Digitality, as a defining characteristic of modern society, increasingly permeates all aspects of daily life, shaping social interactions and cultural techniques (Stalder, 2021; Noller, 2022). While digital practices offer new opportunities for social participation and networking, they pose significant challenges for older adults. Many digital applications create uncertainty as they do not align with familiar experiences (Petrie & Darzentas, 2017). This also applies to topics of data security and data security practice.  Perceived inadequate digital competencies, cognitive limitations, and reservations about new technologies can lead to digital vulnerability and exclusion (Selke, 2021; Geerts et al., 2023; Knowles & Hanson, 2018). Mediation in relation to digitalization-related needs occurs not only in educational settings but also in professional contexts, such as nursing, where nurses often serve as informal mediators for patients and colleagues in navigating digital health technologies. Nurses are well-suited for this role due to their close proximity to patients and their extensive experience in addressing diverse needs (Hölterhof et. al., 2024, in print).

Previous research has highlighted the importance of relationships in contexts where older adults engage with digitalization and digitality (Woodward, 2013). Trust is described as a key factor promoting older adults' willingness to adopt new technologies (Xie, 2007; Naumanen & Tukiainen, 2010; Hunsaker et al., 2020). 

The BMBF-funded project CrossComITS seeks to make data security topics accessible to vulnerable groups. To this end, security mediators and a community platform will be developed.This raises questions about the characteristics of mediation and facets of being a mediator in this context, and how these can be effectively translated into the design of trustworthy learning and community relations. 

Krämer's messenger model provides a framework for understanding mediality across diverse contexts. The messenger, as a key metaphor, illustrates how transmission functions to connect disparate realms while maintaining the distance between them (Krämer, 2019). By using this metaphor of the messenger, Krämer has reflected on various transmission phenomena and derived attributes of the messenger. She posits that a prerequisite for any transmission process is the existence of a difference between heterogeneous worlds, which the messenger bridges. Through this process, the messenger renders the imperceptible perceptible (Krämer, 2019). By mediating, the messenger creates a social relation in which they recede into the background with respect to the content being mediated. A crucial prerequisite for successful transmission processes is the credibility of the messenger (Krämer, 2019). Only when perceived as credible can the transmitted message be trusted (Krämer, 2008). Krämer's approach extends beyond technological determinism, applying the transmission model to both interpersonal and technical forms of communication. It serves as a theoretical foundation and provides deductive categories for analyzing empirical data obtained through qualitative interviews.

This research employs Sybille Krämer's metaphor of the messenger as a theoretical framework to analyze mediation phenomena in the context of vulnerable groups. The study utilized this theoretical foundation to derive deductive categories for analyzing empirical data collected through qualitative interviews (Kuckartz & Rädicker, 2024). The study examines various domains and constellations of mediation, including professional care relationships and informal learning opportunities from the perspective of mediators and participants. Initially, the studies were conducted in different phases of the research process to gain a deeper insight into different mediating contexts related to the group of older adults. Therefore three semi-structured interview studies were conducted (Misoch, 2019). The first study (n=10) focused on individuals already voluntarily active in mediation, exploring their understanding of mediation and being a mediator. The second study (n=12) involved nursing professionals, aiming to gain insights into their understanding of mediation and the mediator role. The third study (n=7) included interviews with seniors who participated in a cyber-security workshop, evaluating the workshop and assessing their willingness to become active mediators themselves. Participants were recruited through e-mail requests (volunteers and nurses) and personal contact (nurses and workshop participants). Data analysis employed focused interview analysis methodology using MAXQDA software, with coding based on categories derived from the messenger model (Kuckartz & Rädiker, 2024). This structured approach enables a systematic examination of various facets of being a mediator across different contexts, contributing to a comprehensive understanding of the mediator role. This study's methodological approach and theoretical grounding in Krämer's messenger model offer valuable insights into the nature of mediation in digital contexts, particularly for vulnerable populations. The findings have potential implications for developing effective strategies to enhance IT security competence and digital participation among these groups.

The analysis reveals trust as a fundamental factor in the mediation process, emerging through nuanced interpersonal relations: "The, um, the instructors [...] are so approachable and engage with people in such a way that you really don't feel any hesitation, you know?" (I_WS2_7) The analysis reveals no universal concept of mediation, highlighting the multifaceted nature of digital mediation. Participants' self-perception influences their willingness to share knowledge, as illustrated by a senior workshop participant who stated: " I think now that I've participated, I want to first master what was transmitted, or feel more secure. And then I wanted to speak with them about it." (I_WS1_5) The interviews show that mediation strategies are highly context-dependent. During video conferences e. g. participants emphasized the importance of visibility and audibility and in nursing support contexts, mediators address more mundane yet critical needs. The findings demonstrate the messenger's self-effacement, adapting the mediation to the needs and capabilities of the receiving person rather than following rigid principles: " yes, that there's always something different, that you, that it's never the same, that you don't want to say, okay, this now follows a set pattern and then it works, but it doesn't. (I_WS_6) The analysis reveals no universal concept of mediation; instead, being a mediator in digital contexts encompasses diverse facets. This is due to the fact that mediation is adapted to the context and needs of the receiving person(s). The attributes of the messenger described by Krämer provide a fruitful reflection framework for various mediation processes. The credibility of the mediator and the establishment of a trusting relationship are crucial foundations for engaging with aspects of digitality, as it is not only about gaining trust in the technology but also in one's own abilities which, in turn, seams to be a prerequisite for becoming a mediator oneself.

Geerts, N., Schirmer, W., Vercruyssen, A., & Glorieux, I. (2023). Exploring older adults’ ICT support: A mismatch between needs and provision. New Media & Society, 146144482311663. https://doi.org/10.1177/14614448231166356 Hölterhof, T., Thomas, D., & Kroll, T. (2024, September 26). Pflegende als Mittler*innen einer digitalen Kultur: Datensicherheit am Beispiel des Smartphones. Vertrauen in der Krise: Kommunikationsmodelle in digitalen Gemeinschaften (in Vorbereitung). GeNeMe’24, Dresden. Knowles, B., & Hanson, V. L. (2018). Older Adults’ Deployment of ‘Distrust’. ACM Transactions on Computer-Human Interaction, 25(4), 1–25. https://doi.org/10.1145/3196490 Krämer, S. (2008). Medium, Bote, Übertragung: Kleine Metaphysik der Medialität (Erste Auflage 2020). Suhrkamp. Krämer, S. (2019). Epistemologie der Medialität: Eine medienphilosophische Reflexion. Deutsche Zeitschrift Für Philosophie, 67(5), 833–850. https://doi.org/10.1515/dzph-2019-0061 Kuckartz, U., & Rädiker, S. (2024). Fokussierte Interviewanalyse mit MAXQDA: Schritt für Schritt. Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-40212-9 Major, C. H., & Savin-Baden, M. (2012). An Introduction to Qualitative Research Synthesis: Managing the Information Explosion in Social Science Research. Taylor and Francis. Misoch, S. (2019). Qualitative interviews (2., erweiterte und aktualisierte Auflage). De Gruyter Oldenbourg. Naumanen, M., & Tukiainen, M. (2010). Practices in Old Age ICT Education. In J. M. Spector, D. Ifenthaler, P. Isaias, Kinshuk, & D. Sampson (Hrsg.), Learning and Instruction in the Digital Age (S. 273–288). Springer US. https://doi.org/10.1007/978-1-4419-1551-1_17 Noller, J. (2021). Philosophie der Digitalität. In U. Hauck-Thum & J. Noller (Hrsg.), Was ist Digitalität? (S. 39–54). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-662-62989-5_4 Petrie, H., & Darzentas, J. S. (2017). Older People’s Use of Tablets and Smartphones: A Review of Research. In M. Antona & C. Stephanidis (Hrsg.), Universal Access in Human–Computer Interaction. Design and Development Approaches and Methods (Bd. 10277, S. 85–104). Springer International Publishing. https://doi.org/10.1007/978-3-319-58706-6_7 Selke, S. (2020). Übereffiziente Menschen und manipulative Werkzeuge. Selbstvermessung im Kontext digitaler Vulnerabilität und informationeller Suffizienz. In M. Şahinol, C. Coenen, & R. Motika (Hrsg.), Upgrades der Natur, künftige Körper (S. 75–95). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-31597-9_5 Stalder, F. (2016). Kultur der Digitalität (5. Auflage 2021). Suhrkamp. Xie, B. (2007). Information Technology Education for Older Adults as a Continuing Peer-Learning Process: A Chinese Case Study. Educational Gerontology, 33(5), 429–450. https://doi.org/10.1080/03601270701252872