Cultivating Media Literacy and Information Responsibility among Older Adults: A Three‑Year Intergenerational Framework for Inclusive Digital Citizenship
Abstract
ABSTRACT: As populations age and digital technologies rapidly advance, middle-aged and older adults (55 years and older) are increasingly engaging with complex online environments shaped by algorithmic suggestions, viral content, and fragmented virtual communities. These environments raise the risk of misinformation spreading and pose significant challenges for ethical and critical media engagement. This research presents the conceptual framework and research plan for a three-year study titled “From Echo Chambers to Responsibility Awareness: Exploring the Third-Person Effect, Information Responsibility Literacy, and Intergenerational Co-Learning in Social Media Use Among Middle-Aged and Older Adults.” Using an interdisciplinary approach that combines adult education, information science, communication studies, and social psychology, the project aims to explore how middle-aged and older adults in Taiwan can develop information responsibility literacy, including skills such as critical media literacy, responsible sharing practices, and greater awareness of echo chambers and third-person perceptions on social media. The research framework recognizes that the media behaviors of middle-aged and older adults are shaped not only by personal abilities but also by social and intergenerational influences. Using interdisciplinary theories and approaches, the project focuses on intergenerational co-learning and blended eLearning as primary instructional methods, encouraging collaboration between older and younger learners to critically analyze, assess, and develop responsible information practices. The methodology includes three phases. The first involves egocentric network interviews and focus groups to explore older adults’ trust networks, decision-making, and moral reasoning in digital environments. Insights from these qualitative studies will guide the second phase, which will utilize Delphi methods and iterative expert consensus to create and validate competency indicators that outline the essential aspects of media literacy and information responsibility for this group. In the third phase, a hybrid media literacy curriculum will be implemented and evaluated using a quasi-experimental design within community-based learning settings. This curriculum will combine in-person workshops with online modules, encouraging intergenerational collaboration and allowing observation of changes in participants’ information behaviors, reflection skills, and collaborative attitudes. Although the project is still in its early stages and has not yet produced empirical data, its design offers a progressive and well-grounded approach to addressing urgent global issues, such as disinformation, algorithmic polarization, and digital exclusion, which affect older populations. The impact of this research goes far beyond academia. By helping middle-aged and older adults to identify, evaluate, and responsibly share information, the project aims to improve communication across generations, strengthen social bonds, and foster a more resilient and inclusive digital environment. At the APERA–TERA 2025 International Conference, this presentation will detail the project’s interdisciplinary base, theoretical framework, and research approach, encouraging constructive feedback and collaboration to improve and broaden the study.