A Library-Based "Tech Club" for Older Adults Living with Dementia and Their Care Partners: A Codesigned Pilot Project
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract: Addressing the digital divide is recognized as important, but less is known about how best to support older adults (fifty-five+) living with dementia and their care partners' digital learning needs. This paper reports on a partnership project between a university aging research center and a local Canadian public library. The aim was to support the social participation, connection, and inclusion of community-dwelling older adults (fifty-five+) living with dementia and their care partners through a codesigned "tech club" to address their self-identified digital learning needs. Data was collected between June 2024 and January 2025 via two codesign workshops, one-on-one pre-interviews, pre- and post-session mood questionnaires, ethnographic style field notes taken during each "tech club" session, and follow-up focus groups and interviews. Data analysis consisted of descriptive statistics and a thematic analysis. We report findings related to the participants' motivations for attending a dementia tech club, perceived social well-being benefits, potential challenges of a dementia tech club, and the importance of promoting tech-based opportunities to individuals living with dementia and their care partners. The findings demonstrate a mechanism (tech clubs) to address the digital divide for people living with dementia and promote social connection.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it