Like, Comment, Retweet: Understanding Student Social Media Preferences

Winn, Dee; Groenendyk, Michael; Rivosecchi, Melissa

doi:10.21083/partnership.v10i2.3449

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…The revelation was reflective of the study by Chu and Du (2013), which found out that 71.1 per cent of librarians in the UK were knowledgeable and used social media, whereas 13.1 per cent planned to use it later. The result is also in consonance with that of Win et al (2015), which indicated that 77 per cent of Canadian librarians believe that librarians should not only have knowledge in social media but also deepen their knowledge with time. Librarians were, however, limited in their application of the array of platforms available because majority were fond of mostly Facebook and Twitter.…”

Section: Discussionsupporting

confidence: 77%

Changing the face of reference and user services

Ahenkorah-Marfo¹,

Akussah²

2016

RSR

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Purpose Social media allows collaboration, participation and sharing in libraries with users. The purpose of this study is to examine the response of academic librarians in Ghana to the use of social media in reference and user services. Design/methodology/approach It is a quantitative study that used the Likert type of questionnaire in soliciting the views of academic librarians from six public and private universities in Ghana on their knowledge and use of social media in providing reference and user services. Findings The findings of the study indicate that majority of academic librarians are knowledgeable and use social media for both personal and work-related purposes. They, however, lack adequate skills to use the array of social media tools to make remarkable difference in service delivery. For this reason, they find the traditional mode of service delivery a comfort zone. Practical implications Higher education policy makers in Ghana and elsewhere would find the results useful in decisions on the types of social media tools to use in universities and colleges. Originality/value The study provides in-depth analysis of the impact of social media on reference and user services in Ghanaian libraries, which is deficient in literature. It also recommends change in policy direction and training to whip up interest in librarians to use social media.

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Section: Discussionsupporting

confidence: 77%

Changing the face of reference and user services

Ahenkorah-Marfo¹,

Akussah²

2016

RSR

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“…Social media is a practical, low-cost method by which libraries can disseminate information as well as foster community engagement. Previous studies surrounding the use of social media in libraries have explored various aspects such as content (Shiri & Rathi 2013;Anderson 2015;Mon & Lee 2015;Joo et al 2018;Xie & Stevenson 2019;Joo et al 2020), stakeholder perceptions (Abidin et al 2013;Anwyll et al Winter 2013;Winn et al 2015;Cavanagh 2016;Shafawi & Hassan 2018;AlAwadhi & Al-Daihani 2019;Jones & Harvey 2019;Budu et al 2020;Pashootanizadeh & Rafie 2020;Williams et al 2021), and effective use strategies (Anwyll et al Fall 2013;Harmon & Messina 2013;Ramsey & Vecchione 2014;Smeaton & Davis 2014;Stone 2014;Valenza et al 2014;Mon 2015;Zou et al 2015;Peacemaker et al 2016;Rossmann & Young 2016;Bickford 2017;Gow 2017;Guevara 2018;Woodworth 2018;Fonseca 2019;Trucks 2019;Chaputula et al 2020). However, the majority of this literature has limited its focus to social media in the general sense or to individual platforms; thus, very little has been done to investigate and compare libraries' use of multiple platforms, particularly in-depth.…”

Section: Social Media Usage In Librariesmentioning

confidence: 99%

#LibraryLife: A quantitative analysis of social media usage, content, and engagement at the Vancouver Public Library

Kooy

2021

CAIS/ACSI

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This paper explores the contents of the Vancouver Public Library’s Facebook, Instagram, Twitter, and YouTube feeds between September 1st and November 30th, 2020 to better understand how each social media platform is being used to communicate with stakeholders. This quantitative content analysis of each platform’s usage, content, and engagement highlights some important trends libraries should be aware of concerning both the use of multiple social media platforms and the evaluation of their current social media strategies.

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“…While an early study found that students felt hesitant about communicating with library staff on Facebook (Chu & Meulemans, 2008), a more recent study found that students ranked Facebook as their preferred social media platform for communications from the library (Winn, Groenendyk, & Rivosecchi, 2015). This is indicative of how Facebook has become a default platform for everyday communication.…”

Section: Literature Reviewmentioning

confidence: 99%

Delivering Information Literacy via Facebook: Here Comes the Spinach!

Tyson

Angelo

McElwaine

et al. 2019

EBLIP

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Abstract Objective – Information literacy (IL) skills are critical to undergraduate student success and yet not all students receive equal amounts of curriculum-integrated IL instruction. This study investigated whether Facebook could be employed by libraries as an additional method of delivering IL content to students. To test whether students would engage with IL content provided via a library Facebook page, this study compared the engagement (measured by Facebook’s reach and engagement metrics) with IL content to the library’s normal marketing content. Methods – We ran a two-part intervention using the University of Canterbury Library’s Facebook page. We created content to help students find, interpret, and reference resources, and measured their reception using Facebook’s metrics. Our first intervention focused on specific courses and mentioned courses by name through hashtagging, while our second intervention targeted peak assessment times during the semester. Statistics on each post’s reach and engagement were collected from Facebook’s analytics. Results – Students chose to engage with posts on the library Facebook page that contain IL content more than the normal library marketing-related content. Including course-specific identifiers (hashtags) and tagging student clubs and societies in the post further increased engagement. Reach was increased when student clubs and societies shared our content with their followers. Conclusion – This intervention found that students engaged more with IL content than with general library posts on Facebook. Course-targeted interventions were more successful in engaging students than generic IL content, with timeliness, specificity, and community being important factors in building student engagement. This demonstrates that academic libraries can use Facebook for more than just promotional purposes and offers a potential new channel for delivering IL content.

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Like, Comment, Retweet: Understanding Student Social Media Preferences

Cited by 5 publications

References 1 publication

Changing the face of reference and user services

Changing the face of reference and user services

#LibraryLife: A quantitative analysis of social media usage, content, and engagement at the Vancouver Public Library

Delivering Information Literacy via Facebook: Here Comes the Spinach!

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