The problem with ‘digital generation’: A study of adult digital content creators Karl Mannheim (1952 [1928]) wrote about problems associated with use of the term ‘generation’. He argued that generational consciousness within a generation is not necessarily homogeneous or coherent, as there will be divergent views and practices within any group. Indeed one of the main criticisms arising from comparisons and differentiation between people in pre-defined generational groups is that standardised assumptions and pre-conceptions are made about how they behave and their ability to learn. This is particularly problematic in the digital era when use of the terms ‘digital generation’ and ‘net generation’ (Tapscott, 2008) are used for the categorisation of age delineation (Buckingham, 2006). This research investigates 36 UK adults using digital technology as they participate in the practices of content creation, distribution and sharing online as a form of vernacular creativity. It views participants not as members of a pre-defined generation, but as individuals within an age range. Consequently, generational preconceptions were suspended in favour of an approach linked to the modes of communication and technologies available and familiar to them in their early life and to their own personal circumstances and backgrounds. Research revealed that adopting digital technologies acted as enablers in facilitating the unlocking of suppressed behaviour and creative desires across the age spectrum. In addition the research findings offer a nuanced set of conclusions where both commonly held actions of purpose and age related circumstances are important. These are alternative to the over-simplistic and sometimes polemical perception that the so-called ‘digital generation’ are more digitally adept and literate than older internet users. Bibliography Buckingham, D. (2006), Is there a Digital Generation? In: David Buckingham & Willett, R. (eds.) Digital Generations: Children, Young People and New Media. Mahwah, NJ: Erlbaum. Mannheim, K. (1952 [1928]), The Problem of Generations. In: Kecskemeti, P. (ed.) Essays on the Sociology of Knowledge. New York, NY: Oxford University Press. Tapscott, D. (2008), Grown Up Digital, New York, NY, McGraw-Hill.

1. The problem with ‘digital generation’:
A study of adult digital content creators
Tim Riley
Ravensbourne
1
MeCCSA 2015

2. 2
Background

3. 1. Terms such as ‘digital natives’ (Prensky, 2001) and the ‘digital’ and
‘net generation’ (Tapscott, 1999; 2008) appear too simplistic and ignore
the diversity of all internet users.
1. People of all ages are introduced to digital technology in different ways,
at different times and by different means – irrespective of age.
1. There is still an interdependence and convergence of both analogue and
digital technologies.
2. There was no ‘year zero’ when digital technology ‘appeared’.
Context

4. Quantel Paintbox
Back in 1983

5. The ‘Digital Generation’
Generational polemicists
• Marc Prensky: “digital natives” v “digital immigrants”
• Don Tapscott: “net generation/N-Geners” v “baby boomers/generation
x” or - “television generation”
• Don Tapscott argues that the internet has enabled the ‘net generation’
to, “enhanced their intelligence” (Tapscott, 2009:30).
Robin Fox calls this “ethnographic dazzle” where “difference overwhelms
the equal fact of consistent central patterns”. www.csicop.org/si/show/human_nature_project

6. The ‘Digital Generation’
The Mail Online 9th April 2012 The Guardian 7th August 2015

7. Is there a ‘Digital Generation’ ?
Siva Vaidhyanathan
Not all young people are “tech-savvy” and talk of a “digital generation” or
people who are “born digital” wilfully ignores the vast range of skills,
knowledge, and experience of many segments of society (2008).

8. Generational Theory
Karl Mannheim’s generational theory
Generation location; generation as actuality; and generation unit, which express the
different components of a generation.
“[T]hose groups within the same actual generation which work up the material of their
common experiences in different specific ways constitute different generational units”
(1952 [1928]:314).
Generational consciousness within a generation is not necessarily homogeneous or
coherent, as there will be divergent views and practices within any group.
He also believed that as the pace of social change accelerates, the boundaries
between generations are likely to become blurred.

9. David Buckingham
The notion of a digital generation – a generation defined through its
relationship with a particular technology or medium – clearly runs the risk
of attributing an all-powerful role to technology.” Technology “needs to be
seen in the context of other social, economic and political developments
(2006:11).
To a greater or lesser extent, technological change affects us all, adults
included. Yet the consequences of technology depends crucially on how
we use technology and what we use it for, and these things are subjected
to a considerable degree of social variation within age groups as between
them (2006:11).
Is there a ‘Digital Generation’ ?

10. Digital content creation and sharing in adults
Focus of research

11. Unloading Self-created Content to Any Website & Shared
11
Source: Office for National Statistics – Internet Access 2012 UK Households and Individuals (2013)

12. Definition
Content creation in the context of this research defined as:
An arrangement of visual and/or audio material that requires
some element of composition or editing that has been
created outside of a professional framework.
Digital text is not included in this definition, other than its association to the visual and/or audio content.
The inclusion of digital text would make analysis of content too broad.

13. Methodology
Age bands of this study
18–28, 40–50, +65 (retired)
Sample
36 participants
already participating in the practices of content creation, distribution and sharing online as a
form of vernacular creativity.
Qualitative methods
Interviews: face-to-face, semi-structured, open-ended and conversational
(2 conducted via Skype)

14. Methodology
• Participants were not viewed as members of a pre-defined
generation, but as individuals within an age range.
• Generational preconceptions were suspended in favour of an
approach linked to:
• the modes of communication and technologies available and
familiar to them during their life.
• To their own personal circumstances and backgrounds.

15. 15
My research

16. 16
Research findings

17. http://phdcontentcreation.wordpress.com
Content Creation and Sharing

18. www.youtube.com/user/geriatric1927
Content Creation and Sharing

19. Geriatric1927
First video – August 4th 2006
Final video on 12th February 2014
45,697 subscribers
9,343,755 video views
434 videos
Peter passed away on 23rd March 2014.
His last video has been viewed over 50,000 times.
Content Creation and Sharing

20. A nuanced set of conclusions:
1. Life stage related
2. Commonalities
Research findings

21. +65
• All were involved in some form of post-retirement re-education.
• For several, learning the transfer from analogue to digital technology or
adopting digital was a gradual and necessary requirement for them to
pursue their hobbies.
• Digital photography was a gateway technology. Introduced them to image
manipulation software.
• For some, introduction to the digital domain was an unintended
consequence of education, where introduction to digital technology or
software was necessary for successful completion and progression.
• Displayed neither a model of tech-savvy ‘silver surfer’ or ‘digital dismissive’
Research findings

22. +65
Research findings

23. 40–50
• Digital technology had been gradually introduced into many participant’s
lives with a comparatively lengthy transition period from analogue to digital.
• Resulted in an almost unconscious domestication of both technologies.
• Many learned to use digital technology in the workplace where they were
introduced to the internet.
• Experience of both digital and analogue domains helped them evaluate,
assess, accept or reject the values and workings of digital culture.
• ‘a double edged sword’
• Some experienced feelings of anxiety from the seeming enormity of people,
content and information on the internet.
• Some developed negative views of digital culture and ambivalence towards
certain digital tools.
Research findings

24. 18-28
• Varying levels of computer education and accessibility exist in secondary
schools, which has both helped and hampered development of learning
digital technology and to use computers.
• Adopting learning by trial and error was the most common way for the
participants in this age range to learn technology. This includes participants
who struggled with or were apathetic to technology and the internet at
school.
• Several considered growing up during the transitional period of change from
analogue to digital had given them greater understanding of digital
technology.
Research findings

25. Commonalities
1. Several participants from all age ranges expressed that they possessed
‘natural’ abilities to adopt digital technologies.
2. Participants with perceived lack of aptitude or skills for digital technology
persevered, sometimes at a rudimentary level, because they were
motivated to communicate and express themselves creatively.
3. Several participants from all age ranges expressed that they were initially
timid, sceptical or disinterested with the affordances of digital technology,
particularly in the 18–28 age range.
4. Adept at integrating digital and analogue technology (digilogues).
Research findings

26. Commonalities
6. Practice of digital content creation was not necessarily technologically
driven.
7. Motivation to create and share content was the intrinsic desire for creative
self-expression.
8. Using digital technology was an enabler for a broader scope of affiliation
with others and for receiving recognition and feedback.
9. Sharing self-created content online fulfilled participants’ need for validation
and feedback of their content, and helped build confidence in their abilities.
• Particularly those who were physically isolated or socially ostracised.
Research findings

27. Provides an alternative to the over-simplistic and sometimes polemical
perception that the ‘digital generation’ are more digitally adept and literate than
other internet users.
• While age and life stage are important, strict generalisations of generational
groups are problematic.
• In many cases, adopting digital technologies acted as enablers in facilitating
the unlocking of suppressed behaviour and creative aspiration across the
age spectrum.
• Greater emphasis on digital literacy for all age ranges.
Conclusion

28. tim@timrileydigital.com
@timfrantic
Thank you