«I do everything, but I don’t know how to make anything work»: Affective and relational learning of social media in later life
Abstract This exploratory paper argues that treating older adults learning as «representational knowledge» acquisition is not adequate if we want to understand how they learn to use digital technologies in general, and social media technologies in particular. Using examples taken from an ethnographic study exploring social media use in later life, the case is made for a range of digital practices and affective relations through which learning happens. The idea of communities of practice is a useful approach, however it also needs to be expanded to account for the practices that happened outside of the social and cultural centers and outside of the groups of interest formed around the interests in digital technologies. It is also useful to answer the question of how and why particular forms of «pedagogical authority» are enacted through particular digital practices, which are highly relational and affective, and how these forms of expertise become identity traits. We further discuss the implications of this for our understandings of identity and ageing within the digital society. Finally, we suggest that the term learning ecologies captures much better the practices of learning of older adults.
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Wenger, E. (1998a) Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (1998b) Communities of practice: Learning as a social system. Syst. Think., 9, 2-3.
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Barron, B. (2004) Learning Ecologies for Technological Fluency: Gender and Experience Differences. J. Educ. Comput. Res., 31, 1-36. https://doi.org/10.2190/1N20-VV12-4RB5-33VA.
Beneito-Montagut, R. (2011) Ethnography goes online: towards a user-centred methodology to research interpersonal communication on the internet. Qual. Res., 11, 716-735.
Beneito-Montagut, R.; Begueria, A. y Cassián, N. (2017) Doing digital team ethnography: being there together and digital social data. Qual. Res., 17, 664-682.
Boulton-Lewis, G. M. (2010) Education and learning for the elderly: Why, how, what. Educ. Gerontol., 36, 213-228.
Diduca, D.; Partridge, C. y Heres, J. (2007) ict use and the elderly - cohort, lifestage or just irrelevant? En Information and Communications Technologies in Society: E-Living in a Digital Europe (p. 88).
Erickson, F. (1985) Qualitative Methods in Research on Teaching. Occasional Paper n.º 81.
Fenwick, T. y Landri, P. (2012) Materialities, textures and pedagogies: socio-material assemblages in education. Pedagogy Cult. Soc., 20, 1-7.
Fernández-Ardèvol, M. y Prieto, L. a. (2012) Mobile telephony and older people: Exploring use and rejection. Interact. Stud. Commun. Cult., 3, 9-24.
Goffman, E. (2006) Stigma: Notes on the management of spoiled identity. Simon and Schuster.
Hughes, J.; Jewson, N. y Unwin, L. (2013) Communities of Practice: Critical Perspectives. Routledge.
Jaeger, P. T. y Xie, B. (2009) Developing online community accessibility guidelines for persons with disabilities and older adults. J. Disabil. Policy Stud., 20, 55-63.
Lave, J. y Wenger, E. (2002) Legitimate peripheral participation in communities of practice. Support. Lifelong Learn., 1, 111-126.
Lave, J. y Wenger, E. (1991) Situated learning: Legitimate peripheral participation. Cambridge University Press.
Leist, A. K. (2013) Social media use of older adults: a mini-review. Gerontology, 59, 378-384.
Madden, M. (2010) Older adults and social media.
Mathisen, A. y Nerland, M. (2012) The pedagogy of complex work support systems: infrastructuring practices and the production of critical awareness in risk auditing. Pedagogy Cult. Soc., 20, 71-91. https://doi.org/10.1080/14681366.2012.649416.
Miles, M. B. y Huberman, A. M. (1994) Qualitative data analysis: An expanded sourcebook. sage.
Policies for Ageing Well with ict [www Document], n.d. Digit. Single Mark. url https://ec.europa.eu/digital-single-market/en/policies/ageing-well-ict (accessed 12.10.17).
Segal, L. (2008) After Judith Butler: identities, who needs them? Subjectivity, 25, 381-394.
Selwyn, N. (2004) The information aged: A qualitative study of older adults’ use of information and communications technology. J. Aging Stud., 18, 369-384. https://doi.org/10.1016/j.jaging.2004.06.008.
Selwyn, N.; Gorard, S.; Furlong, J. y Madden, L. (2003) Older adults’ use of information and communications technology in everyday life. Ageing Amp Soc., 23, 561-582. https://doi.org/10.1017/S0144686X03001302.
Sørensen, E. (2009) The materiality of learning: Technology and knowledge in educational practice. Cambridge University Press.
Timmers, P. (2008) eu e?inclusion policy in context. info 10, 12-19. https://doi.org/10.1108/14636690810904670.
Tsai, H. S.; Shillair, R.; Cotten, S. R.; Winstead, V. y Yost, E. (2015) Getting grandma online: are tablets the answer for increasing digital inclusion for older adults in the us? Educ. Gerontol., 41, 695-709.
Wenger, E. (1998a) Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Wenger, E. (1998b) Communities of practice: Learning as a social system. Syst. Think., 9, 2-3.
Wetherell, M. (2012) Affect and emotion: A new social science understanding. Sage Publications.
Beneito-Montagut, R., Begueria, A., & Cassián, N. (2018). «I do everything, but I don’t know how to make anything work»: Affective and relational learning of social media in later life. Aula, 24, 77–92. https://doi.org/10.14201/aula2018247792
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