Society cannot turn a blind eye to the fact that groups of citizens are hindered from developing capabilities to maintain a social life, to access the health sector, to enjoy integrity and independence and cultural recreation – to live a capable life.
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