We’re pleased to announce an upcoming issue of Networking Knowledge: Journal of the MeCCSA Postgraduate Network
In the new global and network society, greater challenges have been posed by demographic changes in the labour workforce and in the complexity of social interactions and neighbourhood ties (Bond, Peace, Dittmann-Kohli, & Westerhof, 2007; Bowling, 2005).
Previous studies (e.g. Costa, 2013; Cabrera, & Malanowski, 2009; De Schutter & Vanden Abeele, 2008; Felsted, & Wright, 2014) have suggested that Information and Communication technologies have a crucial role in overcoming these challenges by facilitating the meaning attributed to information and thus strengthening age identity (Hubble, & Tew, 2013) and encouraging prosocial behaviors, the sense of social connectedness and of purposefulness. In fact, increasingly mobile network societies have been suggested to change the way people exercise their minds (Johnson, 2006) and how they communicate.
Although these networks tend to bring flexibility, adaptability and global transformation (Castells, 2001), intergenerational gaps in the access of information and social digital divides are likely to persist.
If the generation who lived with ‘old media’ (i.e. cable TV, radio, press) are now ‘digital immigrants’ (Prensky, 2012) overcoming generational learning, communication and authority gaps, the culture of new media (i.e. Internet, iPTV, video games) will need to be rethought in terms of accessibility as a participatory culture (Fisk, Rogers, Charness, et al., 2009; Sixsmith, & Gutman,2013), one that is in demand of both the convergence of media and of generation networks. In this special issue, we seek to explore the role of information and communication technologies in encouraging the development of networked older adults. Towards this aim, we invite submissions in the following (non-exclusive) list of topics:
- The use of social media in late adulthood
- Age-friendly technologies
- The power of networks in ageing
- Older adults’ interactions with new media
- Networked video games for the older adults
- Ageing in networked and smart cities
- Caregiver social networks
- ICT-based solutions to the demands of an ageing society
- Accessibility
- The digital divide
- Intergenerational learning
http://ojs.meccsa.org.uk/index.php/netknow/announcement/view/35
Thank you Stephan. Sure, I agree with you. In terms of accessibility, when you design a context-specific behaviour (e.g. visual impairments, audition...), you can have a specific target in mind but you are also designing for all. One example of this can be the following: when designing a ramp, we can think of people in a wheelchair but it will also help mothers with a baby trolley, people with roller skates, ... Yes, Skype "simply works" as well as other interface metaphors. If you are interested in contributing to this call by discussing such topics as "Inclusive technology" or "design for all", you can drop me a line ([email protected]). It was nice to hear from you.
Yes, Rozália. Thank you for your interest. The topic fits within the scope of this special issue and I think that your case study is likely to be of interest to the readers. I strongly encourage you to document your findings and submit them. With best wishes, Liliana.
Information and accessibility: the two key components to making it work. This is a topic that needs to be addressed. Just like we send our children to school to learn, without hesitation. We also need to continue this throughout our life for ourselves. Our learning does not stop once we have graduated from secondary school, college, or university. Society has developed this idea, that when a person becomes an adult, that they can control their own life; thus, make decisions on how to continue to educate themselves. If information and accesdibity is not available, e. G. .due to physical limitations, which prohibit accessibility and financial means, does that preclude that person from the acquisition of having that knowledge and ability? If it were a child, we would "bend-over-backwards" to give that child an opportunity to get that, we need to do that with our older people too. And, not just with those that show an interest, but with all. A way to think of this is how societies brought up the global distribution of the landline telephone.
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