Against the backdrop of an aging population and digital intelligence, promoting the effective integration of the elderly into the digital society and enhancing their digital literacy has become an important issue for realizing the "active ageing" perspective and the "Digital China" strategy. This paper aims to systematically explore the support mechanisms of intergenerational learning for the digital integration of the elderly in the family domain from the perspective of information practices, and to reveal its structural characteristics and behavioral logic as a collaborative information practice. This study adopts activity theory as an analytical framework and combines meta-ethnographic methods to extract core elements from multi-source textual data on intergenerational learning information practices, identifying eight core elements and constructing a four-system structural framework. Furthermore, based on a behavioral hierarchical analysis model of "activity-action-operation", the study divides intergenerational learning information practices into three evolutionary stages: demand-driven, learning practice, and feedback. The study indicates that family intergenerational learning is a systematic information practice activity embedded in a social and cultural context. Statically, it manifests as the interactive linkage of four systems: information production, intergenerational communication, intergenerational sharing, and task collaboration. Dynamically, it exhibits a hierarchical behavioral structure and a stage-progressive evolutionary path, revealing the dual functions of digital skill cultivation and emotional bonding in intergenerational interaction.