Digital Literacy and Media Consumption among Different Age Groups

Abstract

Purpose: The general objective of the study was to investigate digital literacy and media consumption among different age groups.

Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive's time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.

Findings: The findings reveal that there exists a contextual and methodological gap relating to digital literacy and media consumption among different age groups. The study found significant disparities in digital literacy levels that affected media consumption behaviors. Younger generations, with higher digital literacy, preferred dynamic, interactive digital media, while older adults relied more on traditional media due to lower digital literacy and difficulties navigating digital platforms. Socio-economic status, educational background, and access to technology influenced these disparities. The study emphasized the need for targeted digital literacy initiatives to bridge this divide and promote inclusive media consumption, ensuring all age groups could benefit from digital resources.

Unique Contribution to Theory, Practice and Policy: Theory of Diffusion of Innovations, Uses and Gratification Theory and Media Richness Theory may be used to anchor future studies on digital literacy and media consumption among different age groups. The study recommended targeted educational programs to address varying digital literacy levels, suggesting advanced digital skills training for younger generations and user-friendly basic skills training for older adults. It contributed to theory by emphasizing the role of age in digital literacy research and urged the expansion of theoretical frameworks to include socio-economic and educational influences. Practically, it called for age-appropriate digital content and school curricula integration, while policy recommendations included investing in digital infrastructure, supporting public digital literacy programs, and addressing digital privacy and cybersecurity issues to foster an inclusive digital environment.