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Purpose This paper aims to survey the web sites of the academic libraries of the Association of Research Libraries (USA) regarding the adoption of Web 2.0 technologies. Design/methodology/approach The websites of 100 member academic libraries of the Association of Research Libraries (USA) were surveyed. Findings All libraries were found to be using various tools of Web 2.0. Blogs, microblogs, RSS, instant messaging, social networking sites, mashups, podcasts, and vodcasts were widely adopted, while wikis, photo sharing, presentation sharing, virtual worlds, customized webpage and vertical search engines were used less. Libraries were using these tools for sharing news, marketing their services, providing information literacy instruction, providing information about print and digital resources, and soliciting feedback of users. Originality/value The paper is useful for future planning of Web 2.0 use in academic libraries.
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Adoption of Web 2.0 in US
academic libraries: a survey of
ARL library websites
Khalid Mahmood
Department of Library and Information Science, University of the Punjab,
Lahore, Pakistan, and
John V. Richardson Jr
Department of Information Studies, University of California, Los Angeles,
California, USA
Abstract
Purpose This paper aims to survey the web sites of the academic libraries of the Association of
Research Libraries (USA) regarding the adoption of Web 2.0 technologies.
Design/methodology/approach The websites of 100 member academic libraries of the
Association of Research Libraries (USA) were surveyed.
Findings All libraries were found to be using various tools of Web 2.0. Blogs, microblogs, RSS,
instant messaging, social networking sites, mashups, podcasts, and vodcasts were widely adopted,
while wikis, photo sharing, presentation sharing, virtual worlds, customized webpage and vertical
search engines were used less. Libraries were using these tools for sharing news, marketing their
services, providing information literacy instruction, providing information about print and digital
resources, and soliciting feedback of users.
Originality/value The paper is useful for future planning of Web 2.0 use in academic libraries.
Keywords Web 2.0, Academic libraries, Worldwide web, Internet, Web sites, United States of America
Paper type General review
Introduction
Tim O’Reilly introduced the term “Web 2.0”, second generation of the worldwide web,
describing a series of technologies based on seven underlying principles, i.e. “the Web
as platform, harnessing collective intelligence, data is the next Intel inside, end of the
software release cycle, lightweight programming models, software above the level of
single device, and rich user experiences” (O’Reilly, 2005). The concept has been widely
spread in all walks of life. The applications developed under the 2.0 umbrella include
blogs, really simple syndication (RSS), wikis, instant messaging, social networking
sites (SNS), social tagging, mashups, social media sharing, and many others.
As libraries and library managers have usually been early and enthusiastic
adopters of new information technologies they have welcomed Web 2.0 with the same
zeal. Applying the concept of Web 2.0 to libraries, Michael Casey coined the term
“Library 2.0.” in September 2005. It embraced a new philosophy of library service. “The
The current issue and full text archive of this journal is available at
www.emeraldinsight.com/0033-0337.htm
The first author wishes to thank the Higher Education Commission of Pakistan for financial
support during his Post Doctoral Fellowship Program (PDFP) at the University of California, Los
Angeles.
Adoption of
Web 2.0 in US
libraries
365
Received April 2011
Revised June 2011
Accepted June 2011
Program: electronic library and
information systems
Vol. 45 No. 4, 2011
pp. 365-375
qEmerald Group Publishing Limited
0033-0337
DOI 10.1108/00330331111182085
heart of Library 2.0 is user centered change. It is a model for library service that
encourages constant and purposeful change, inviting user participation in the creation
of both the physical and the virtual services they want, supported by consistently
evaluating services. It also attempts to reach new users and better serve current ones
through improved customer-driven offerings” (Casey and Savastinuk, 2006). Xu et al.
(2009) proposed a conceptual model of Academic Library 2.0 to indicate how Web 2.0
interacts with librarian, user and information (see Figure 1). According to Boxen (2008),
“Most tech-savvy librarians have embraced at least one or two aspects of Library 2.0
and incorporated them into either their library, their personal interactions, or both”.
A library website is considered as a window for providing its services to the users
electronically even outside the library walls. Libraries have already included many
Web 2.0 applications in their websites. This paper reports a survey of the websites of
academic libraries in the USA regarding the adoption of Web 2.0 technologies.
Literature review
Because Web 2.0 is a new phenomenon for libraries there are a few studies on the
content surveys of library websites regarding the adoption of these technologies.
Tripathi and Kumar (2010) surveyed the contents of 277 university library websites in
Australia, Canada, the UK and the USA. They found that instant messaging was the
most popular Web 2.0 tool, used in 43.7 percent of libraries. Other tools included blogs
(33.2 percent) and RSS (31.4 percent). Purposes for which Web 2.0 technologies used
were also studied. Kim and Abbas (2010) surveyed websites of a small sample of 230
academic libraries worldwide. The technologies found were RSS (73 percent), blog
(65 percent), personalized content (30 percent), podcast (27 percent), bookmark (22
percent), wiki (20 percent), Twitter (15 percent), folksonomy (13 percent) and tagging
(12 percent). Another international study was conducted by Harinarayana and Raju
(2010). They selected 100 universities from the lists of world university rankings.
Fifty-seven universities were offering at least one Web 2.0 service. The content
analysis of these 57 websites revealed that RSS and IM were used by 37 libraries and
blogs were offered by 15 libraries. Wiki, podcast and vidcast were among the least
used technologies. Chua and Goh (2010) studied 120 public and academic library
websites from North America, Europe and Asia. The findings suggested that the order
of popularity of Web 2.0 applications implemented was: blogs, RSS, instant messaging,
social networking services, wikis, and social tagging applications.
Figure 1.
The Academic Library
2.0 model
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In North America, Liu (2008) investigated websites of 111 ARL member libraries and
found RSS, blogs, wikis, podcasts and personal bookmarks/tagging in use in various
libraries. Xu et al. (2009) visited the websites of 81 academic libraries in New York
State. They found that only 42 percent of institutions had introduced Web 2.0 tools to
their libraries. Instant messaging was the most frequently used tool. Other Web 2.0
technologies found were blogs, RSS, tagging, wikis, SNS and podcasts, respectively, in
order of frequency. Shrager (2010) studied websites of nine academic law libraries in
the Washington DC metro area. Eight libraries used some form of Web 2.0
technologies. The applications included IM, RSS, blogs, social bookmarking, user
reviews and SNS, respectively, in order of frequency. Morris and Bosque (2010)
evaluated 21 US academic library websites and subject guides to compare the use of
Web 2.0 tools. They found that Web 2.0 features were lower in subject guides than that
in library websites in general. Web 2.0 features found were blogs, chat, RSS, tag clouds,
tagging, user reviews, wikis, and YouTube.
In a survey of academic libraries in New Jersey, USA and Hong Kong, China, Nesta
and Mi (2011) found that instant messaging, blogs, RSS, Facebook, and Twitter were
used but the students’ participation in these technologies was low.
In UK, Shoniwa and Hall (2007) audited library websites of 152 higher education
institutions. Web 2.0 tools found were RSS (18 percent), blogs (11 percent) and podcasts
(5 percent). In China, Si et al. (2009) searched Web 2.0 components in library websites of
30 top-ranked universities. Two-thirds of libraries adopted one or more such
technologies. Applications of various technologies in a descending order include RSS,
IM, toolbar, blog, Ajax, tag/folksonomy and wiki. Another Chinese study is presented
in Han and Liu’s (2010) paper. They selected 38 top ranked universities and found that
31 of them used at least one kind of Web 2.0 tools. The tools used, in their order of
frequency, were OPAC 2.0, RSS, blog, IM, SNS and wiki. In Australia and New
Zealand, Linh (2008) analyzed the content of 47 university library websites. In addition
to the identification of Web 2.0 technologies, this study also explored purposes and
features of their use. Although two-thirds of libraries used such technologies but the
general indexes of their use were low. Applications used include RSS (63.8 percent),
blogs (36.2 percent), podcasts (21.3 percent) and IM (10.6 percent). All these
technologies were applied with their basic features.
Some researchers analyzed contents of individual tools in Web 2.0. Clyde’s (2004)
study is one of the earliest studies on Web 2.0 technology in libraries. She analyzed the
content of 55 library blogs from the USA, Canada and the UK. Among them, 21
belonged to academic libraries. It was found that most of the blogs were made to
provide news or information for library users. Another study on blog analysis was
conducted by Lihitkar and Yadav (2008). They made an in depth study of ten
university library blogs, including contact details, content coverage, ease of
navigation, external links and blog archives. Aharony (2009) analyzed the contents
of 30 LIS blogs. She found that “there was a tendency to write essay-type posts with
hypertext links, there were fewer posts and postings days, as well as fewer readers’
comments, but a larger number of links and tags which were assigned to the posts”. In
another study, Aharony (2010) further analyzed the comments appeared in LIS blogs.
The results show that most of the comments presented personal information. Other
types of information included advisory, reflective, impressive information and
Adoption of
Web 2.0 in US
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courtesy and politeness. Lee and Bates (2007) analyzed eight blogs belonging to
libraries and librarians in Ireland. They found four types of blog:
(1) internal knowledge log (37.5 percent);
(2) external knowledge log (25 percent);
(3) mixed filter/external k-log (25 percent); and
(4) filter log (12.5 percent).
The most common software used was Blogger and the number of readers’ comments
was low. Stuart (2010) analyzed contents of 433 library accounts on Twitter. He found
that libraries were not very active users of this microblogging tool. However, they
mostly used it for broadcasting news and information about library resources.
Problem statement
The tools of Web 2.0 are rapidly gaining popularity in all walks of life. They have
enabled academic libraries to involve faculty and students in their activities and solicit
their feedback for improvement in services. Library websites are the windows through
which they provide electronic services to the distant users. It is assumed that many
academic libraries have already included a variety of Web 2.0 features in their websites
but there is a little research investigating the extent and purpose of the adoption of
such features. The practices of the libraries of world’s top academic institutions in this
regard should be explored to guide other libraries in getting maximum benefit of these
technologies.
Research questions
This study was conducted to answer the following research questions:
.What type of Web 2.0 technologies have academic libraries adopted as revealed
on their websites?
.What are the uses of these Web 2.0 technologies in academic libraries?
Methods
The survey research method was employed in this exploratory study. Based on the
review of the literature a checklist was developed for collection of data. A list of various
Web 2.0 technologies and their possible uses was prepared, with an option for “others”.
A draft of the data collection checklist was sent to experts for content validity and
suggestions for improvement. Ninety-five persons in various countries who had
authored books and articles on the use of Web 2.0 in libraries were contacted for this
purpose. Twenty-eight commented on the checklist. Most of them validated the items
included, while some helped in improving the draft.
The population for this study consisted of 100 academic libraries in USA included in
the Association of Research Libraries membership list (see www.arl.org/arl/
membership/members.shtml). ARL member libraries from Canada and non-academic
libraries were not selected. The contents of library websites were surveyed in October
to December 2010. The principal investigator browsed all pages on the websites to find
Web 2.0 applications. The web pages were also searched in local search engines using
keywords indicating various Web 2.0 applications. The Google search engine was also
used in some cases.
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There are two limitations of this study. Firstly, its scope is limited. Although the
ARL has a membership of almost all large academic libraries, these are not a
representative sample of US academic libraries. Therefore, the results of this study
should not be generalized. Secondly, it is based on the analysis of web content that was
publicly available. Tools of Web 2.0 that were protected with passwords or only made
available on intranets are not covered in this study.
Results and discussion
The websites of all academic libraries in the population were working during the
survey period. Many libraries provided links to Web 2.0 applications on their home
pages. A few developed a separate page to enlist such applications. The others
provided information on the pages of relevant sections and departments.
A list of many Web 2.0 applications shown in academic library websites is provided
in Figure 2. RSS was found to be the most popular tool. The second most popular
feature was instant messaging. Libraries were providing reference and information
services to distant users through live chatting mostly using Meebo software. The next
popular application was social networking. Eighty-nine libraries had a presence on
Facebook. A few also used other social sites. Libraries also made their blogs using
various blogging softwares. Eighty-five libraries were using Twitter for
microblogging. Twitter “allows users to share their thoughts instantly with
everyone in its network, as long as entries are 140 characters or less. The word
limit forces authors to compress and summarize their thoughts. For the reader, it
reduces information overload because the essence of information can be quickly
scanned” (Kim and Abbas, 2010). The libraries in this study used this technology to
share news and announcements.
Fifty-five libraries used social bookmarking or tagging. They used this technology
in three ways. Some libraries offered user tagging in OPACs. Many developed subject
guides using Springshare software, which provides keyword tagging for searching. A
few libraries used the del.icio.us website for social bookmarking.
Figure 2.
Frequency of Web 2.0
technologies in library
websites
Adoption of
Web 2.0 in US
libraries
369
Forty-seven libraries were using Flickr website for sharing pictures of events.
Similarly, 17 libraries used Slideshare website for sharing PowerPoint presentations.
Ten libraries had a presence in Second Life, a virtual world. Virtual worlds, or
multi-user virtual environments (MUVEs), exist as web-based, three-dimensional,
immersive environments. In these worlds, participants are represented by avatars, or
digital personas, who interact with one another in a persistent world (Bell and
Trueman, 2008). Second Life, started in 2003, is the most popular of these (Trueman
et al., 2007). Second Life residents “can do almost anything they could in the real world”
(Jayasuriya and Brillantine, 2007). Customized webpages and vertical search engines
were the least used technologies.
Really simple syndication (RSS) is an XML format that “allows users to receive
content from sources such as news organizations, blogs and any Web page that
changes its content frequently” (Kajewski, 2007). “Web content is created or published
in one place to be displayed in other places, such as in RSS aggregators, also called
readers” (Stephens, 2007). “Using this function, multiple information sources are
aggregated into one page so users can scan information and select articles of interest
for more detail, alleviating information overload” (Kim and Abbas, 2010). The present
study found that most of the academic libraries were using this technology to publish
library news and announcements and sharing items published on library blogs. RSS
use for providing table of contents of journals was not common (Table I).
Social networking sites are a way to get and stay in touch with friends, family and
associates who are spread out across the world. An SNS is a “Web site that allows
users to (1) create a profile, (2) connect their profile to that of other users, and (3) view
and explore the connections between profiles.” (Landis, 2010). This survey found that
academic libraries were using SNS for sharing news, pictures, and video clips and
marketing their services. A few libraries also offered online reference service and
OPAC search on their Facebook pages (Table II).
Rank Use Frequency
1 Publishing news/announcements 83
2 Sharing items published on library blog 75
3 Providing information literacy instruction 43
4 Providing information about new acquisitions 33
5 Providing information about podcasts/vodcasts 15
6 Providing information about databases/ejournals/TOCs 4
Table I.
Use of RSS (n¼99)
Rank Use Frequency
1 Sharing library news/events 88
2-3 Sharing pictures/video clips 85
2-3 Marketing library services 85
4 Providing online reference service 13
5 Searching OPACs 11
6 Other 4
7 Providing information about new acquisitions 1
Table II.
Use of social networking
sites (n¼89)
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Blogging is considered the flagship of Web 2.0 because it is an activity that requires
reading and writing on the Web (Evans, 2009). In 2004, the Merriam Webster Online
Dictionary declared “blog” the number one word of the year (McIntyre and Nicolle,
2008). The term “weblog”, or “blog”, refers to “a particular category of website where
the content is presented in a continuing sequence of dated entries. Put simply, a blog is
an online diary” (Kajewski, 2007). The entries are displayed in reverse chronological
order. “New information appears at the top of the page, previous items are available via
archives, and entries can be assigned to categories” (Murley, 2008). Most blogs also
allow visitors to add comments to the entries (Morris and Allen, 2008). In this study,
blogs were found in 86 library websites. Through blogs libraries were publishing news
and marketing their services. Some libraries were providing information about new
acquisitions and recommending internet resources (Table III).
Mashup technology is also gaining popularity in library websites. This term is
derived from the music community where musicians would sample and remix multiple
song tracks, vocals, and sounds to create a new song (Kraft, 2007). In the Web 2.0
context, it is a “web application that uses content from more than one source to create a
single new service displayed in a single graphical interface” (Engard, 2009). In
academic libraries under survey this application was used to incorporate Google Maps
to show library location. Many libraries provided search interfaces of WorldCat,
Google Scholar and Google Books. Through mashups a few libraries were showing
title images in the OPACs imported from Google Books or Syndetic Solutions
(Table IV).
Libraries were sharing audio and video clips, mainly of tutorials. They used
YouTube and Apple iTunes for this purpose. Some libraries also shared audios and
videos of news, interviews and speeches (Tables V and VI).
Forty libraries were using wiki applications. “Wikis allow documents to be written
collaboratively, using a simple markup language, or using a graphical user interface
(GUI) in a web browser. A ‘wiki’ is a collection of single ‘wiki pages,’ usually
interconnected via hyper-linking” (Lombardo et al., 2008). “Unlike protected web pages,
any information added to a wiki can be changed or deleted by anyone [...] It also
allows for linking among any number of pages. This ease of interaction and operation
makes a wiki an effective tool for mass collaborative authoring” (Robertson et al.,
2008). Libraries were mainly using this technology for managing resources limited to
Rank Use Frequency
1 Publishing library news/announcements/events 85
2 Marketing library services/encouraging use 75
3 Providing information about new acquisitions 31
4 Providing links to recommended internet resources 30
5 Providing information literacy instruction 29
6 Keeping users current with subjects of interest 28
7 Soliciting user feedback/suggestions 8
8-9 Providing online reference services 7
8-9 Posting book reviews 7
10-11 Facilitating staff collaboration 2
10-11 Other 2
12 Inviting suggestions for acquisition 1
Table III.
Use of blogs (n¼86)
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libraries
371
staff, i.e. committee minutes, procedures, rules, etc. A few libraries used wikis in project
planning and management. Table VII also indicates some unique uses of wikis.
Conclusion and recommendations
The results of this exploratory study indicate an overwhelming acceptance of various
Web 2.0 tools in large academic libraries of the United States. The first generation of the
worldwide web enabled libraries to offer their services to the users beyond their walls.
The applications of Web 2.0 have opened new avenues for libraries as they allowed them
Rank Use Frequency
1 Google Maps 38
2 Search interface of WorldCat 32
3 Search interface of Google Scholar 17
4 Title image in OPAC from Google Books 8
5-7 Title image in OPAC from Syndetic Solutions 5
5-7 Search interface of Google Books 5
5-7 Other 5
8 Google Calendar 3
9-10 Title image in OPAC from Baker & Taylor 2
9-10 Title image in OPAC from Amazon 2
Table IV.
Use of mashups (n¼71)
Rank Use Frequency
1 Providing information literacy instruction/library tutorials 64
2 Sharing library news/events 34
3 Other 4
Table V.
Use of vodcasts/video
sharing (n¼72)
Rank Use Frequency
1 Providing information literacy instruction/library tutorials 41
2 Sharing interviews/speeches 23
3 Sharing library news/events 21
4 Other 2
5-6 Making audiobook collections available 1
5-6 Sharing book reviews 1
Table VI.
Use of podcasts/audio
sharing (n¼65)
Rank Use Frequency
1 Managing staff resources 20
2 Planning projects 12
3 Managing subject guides 6
4 Archiving FAQs 4
5 Training staff 3
6 Developing/managing library policies/procedures 2
7 Managing course reserves 1
Table VII.
Use of wikis (n¼40)
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to involve users in their activities and solicit their feedback for improvement in services.
The data suggest that each academic library has adopted some form of Web 2.0
technologies. A significant improvement is seen since the study of library websites of the
same population by Liu (2008). Other studies, too, could not find such extensive adoption
of these tools in academic libraries. In current study, blogs, microblogs, RSS, instant
messaging, social networking sites, mashups, podcasts and vodcasts are found to be
widely adopted, while wikis, photo sharing, presentation sharing, virtual worlds,
customized webpages and vertical search engines are used less. With slight differences,
results on the type of Web 2.0 applications are consistent with the previous studies. This
study presents an optimistic picture of academic libraries as they are keeping pace with
the rapidly changing technological environment. The trend shows that all libraries will
adopt user-participated Web 2.0 tools for enhancing the quality of their services.
This study is one of the earliest investigations on this topic. Further research is
warranted based on the feedback of library staff and users. Research techniques other
than the analysis of website contents can also be applied, for example questionnaire
survey, focus group, interview, case study, transaction log analysis, etc. The questions
to be addressed may include:
.How do librarians make choices among various Web 2.0 applications?
.What problems do library managers face in successful implementation of Web
2.0 tools?
.How do librarians promote the use of Web 2.0 technologies?
.How much Web 2.0 applications have contributed in enhancing the quality of
library services?
.How users perceive about library services provided through Web 2.0
applications?
.How these technologies influence the information seeking behavior of library
users?
.What is the impact of distinct tools of Web 2.0 on distinct library services?
.To what extent has a wider sample group adopted these technologies?
.How do libraries collaborate with other academic units in offering Web 2.0 based
services?
.How do Web 2.0 tools contribute in the professional development of librarians?
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Corresponding author
Khalid Mahmood can be contacted at: Khalid@dlis.pu.edu.pk
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... Academic libraries worldwide have been compelled by current information dynamics and the recent technological revolution to embrace social media as an effective tool for marketing library information services (Vyas & Trivedi, 2014). Flickr, Twitter, RSS, Snapchat, Facebook, Instagram, YouTube, blogs, and instant messaging are all examples of web 2.0 applications that the majority of libraries have adopted (Mahmood & Richardson, 2011). ...
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Academic libraries play a crucial role in facilitating the acquisition of knowledge and information for students in higher education. This study examines the utilization of social media platforms as a means of promoting academic libraries and enhancing their marketing effectiveness. Through the collection of primary quantitative data via a survey administered to 165 participants, the study explores the relationship between social media usage and library marketing strategies. Utilizing statistical analysis tools such as SPSS, the study interprets data pertaining to key variables including social media engagement and marketing approaches. The findings underscore the significance of leveraging social media platforms to amplify the visibility and utility of academic libraries, particularly in higher education settings. This research contributes to a deeper understanding of the evolving role of social media in modern library marketing practices and highlights opportunities for enhancing engagement and outreach within the academic community.
... Aina (2014) in a survey on awareness, accessibility and use of electronic databases among academic staff of Babcock University found that respondents are averagely aware of nine out of thirteen databases being studied. Mahmood and Richardson (2011) affirmed that increased understanding and use of Web tools have opened new Baro and Godfrey (2015) opined that there is a new logic of service delivery, a new understanding of library services and a shift in paradigm to the professional development of librarians. In addition, Tyagi (2011) in a survey on the use and awareness of electronic information sources at IIT Roorkee, India, found that users have knowledge about the availability of electronic technologies and can make maximum use for various purposes such as teaching, research. ...
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The study was motivated by the need to find out the level of awareness and web 3.0competencies among librarians in universities in Osun State, Nigeria. It was observed that very little has been done to assess the influence of Web 3.0 tools on library service delivery. The descriptive survey design was adopted for the study. The total enumerative technique was used to select the respondents that constituted the study’s sample. The questionnaire was employed to collect data from 78 librarians in the 8tertiary institutions in Osun state. Data obtained from 69 duly completed copies of the questionnaire were used for analysis. From the findings, it was revealed that WebOPAC and Virtual reference services are the most available Web 3.0 tools. The findings of the study also revealed that librarians in the surveyed universities in Osun State have a high level of awareness of the listed web 3.0 tools. Likewise, the findings indicated that librarians have high competencies with ICT tools that can enable the use of Web 3.0 tools for service delivery. The findings of the study also revealed that Web3.0 tools will improve access to information resources and also help in disseminating information to users in the library. It was concluded in the study that library and information science professionals have a positive perceptions about adopting Web 3.0 for library service delivery. The study, therefore, recommends an improved budgetary provision for university libraries to ensure capacity building among librarians and information professionals.
... According to Ibrahim (2021), emerging technologies for service delivery in libraries are RFID, communication technologies, electronic information resources, makerspace, cloud computing, social networking sites, video conferencing, and integrated library systems. Adoption and usage of emerging technology for service delivery in libraries could enhance the relevancy of the library, promote loyalty, accelerate communication, and save cost and time (Mahmood & Richardson, 2013). From the foregoing, literature has established that emerging technologies have changed the face of service delivery in libraries, as they have led to enhanced user services, library education, library management, and technical services. ...
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Emerging technologies are revolutionizing practically every area of human endeavor. This invention has resulted in a significant shift in the way libraries operate all around the world. Recent library technologies, which varied from library 1.0 to library 5.0, provide evidence of this. It is anticipated that this breakthrough will draw the tech-savvy generation to the library; sadly, in Nigeria, the opposite is evident. Based on this, the study looked at services based on emerging technologies that librarians and information scientists in Nigerian libraries provided. The study's population consisted of 45 attendees from the 2019 IT Section of the Nigerian Library Association Workshop, and it used a survey research design. Out of the 45 copies of the administered questionnaire that were recovered, only 38 were deemed relevant for the investigation. There were two sections to the questionnaire. Section B aimed to gather information on emerging library services offered and obstacles to their implementation, whereas Section A sought to clarify demographic data. The study's conclusions were computed using descriptive statistics. The survey found that practitioners provide a wide range of library services based on developing technology. According to the survey, there is a dearth of services based on emerging technologies, such as cloud computing, gaming, and the Internet of Things. The survey also found that among other difficulties, practitioners deal with erratic electricity and poor internet service provision. It was concluded that practitioners would maximize the use of emerging technologies if sufficient attention was given to the issues impeding their use in the delivery of library services. Recruitment of more personnel and provision of alternative power supplies were among the recommendations made in the study.
... In a 2010 study of 100 academic libraries in the USA, it was discovered that 89 of them were on Facebook and 85 were on Twitter (Mahmood and Richardson, 2011). Chen et al. (2009) report that both Twitter and Facebook are used by libraries. ...
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Purpose The purpose of this study is to investigate how libraries use Twitter as a social media platform and examine the tweets they post, including multimedia content such as images and video clips. The study also aims to analyse the relationship between post types and user engagement and evaluate the effects of post features, such as multimedia content, on user engagement. Design/methodology/approach The methodology of the study involved three phases. In Phase 1, a review of related literature was conducted to develop a holistic approach for the study. In Phase 2, official Twitter handles of selected libraries were identified and verified for authenticity using various methods, including cross-checking with library websites. During Phase 3, data was collected from the Twitter handles. The data was then tabulated and interpreted to achieve the set objectives of the study. Findings The paper examined the tweets posted by select libraries on Twitter and their impact on user engagement. The study found that most tweets were related to library resources/collection and announcements, followed by events hosted by libraries. Emotionally inspiring posts and daily facts were also commonly posted. The findings also showed that including images in tweets resulted in higher levels of user engagement than video clips did. The study suggests that incorporating images fosters engagement and boosts retweets, while watching a video takes more effort and time. Practical implications The practical implications of the study can provide insights into the tweets that generate user engagement, which can help libraries tailor their social media strategies to attract and retain more followers. The paper can help libraries measure the success of their social media activities by evaluating user engagement metrics. Originality/value The originality/ value of the study lies in its examination of how libraries use Twitter as a social media platform, including the tweets they post and the impact of multimedia content on user engagement. While previous studies have examined the use of social media by libraries, this study focuses specifically on Twitter and provides a detailed analysis of the tweets that generate user engagement.
... Smeaton and Davis (2014) state that libraries have sufficiently embraced technologies such as social media. However, there are still many public libraries and school libraries that are still slow to commit to using social media (Khalid & Richardson, 2011;Si & Chan, 2011). The American Library Association stated that the purpose of implementing social media is to create interaction with library users so that library programs and services can be accessed. ...
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Advances in information technology have had a great impact on libraries. Not only in terms of the progress of information systems but also a pattern of communication and information delivery. Instagram is one of the most popular social media for millennials. This is what makes the UIN Sunan Kalijaga library actively use Instagram as a more effective medium for conveying information. The purpose of this study was to determine the role of social media Instagram in increasing interest in visiting the UIN Sunan Kalijaga Yogyakarta library. The researcher uses a descriptive qualitative approach to explain the role of social media Instagram in increasing the interest of visiting users by analyzing posts on Instagram. The results show that the Instagram social media of the UIN Sunan Kalijaga library has several roles and objectives, namely 1) to inform, 2) to persuade, 3) to influence, 4) to educate, and 5) to entertain. From the results of the analysis, it can be concluded that social media Instagram provides many roles for libraries to encourage interest in visiting users and utilizing library services.
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The introduction of social engineering technologies and applications has significantly altered the global communication of information. Social media has enabled a tremendous contribution to academic discourse in which faculty and students engage in academic activities with less face-to-face contact. It appears that graduate students make extensive use of these new technologies in their academic work. This study aims to determine the impact of graduate student use of social media tools at the University of Mines and Technology in Tarkwa (UMaT). This study aims to establish if Postgraduate Students at UMaT rely on social media or Web 2.0, as well as the advantages and disadvantages of using social media in their studies and research. Both primary and secondary data are used in the study. While secondary data was gleaned from academic publications, the primary data was gathered through the distribution of a questionnaire. The data collected were analysed using a simple descriptive analysis, and it was found that research and lectures were the most common academic applications of social media. The cost of an internet connection was a barrier to using social media platforms and was expensive and unstable.
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Academic libraries' reference services have continued to diversify thanks to digital technologies. The use of digital technologies to support reference services in academic libraries is covered in this chapter. The study is a review of published works in scholarly journals. The study's conclusions indicate that there is a shift toward digital references globally. Emails, Facebook, and Twitter were the most widely used technologies, although real-time reference services powered by artificial intelligence technology were rarely used. Some users favoured in-person reference services they concurred that digital reference services were superior. The chapter highlighted how academic libraries frequently struggle with inadequate financing, outdated infrastructure, and a lack of user and staff education. The study suggests making investments in the infrastructure of digital technology and educating library users on the advantages of utilizing digital reference services.
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The purpose of this paper is to provide a reconnaissance of major academic libraries located in Australia, Canada, the U.K. and U.S.A. that have embraced Web 2.0 tools for enhancing library services. The research is based on a survey of websites of 277 university libraries. The checkpoints used for this evaluative study were given by Nguyen (2008) for evaluating various Web 2.0 tools. Additional checkpoints were arrived at after visiting and browsing the various sites. The findings of the study acknowledge the strength of Web 2.0 tools in improving library services for users. Really Simple Syndication (RSS), Instant Messaging (IM) and blogs are popular in academic libraries. The paper concludes by offering best practices for implementing Web 2.0 tools in academic libraries.
Book
Social networking is rapidly infiltrating the information environment, and it is essential that librarians understand how best to use these sites and tools with their work to better serve their users and reach people who have never before used the library. A Social Networking Primer for Librarians gives librarians a start-to-finish guide to the basics for using and maximizing popular social networking sites in all types of libraries. From planning and implementation to best practices to evaluation, author Cliff Landis provides highly practical, easy-to-follow guidelines for using MySpace, Facebook, and other prominent sites as a way to expand and improve crucial library functions like instruction, outreach, service delivery, and marketing.
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Written for information professionals and librarians trying to implement and manage Web 2.0 in their physical and online collections, Building Library 3.0 pays careful attention to the implementation of social web applications, mobile computing, and RFID and QR Code technology. The book details both how to make these technologies work for libraries and also explores why libraries must gain ground in the important new territories of Web 2.0. The changing relationships between information seekers, the information being sought, and the professional information gatekeepers is of great importance in this change, and this book explains both the use of the technology to reach information seeking communities, and the profound ways in which such relationships will change the nature of librarianship. A primer for Library 2.0, and concrete steps available to libraries seeking to catch up to their web-savvy patrons. Detailed and critical examinations of social networking sites, and their potential for libraries outreach. Studies the actions librarians can take right now to prepare for the 'border-bleeding' between physical and virtual collections.
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Twitter that provides 140-character microblogging service, has emerged as the latest social media technology for libraries. It offers a simple for these organizations to provide news, highlight resources, share information, and interact with their users. Another factor determining Twitter's successful use by libraries involves its provision of a simple and extensive application programming interface (API). This provides the users with the opportunity to build upon the simple structure of Twitter to create multiple applications for different devices and platforms. It also provides additional functionality, such as incorporating the sharing of pictures, videos, and audio. The API allows for the automatic extraction of information from users' profiles and access to the latest status updates.
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The authors discuss the changing library needs of law students as computers, technology, and legal publishing evolve. In order to track the evolving needs of students, the authors discuss ways that librarians can survey students and explain how focus groups and usability tests can provide further insights regarding students' research skills and information needs. The article examines the literature regarding information literacy and suggests minimum standards for legal information literacy upon graduation, and the authors suggest new services that law librarians could create for law students. Next the authors examine the recent literature about Library 2.0 services, and offer suggestions on incorporating Library 2.0 principles into law library services.
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Library 2.0 is defined as "the application of interactive, collaborative and multimedia web-based technologies to web-based library services and collections" (Maness 2006, p. 2). Several academic libraries have implemented Library 2.0 using blogs, RSS feeds, wikis, social networking and podcasts. However Library 2.0 is still at an early stage of development and its potential has not yet been fully explored. This paper reviews the types of Library 2.0 technologies available and how these are being implemented within the higher education sector, examines their potential barriers, and describes a small scale research project undertaken to investigate student use and perceptions of Library 2.0 services at Loughborough University.
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In this article the authors discuss the changing library needs of law students as computers technology and legal publishing evolve. As students discover new ways to access legal information, libraries must create new services that meet their students' shifting expectations. In order to track the evolving needs of students, the authors discuss new ways that librarians can survey students and explain how focus groups and usability tests can provide further insights regarding students' research skills and information needs. The authors also review the studies concerning the research skills law students posses, both when they start law school and throughout their law school careers. The article also examines the literature regarding information literacy and suggests minimum standards for legal information literacy upon graduation. Next, the authors suggest new services that law librarians could create for law students. First the authors discuss how to design effective legal research tutorials. Next the authors examine the recent literature about Library 2.0 services. Two significant aspects of Library 2.0 services are that they foster participatory and collaborative sharing of knowledge, often through online discussions, and they enable libraries to deliver information and other library services to the patrons' venue of choice rather than require patrons to seek the services in the library. Examples of participatory Library 2.0 services include blogs, wikis and social reference management services. Library 2.0 services that libraries deliver to patrons include the availability of reference via a patron's own instant messaging account, social networking service, course management software, or online virtual reality world.
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Blogging, though a relatively new phenomenon, has gained vast popularity, and blogs have become a central feature and an essential information channel in the Web 2.0 information world. The current research seeks to expand our understanding, and examine comments written by readers of LIS blogs. The researcher examined the comments assigned to the posts and the analysis was conducted in two phases: (1) statistical descriptive analysis and (2) content analysis. The primary research questions are: What type of language do comment writers use? What type of information is found in the comments? What is the content of the comments? Research findings indicate that the majority of comments were written in a personal style. Moreover, the research findings reflect the readers' moderate participation and low activity in the creation and dynamics of these blogs. However, comment writers deal with substantive issues which reflect their professional as well as their personal interests. Thus, comments' writers did not express only courtesy comments but they took advantage of the platform and expressed personal, impressive, advisory, as well as reflective comments. The research findings are relevant for librarians and information scientists as they cause them to better understand and explore the LIS blogosphere.