Algorithmic Literacy and Design for Older Adults

CfD Conversations Spring 2026–2 | February 10, 2026

Written by Shuhan (Sisi) Wang

Algorithmic literacy is often framed as a technical skill, the ability to understand how search engines or social media feeds function behind the scenes. Yet algorithms do far more than sort information; they shape what news we encounter, which products we consider, and how we interpret the world around us. For many older adults, the opacity of these systems turns everyday digital interactions — like scrolling through headlines, watching videos or verifying information — into moments of uncertainty. The February 2026 Conversation Series from the Center for Design, titled Algorithmic Literacy and Design for Older Adults, addressed this growing concern by reframing literacy not simply as technical knowledge but as a matter of dignity and design ethics.

The conversation, moderated by Paolo Ciuccarelli, brought together Myojung Chung and Miso Kim to explore how aging intersects with algorithmic systems that increasingly shape everyday digital experiences. Drawing on research in media literacy, the speakers pushed back against deficit-based assumptions that frame older adults as inherently less capable with technology. Instead, they introduced a more nuanced perspective: while younger users often overestimate their understanding of how algorithms work, older adults tend to underestimate their own knowledge. This gap in confidence, rather than ability alone, reframes how we understand digital inequality. From this perspective, algorithmic literacy is not simply about teaching technical skills, but about addressing issues of confidence and participation. It is both an educational concern and a broader ethical design challenge.

The Algorithmic Knowledge Gap and Aging

As algorithmic systems increasingly shape how information is distributed and consumed, a critical gap has emerged in how different age groups understand these systems. Kim and Chung presented existing research that highlights the age is one of the strongest predictors of algorithmic knowledge, revealing a growing divide that extends beyond simple access to technology. While earlier discussions of the “digital divide” focused on whether individuals could access devices or use basic digital tools, this conversation emphasized a deeper layer: the ability to understand how platforms curate and prioritize content.

Focusing on studies in media literacy, Myojung Chung introduced the concept of an algorithmic knowledge gap, where older adults, on average, demonstrate lower familiarity with how algorithms operate in everyday contexts such as social media feeds or search results. However, this gap is not solely about a lack of knowledge. Instead, it is closely tied to differences in confidence and self-perception. Younger users often report high levels of confidence in their understanding of algorithms, even when their actual knowledge is limited. In contrast, older adults tend to underestimate their understanding, leading to hesitation or reduced engagement with digital platforms.

The difference between younger and older users in understanding algorithmic systems.

This imbalance between perceived and actual knowledge reframes the issue of digital inequality. Rather than viewing older adults as simply lacking skills, the discussion suggests that the problem lies in calibration — the alignment between what individuals think they know and what they actually know. As a result, addressing the algorithmic knowledge gap requires more than simply providing information. It calls for approaches that build confidence, encourage critical awareness and support older adults in navigating algorithm-driven environments with greater agency.

Why Do We See & What We See?

To understand the significance of algorithmic literacy, it is essential to first examine how algorithmic systems shape our everyday digital experiences. Platforms like social media, search engines and content feeds do not present information neutrally; instead, they rely on algorithms that prioritize content based on user behavior and engagement patterns. What users see is often the result of complex personalization processes designed to maximize attention, rather than to provide a balanced view of information.

As discussed during the conversation, these systems operate largely in the background, making their influence difficult to recognize. Myojung Chung emphasized that many users are aware that algorithms exist, but lack a clear understanding of how they function in practice. For example, content that generates more clicks, likes or shares is more likely to be promoted, regardless of its accuracy or reliability. Over time, this can create highly curated information environments that reinforce existing preferences and limit exposure to diverse perspectives.

This raises important questions about awareness. If users do not fully understand why certain content appears in their feeds, their ability to critically evaluate information becomes constrained. For older adults in particular, this opacity can make it more difficult to distinguish between organic content and algorithmically-promoted material. As a result, developing algorithmic literacy involves not only recognizing that these systems exist, but also understanding the underlying logic that shapes what we see, and just as importantly, what we do not see.

Redefining Independence for Older Adults

Discussions of technology and aging often assume that independence should be the primary goal, that better tools will allow older adults to function with less reliance on others. However, the conversation challenged this assumption by introducing a more nuanced understanding of autonomy. Rather than equating independence with complete self-sufficiency, Miso Kim emphasized the concept of relational autonomy, where individuals make decisions within networks of support, care and social connection.

By sharing examples from service design research, the panelists highlighted how older adults often value guidance and collaboration rather than isolation. Whether navigating digital platforms, managing health-related decisions or participating in community spaces, support systems play a critical role in enabling meaningful engagement. In this context, autonomy is not diminished by assistance; instead, it is strengthened by it. Designing for older adults, therefore, requires moving beyond the idea of “independence at all costs” and toward systems that respect dignity while providing appropriate support.

The concept of Elder autonomy.

This perspective has important implications for algorithmic literacy. If algorithms increasingly mediate decision making, from what information to trust to what services to access, then designing for autonomy cannot mean simply leaving individuals to navigate these systems alone. Instead, it calls for thoughtful design that acknowledges interdependence, supports informed decision-making and creates environments where older adults can engage with technology confidently and on their own terms.

Algorithmic Care or Algorithmic Control?

As algorithmic systems become more embedded in our everyday lives, they are often framed as a tool of convenience that recommends content, simplifies decisions and shortens daily tasks. In this case, algorithms can appear to function as a form of “care,” anticipating user needs and reducing effort. However, as discussed during the event, this convenience introduces a critical tension: the same systems that support users can also shape and limit their choices in subtle but powerful ways.

Myojung Chung highlighted that most platforms are designed to maximize engagement, meaning that the content users see is prioritized not for accuracy but for its ability to capture attention. While this can make digital experiences feel personalized and efficient, it can also lead to increasingly narrow information environments. Over time, users may be exposed to a limited range of perspectives without fully realizing how their feeds are being curated.

This raises an important ethical question: when does algorithmic assistance become a form of control? For elders, who may already feel less confident navigating digital systems, this lack of transparency can further complicate their ability to make informed decisions. At the same time, some audiences in the discussion noted that algorithmic recommendations can feel helpful, especially when they reduce cognitive load or provide relevant information quickly. This dual nature highlights the complexity of algorithmic systems — they are neither purely beneficial nor entirely harmful.

Understanding this tension is important to algorithmic literacy. It requires recognizing that algorithms can both support and constrain user agency. Designing for older adults, therefore, is not about removing algorithms altogether, but about creating systems that are more transparent and aligned with users’ long-term well-being rather than short-term engagements.

Co-Designing Algorithmic Literacy for Seniors

As the discussion moved toward solutions, a key takeaway was that algorithmic literacy cannot be effectively addressed through one-size-fits-all interventions. Instead of designing tools for older adults based on assumptions, the speakers emphasized the importance of designing with them through co-design approaches. This shift recognizes older adults not as passive recipients of technology but as active contributors with valuable experiences.

During the research process, a notable finding emerged when participants expressed little interest in using yet another app to improve their digital literacy. This response challenged conventional solution-driven thinking and highlighted the limitations of purely technological fixes. As Miso Kim discussed, effective interventions may instead take the form of community-based learning or interactive workshops that foster both understanding and confidence. These approaches acknowledge that learning is social and contextual, rather than purely individual or technical.

Co-designing algorithmic literacy also aligns with the broader idea of relational autonomy. By involving older adults directly in the design process, these initiatives can better address their needs, preferences and concerns, while also reinforcing a sense of agency. Rather than aiming to create complete technical mastery, the goal becomes helping individuals develop a clearer awareness of how algorithmic systems influence their experiences and how they can navigate those systems more intentionally. In this way, co-design serves not only as a method but also as a framework for building more inclusive and effective approaches to algorithmic literacy.

Interested in learning more? Watch the event recording:

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CAMD Moderator:

Paolo Ciuccarelli: Founding Director of the Center for Design; Professor of Art + Design in CAMD

Speakers:

Myojung Chung: Associate Professor of Journalism and Media Innovation in CAMD; Researcher in Digital Media, Misinformation and AI

Miso Kim: Associate Professor of Art + Design in CAMD; Researcher in Service Design, Experience Design, Healthcare Design and Legal Design

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