11 Digital Divide and Age

Learning Objective

By the end of this chapter, readers will understand how age contributes to the digital divide, specifically relating to the access, digital literacy, and attitudes of different generations toward technology. They will also be made aware of potential strategies to help bridge the generational digital divide in library settings

Introduction

The range of digital literacy and skills across generations is an integral factor in the digital divide. Although children today are often introduced to technology like iPads, streaming services, and the internet at a young age, older adults, on the other hand, have lived most of their lives without access to today’s technology. Many parents today may contribute to early technology adoption in the home, while schools do so in the classroom, some as soon as kindergarten. Unfortunately, because older generations were not exposed to it at a younger age, they are more hesitant to learn how to access and use technology. To them, the digital presence in everyday life is a discouraging but growing force that prevents them from participating in democracy, managing finances, and even connecting with their family and friends (Lamphere, 2019).

When looking at the role of age in the digital divide, most research shows that it primarily impacts older generations. This gap between older adults and younger generations shows that the older population have fallen behind with technology for a handful of reasons. The Centre for Ageing Better found that there were five major contributors that impacted older adults’ use of technology: self-confidence, fear, physical issues, cultural differences, and lack of social networking (Wilson, 2020). Older users may have mental and/or physical disabilities that factor into their struggle with digital advances. While people who struggle with digital literacy are often labeled as having negative attitudes towards technology, it is more often based on nervousness and not knowing where to start.

The Myth of the Digital Native

Younger generations who have grown up with advanced forms of technology are more likely to understand how to use them. Many assume young people’s early exposure to screens is a path to generating and sharing more complex media content, sometimes referring to them as “digital natives.” However, this does not mean that all younger users have access to or know how to use this technology. Some researchers are actively trying to dispel the myth of the digital native because even among young people, it is “possible to find all kinds of situations, profiles and experiences of digital technology use” (Scolari, 2019). Similarly, not all baby boomer or Gen X patrons live with disabilities that affect their use of technology, and some may live in households where they are exposed to digital media often. Research shows how access to everyday technology among older adults is increasing every year (Faverio, 2022).

How Libraries and Schools Are Bridging the Divide

The divide between age groups is narrowing, but the divide still exists. Libraries and schools are fighting to mitigate the factor of age in the digital divide by providing resources to help those who have trouble understanding, using, and evaluating technology and digital information. Young people need to learn how to be able to use and successfully navigate the changing digital landscape, as so much of everyday life now has to be done on the computer, including education, job applications, taxes, and more. Because of this, students must have the basic skills to be able to adapt and operate platforms they’ve never been on. Schools are continuing to implement updated technology standards to ensure students are receiving the most current education on digital information possible, as well as beginning to utilize external resources, like Code.org, which comes to K-12 classrooms to help increase access and encourage computer science in classrooms (Rogers, 2016).

Many libraries provide programs and classes to help bridge the digital divide, from basic skills like keyboarding and using a mouse to advanced skills like website design and coding. The Brooklyn Public Library developed a curriculum called ‘Never Too Late to Learn’ that offers free technology classes and assistance to patrons. This resource caters specifically to those over the age of fifty by “paying attention to physical limitations in vision, hearing, and mobility that could prove frustrating in a learning environment”(Witteveen, 2017). One of its most popular programs is the virtual bowling league called ‘Library Lanes’, which uses the Xbox One gaming system. For homebound patrons, they also provide tech programs online and via teleconference.

More and more libraries are also starting to build digital media labs where patrons can learn creative technology like Adobe Creative Suite, Cricut, and music production software. Additionally, some libraries offer one-on-one technology help sessions where a user can bring in their device and get assistance from a librarian or IT professional (Lamphere, 2019). While it is true that there is a large population of people in older generations who are negatively impacted by the digital divide, people in younger generations aren’t immune from falling behind either, as another big factor in the digital divide is people’s socioeconomic status, which will be discussed in a later chapter.

For more information and further reading related to age and the digital divide, see the resource list below:

1. Computer Classes, from the DC Public Library, example of library technology classes
2. Gen Z and Digital Inclusion, report from the Digital Future Society
3. Social media communication and shifting attitudes toward social change across generations: a comparative study of Gen Z and older cohorts

Key Takeaway

Age can influence how individuals access, use, and perceive technology, but generational differences are varied and not fixed. Libraries address age-related gaps by offering instruction and services that accommodate different experience levels and learning preferences.