ANALYSIS OF THE DIGITAL lITERACY OF ELDERLY PEOPLE IN THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES TO TACKLE DISINFORMATION
Name: MARIENE KOHLER
Publication date: 16/04/2025
Examining board:
Name |
Role |
|---|---|
| MARGARETE FARIAS DE MORAES | Presidente |
| MERI NADIA MARQUES GERLIN | Examinador Interno |
| REGINA CELIA BAPTISTA BELLUZZO | Examinador Externo |
Summary: This research aims to analyze the knowledge, skills, and attitudes inherent to digital competence that are necessary for older adults in the use of Information and Communication Technologies (ICT) to recognize and avoid misinformation. The study
is based on the premise that, although technological innovations have expanded access to information, inequalities persist regarding the ability to use these tools critically and safely. The theoretical framework integrates studies on information,
digital, and media literacy, highlighting the importance of an interdisciplinary approach that considers both technical aspects and the sociocultural challenges inherent in ICT use. The literature review demonstrates that digital inclusion goes beyond mere access to devices; it involves the development of capabilities that support the interpretation, evaluation, and critical selection of information. The obstacles faced by this group are closely linked to historical, socioeconomic, and cultural factors, which hinder their adaptation to digital environments and increase their vulnerability to misinformation. The methodological approach adopted combined quantitative and qualitative strategies, through the application of a questionnaire and the conduction of a focus group, with data collected at the Open University for Older Adults (UnAPI/Ufes). The data analysis, grounded in the theoretical framework of the European Digital Competence Framework for Citizens (DigComp 2.2), enabled the identification of the weakest components of digital competence among participants, revealing difficulties in using devices, verifying the truthfulness of information, and critically evaluating accessed content. The results point to the need for specific educational interventions that promote continuous updating and improvement of digital skills, thereby reducing the risks associated with exposure to misinformation. The study underscores the importance of intervention strategies that consider the specificities of the older population, contributing to their inclusion and active participation in the digital environment. The findings provide valuable input for future research as well as for the implementation of public policies and educational programs aimed at digital inclusion, integrating technical, cognitive, and social dimensions.
