Brno, November 19th 2015 Intergenerational learning about media within the family Bernhard Schmidt-Hertha Veronika Thalhammer Anika Klein

Brno, November 19th 2015

Intergenerational learning about media within the family

Bernhard Schmidt-HerthaVeronika ThalhammerAnika Klein

Agenda

• (Media) generations and their relationships

• Research project IGEL-Media

• Stimuli to learn informally

• Intergenerational relationships in social networks

• The meaning of learning opportunities

Meaning of Digital Literacy in Later Life

• Effective use of digital media key competence in daily life

• People without this ability risk to have disadvantages

• Modern technologies provide systems to assist older people to live an autonomous life

- safety systems (without human intervention) vs. online activities (need human intervention)

• Digital media offers a way…- to keep in touch with relatives/people who live far away- to communicate with people when individual mobility decreases

due to health reasons

3 | Schmidt-Hertha / Thalhammer / Klein © 2015 University of Tuebingen

Media Use of Different Generations

According to Mannheim (1928): Basis of generational identity = key events that have an impact on the whole society (e.g. a war)

Trinder et al. (2008): People born after 1980 “digital natives” People born before 1980 “digital migrants”

Media researchers: one leading media of each generation Differences in intensity and the way of using media‘digital divide’ = differences in media behavior between

different cohorts

Van Eimeren/Frees (2013): Group of older adults has fastest growing share of internet users.


• Modernization leads to radical new conditions of growing-up => intergenerationale knowledge transfer becomes obsolet

• Trajectory from postfigurative to cofigurative society

• Intergenerationale knowledge transfer is omitted

Theory of „generation

gap“ (Mead,

Eisenstadt)

• Is only true for certain areas of life• Concept of „Life Skills“• Originates from reproduction model

Counter-arguments


Relationships of generations (following Lüscher 2005, pp. 74)

Convergence

Divergence

InnovationReproduction

personal dimension

institutional dimension

Solidarity Emancipation

Captivation Atomization

in accordancemaintaining

holding outdiscordently

amicable development

apostatize negatively


Typology of older adults with respect to their attitudes towards intergenerational learning

Data• 60 qualitative interviews

• 16 group discussions

Types

• Type „sceptic“: Negative emotions, fears, and doubts dominate

• Type „reserved“:Limited interest in intergenerational learning

• Type „enthusiastic“:Unlimited support for intergenerational learning


Forms of intergenerational learning

1Learning from each other

2Learning

with each other

3Learning about each other



Media Competence

Informal Learning Non-formal Learning

Formal Learning

Intergenerational Exchange

Within the Family Outside the Family

• Predisposing factors• Encouraging factors

• Predisposing factors• Encouraging factors

Use of ICT

in Everyday Life Media Competence

Forms and Objectives Skills and Limits

The IGEL-Media project: knowledge interests

IGEL-Media: Research design

Quantitative analysis• „Competencies in later life“ (CiLL)

• EdAge-Study

Problem-centered interviews20-40 years old adults (n=10)40-60 years old adults (n=10)60+ years old adults (n=32)

Qualitative content analysis (Mayring)

3 Group discussions(three cohort groups)

Documentary method


Predictors of informal learning:a theoretical framework model

Informal learning

Lifestyle

(living conditions, activities, habits,

commitment, etc.)

Social network (family, friends,

associations, etc.)

Individual dispositions

(self-perception, in-terests, biography, etc.) Stimuli to

learn

internal

Learning opportuni-

ties

external

external

Individual resources for

learning(self-perception, self-

efficacy beliefs, learning experience,

etc.)

internal


see Schmidt-Hertha/Thalhammer, 2015

Stimuli to deal with ICT

Vocational context• ICT use in daily work• New job requirements• Request from vocational environment

Private context• ICT use by contact persons• New technological equipments• Pre-existing ICT use• Using ICT in a new field of activity (e.g. hobby)


Stimuli to learn informally

Internal External passiv

Social environment as barrier External active


„ich wollte ein Tablet, um nicht ganz so blöd zu sterben sozusagen. Weil ja irgendwie muss man ja auch mithalten können. Ja, weil die Jugend, die überholt einen ja im hm. Im Sauseschritt und ich wollte einfach (...) ja mithalten können. Ja mithalten hört sich jetzt blöd an, aber einfach. (...) Mitsprechen können. Nicht mithalten sondern mitreden können. Auch wissen, über was unterhalten die sich eigentlich alle. Was ist das?“(13_wn_53)

Internal• e.g. keeping oneself

up-to-date


„Aber dann denke ich wieder so/, jetzt im Urlaub haben wir so am Nachbartisch so einen älteren Mann, der war bestimmt auch schon siebzig, der hat dann das Handy und so rum und num und hin und her, dann habe ich zu meinem Mann gesagt "Bin ich doof? Mit fünfzig muss ich das doch auch hinbekommen die //manche Sachen?//" […] Und jetzt habe ich mich ein bisschen beschäftigt und siehe da, man kann manches lernen.“ (211_wn_48)

External passiv• e.g. role models


„Dann habe ich dann Geburtstag gehabt. Da habe ich zum Geburtstag von meiner Tochter, einen Laptop gekriegt. […] Sagt sie, Papa, du musst lernen, dir hilft alles nichts, musst du unbedingt lernen! Wir müssen über Skype telefonieren! Bild direkt SEHEN! Und, und, ja geht alles SCHNELLER und und und viel schöner und so weiter.“ (122_mm_62, Abs. 245-251)

External active• e.g. presenting

computers etc.


„Ja und dann später waren wir mal im Ausland und dann sind wir Heim gekommenwieder nach vielen, vielen Jahren. Und da wollte ich dann noch einmal-, wollte ich wieder in meinen Beruf rein. Das ging nicht weil ich nicht am Computer arbeiten konnte. […] Und da wollte ich dann nochmal in die Schule gehen. Aber ich habe nun ein Kind gehabt was in die Schule komm-, gehen musste. Und wie sollte ich das alles machen? Also habe ich es gelassen meines Kindes zuliebe. Ich war halt immer daheim und der konnte wenigstens seine Schule machen, der Jüngste jetzt, ne. Ja und so ging das die ganzen Jahre und mein Mann hat mit dem Computer gearbeitet. Der hat bei [Konzern xy] gearbeitet. Und meine gro-, meine Kinder, die ich aus erster Ehe habe, mein, mein, der Mittlese, Mittlere, der hat immer gesagt "Mama, kauf doch einen Computer, kauf doch-". Mein Mann "nein, mir kommt kein Computer ins Haus, ich brauche sowas nicht".“ (126_wn_77)

Social environment as barrier• hindering learning

opportunities provided e.g. by job


Informal learning

Lifestyle


commitment, etc.)


associations, etc.)



learn

internal

Learning opportuni-

ties

external

external




etc.)

internal



One central contact person

Different contact persons

Troubled contacts

No contact person at all

Respondents name explicitly on person in their closer social environment, which is preferred to assist in coping with ICT.

Assistance coming from social environment is described as a relevant ressource for learning. Contacts are chosen depending on different criteria.

There is at least one contact person, but assistance is described as troubled primarily.

Respondents name explicitly no person, they are assisted by.

28 cases 13 cases 8 cases 4 cases


Intergenerational Support

Ressources

Economical Time Social Cultural

Opportunity structures

Intra-/Intergenerational Support

Financial Instrumental Emotional Informational

Subjective appraisal


see Thalhammer/Schmidt-Hertha, 2015

What hinders intergenerational learning in the familiy?

21 | Autor/Verfasser/Thema/Rubrik/Titel etc. © 2010 Universität Tübingen

Family roles Age stereo-types Gender stereo-types

Informal learning

Lifestyle


commitment, etc.)


associations, etc.)



learn

internal

Learning opportuni-

ties

external

external




etc.)

internal



Interaction of opportunities and stimuli to learn

High efficancy pressure and much

prior knowledge

Low efficancy pressure and/or lack of prior

knowledge

Intention to learn is high

instruction/training/technical

literature(targeted use of„efficent“ sources of information)

Trial and error(persistent testing,

„need to make notes“)

Intention to learn is low

Quick problemsolving(incidental learning,

using proven sources of information)

Resignation/delegation

(„leave undone“, contacting others)


see Klein/Schmidt-Hertha, 2015

Conclusions• Informal intergenerational learning depends on the interplay of

stimuli and opportunities

• Social networks and intergenerational relationships can be a central resource for learning but also can hinder it.

• Intergenarational exchange provides stimuli to learn as well as learning opportunities.

• Choosing older or younger persons in one‘s social environment to assist in learning is a highly selective procedure, driven by a multidimensional set of criteria.


Thank you.

Prof. Dr. Bernhard Schmidt-HerthaDepartment of EducationUnit Adult Education/Further EducationMünzgasse 11, Raum 107, 72070 TübingenPhone: +49 7071 [email protected]


Documents

Brno, November 19th 2015 Intergenerational learning about media within the family Bernhard Schmidt-Hertha Veronika Thalhammer Anika Klein