A Framework for Embracing Web 2.0 Technologies to Nurture the Reading Habits of Secondary School Learners in Zimbabwe

Abstract

This qualitative study utilised a unified theory of acceptance and use of technology to explore how Web 2.0 technologies can be embraced to nurture the reading habits of secondary school learners in the Bulawayo province of Zimbabwe. The study employed a multiple-case study design with 14 focus groups with 210 learners as a data collection tool. Data was augmented through interviews with school librarians and analysed thematically according to objectives. The findings of the study revealed that learners are using different types of Web 2.0 technologies, including WhatsApp, Facebook and Wattpad. The findings showed that learners spent five or more hours on social media, negatively affecting their reading. However, there are positive effects of using Web 2.0 technologies, such as the availability of up-to-date reading materials that can be subsequently shared. The study concludes that if learners are guided well, they will use these technologies to nurture their reading habits. The study presents a framework that could be implemented to nurture the reading habits of learners.