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Although research already examined sociodemographic profiles of older internet (non-)users, it is unknown how combinations of sociodemographic factors relate to internet (non-)use. Therefore, this study aims to investigate the cumulative impact of sociodemographic characteristics on internet (non-)use among people aged 60 and older between 2004 and 2021, using representative survey data derived from the Belgian Ageing Studies (n = 61 376). Logistic regression analyses consistently associated low education, age 80 or older, low income and female gender with higher probabilities of being internet non-user between 2004 an 2021. CHAID analysis revealed that education and age are the strongest predictors of non-use. The cumulative impact of sociodemographic factors enables to reveal subgroups where prevalence rates of non-use are almost three times higher than the prevalence reported in the population of older people in general. The result that 80.1 percent of individuals aged 80 and above with limited education did not use the internet underscores the need for a comprehensive digital inclusion approach, including strategies to overcome economic barriers to internet access and tailored internet training initiatives addressing digital skills and motivation. CHAID results help policymakers and internet training providers identify subgroups with high prevalence rates of non-users and target interventions to those at a high risk of digital exclusion.

Adoption of digital technology by older adults has become an important topic in academia and the public sphere within the debate on digital inclusion. Likewise, this topic has gained traction in the print media also. This paper assesses the representation of older adults in print media in the past 20 years in The Netherlands and Flanders. A total of 281 articles in the Dutch language were analysed to determine the representation of older adults and their level of agency. We found that they were represented in three manners: a) ambassadors of digital skill acquisition; b) naturally lacking in digital skills; or c) not alone in being helpless. These representations clearly increased during the COVIS-19 crisis. Some representations can be problematic, as the relationship between older adults and digital inclusion is not envisioned positively. Furthermore, they receive no agency to participate actively in the discussion surrounding their own digital inclusion and are too often used as the automatic example of the digitally illiterate – which is not particularly encouraging older adults towards digital skills acquisition.

IntroductionWith the continuing advancement of digitalization of everyday life, digital literacy becomes more and more a necessity. As a consequence, those who are digitally illiterate experience digital exclusion, which increasingly equals social exclusion. Older adults are typically less digitally active and also less skilled in digital technologies than younger cohorts. Digital inclusion frameworks by governmental and supra-national organizations, on the one hand, and academic definitions of “digital literacy” or “digital skills”, on the other hand, tend to include a broad set of competencies next to technical understanding, such as cognitive and social-emotional skills. However, we argue the problem that expectations of what digital literacy commonly entails are too high level for older adults with no pre-existing digital experience with computers, internet, smartphones, or tablets. Even what is considered as entry-level, basic digital skills, or foundational skills, can be very demanding for older adults with limited or no prior knowledge of and practice with digital technologies.MethodsTo make our point, we draw on own data from interviews with 26 digital skills instructors who give training to older adults in Belgium (collected between December 2020 and February 2021).ResultsWe provide empirical evidence for the circumstances that even seemingly basic digital skills, such as getting a device started or downloading apps, can be very demanding and anything but trivial for older adults without prior experience. We demonstrate evidence along three interrelated domains: (1) ICT-jargon and terminology; (2) Hardware; (3) Software and Internet. Each of these domains entail hurdles of knowledge and understanding that need to be overcome for these older adults before we can start addressing the higher goals of digital literacy frameworks.DiscussionThe main implication from this article is that even the most basic tenets of digital technology are neither trivial nor simple to grasp for older adults with no or limited prior experience — a point not sufficiently addressed by current frameworks of digital skills/literacy/competence.

Researchers have been looking for easily accessible and straightforwardly useable paradata and auxiliary data to improve survey data. Lately, there is also attention for the evaluation and validation of this external data, such as the assessment of the quality of interviewer-generated paradata. For these purposes, we investigated how useful Google Street View can be as auxiliary data and whether it allows us to assess the quality of interviewer observations on the houses and neighbourhoods of sample units. Additionally, we test whether Google Maps can inform us about the reachability of sample units and which data can predict non-response better. Although it is rather simple to use Google Maps and Street View in daily life, using it to code auxiliary data for surveys is more challenging than expected. Hence, this paper also offers a thorough discussion of the pitfalls of coding these auxiliary data as well as their current solutions.