Transitions in older adulthood: A conceptual proposal incorporating the maker movement, lifelong learning, and information behavior

Abstract Older adults comprise a group that has recently gained attention for broadening the maker movement. Research has shown that older adults have benefited from makerspaces and making with both tangible and digital technologies, especially in enhancing digital literacy. However, most previous research has not thoroughly considered older adults' unique situations and life transitions, such as retirement, and their lifelong learning beyond obtaining certain technical skills in makerspaces. In this regard, this conceptual paper proposes a theoretical foundation by unpacking the connections of theories related to the maker movement, information behavior, lifelong learning, and transitions that older adults experience. Considering the process of a transition—from an event, to understanding, negotiating, resolving, and to new life—this paper discusses how theories of lifelong learning (e.g., transformative learning, functionalist paradigm, and communities of practice) and the basic concepts of the maker movement (e.g., maker mindset) intersect with older adults' transitions and information behavior. Then, we conclude with some potential applications of our conceptual proposal to practice and research.