Overhyped Fad or Missed Opportunity? A History of Academic Libraries and the Social Web

Deodato, Joseph

doi:10.1080/19322909.2017.1390424

Cited by 15 publications

(18 citation statements)

References 46 publications

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“…doi.org/10.11645/15.2.2821 grappling with technology developed 'outside of the library world' (p.491). Likewise, concerns over privacy and data protection were also expressed (Deodato, 2018). Quickly, therefore, librarians realised the importance of these tools and actively began to consider their influence for the sector.…”

Section: Initial Discussionmentioning

confidence: 99%

“…Secondly, there has been critique of the idea that such tools are commonly used, with commentators arguing instead that negative perceptions by librarians may have reduced their uptake. Deodato (2018), for example, mentioned attitudes of librarians towards social media as a potential barrier to their successful use across the sector. He stated that their lack of effectiveness 'may have more to do with philosophical rather than technical limitations' (2018, p.1) and argued that this discourages them from using tools like social media 'to create or add value to library content' (p. 21).…”

Section: Criticismmentioning

confidence: 99%

“…On the one hand, after their introduction Web 2.0 tools were embraced by several researchers who argued that such tools would revolutionise IL teaching (Farkas, 2012;McNicol, 2015). On the other hand, other commentators critiqued this initial enthusiasm, suggesting that their effectiveness has been hyped within IL teaching (Deodato, 2018;Godwin, 2009) and that the supposed benefits of technology-enhanced constructivist learning, such as increased levels of student engagement, are 'under-theorised' and 'only considered fragmentally in research' across the higher education sector (Bond et al, 2020, p.21).…”

Section: Introductionmentioning

confidence: 99%

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Web 2.0 tools and information literacy instruction in UK university libraries

Shire

McKinney²

2021

JIL

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The literature reveals a clear debate around the use of Web 2.0 tools in information literacy (IL) instruction, with some commentators arguing that they effectively support pedagogy and others arguing that there is no sustained evidence for this. Instead, they argue that many librarians are reluctant to use the tools, hindering their overall adoption. This mixed-methods study incorporated a survey and interview to explore this debate. The aim of the study was to analyse the adoption and perception of Web 2.0 tools for IL teaching specifically within university libraries in the United Kingdom. The results revealed that there is initial evidence to suggest that a large proportion of librarians are actively using Web 2.0 tools to support IL pedagogy, but that there is also a smaller group that has a negative reaction to them and do not consider them beneficial. This study provides new knowledge for researchers around the use of technology in IL teaching and librarians’ perception of it, addressing a key gap in the literature around the UK university sector. Additionally, it is particularly useful for practitioners, as the issues it raises can improve the use of technology in IL teaching.

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Section: Initial Discussionmentioning

confidence: 99%

Section: Criticismmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Web 2.0 tools and information literacy instruction in UK university libraries

Shire

McKinney²

2021

JIL

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“…Research in the library-practitioner literature has charted the rising use of social media, particularly Twitter, by academic libraries (Collins & Quan-Haase 2014;Godwin, 2011) and regularly discusses its benefits and best practices (Deodato, 2018;Trucks, 2019). In the library-practitioner literature -the TEL literature rarely mentions libraries -empirical studies of librarians' Twitter practices tend to frame such work as service promotion, overlooking the relationship between technology and librarians' professional practices.…”

Section: Social Media Academic Libraries and Higher Educationmentioning

confidence: 99%

Infrastructure and technology-enhanced learning: Context, agency, multiplicity

Westbury

2020

Studies in Technology Enhanced Learning

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“…Consequently, albeit various studies in the developed world such as Europe, the United States and Asia (e.g. Harrison et al 2017; Howard et al 2018; Deodato 2018; Al-Awadhi and Al-Daihani 2019; Jones and Harvey 2019; Shah and Khan 2019; etc. ), and the developing world (e.g.…”

Section: Introduction/backgroundmentioning

confidence: 99%

Ghanaian academic libraries’ use of social media: A structural equation modelling approach

Mensah

Onyancha

2021

Information Development

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The study was largely quantitative and employed the unified theory of acceptance and use of technology (UTAUT) as its theoretical lens. The target population was 31,157 consisting of library staff and library patrons from four academic libraries in Ghana. Sampling tables and census sampling techniques were used to select a sample size of 767 respondents. Adopting a cross-sectional survey design, the study used a pre-tested questionnaire to collect data from the sampled respondents. Statistical analyses were carried out using the Statistical Package for Social Sciences. The structural equation modelling technique was further used to estimate the relationships and correlations between the theoretical constructs from the UTAUT to understand behavioural intentions and use behaviour of social media in the academic libraries. The study found that performance expectancy, effort expectancy and facilitating conditions have significant influence on the intention to use and subsequent use of social media in academic libraries in Ghana.

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Overhyped Fad or Missed Opportunity? A History of Academic Libraries and the Social Web

Cited by 15 publications

References 46 publications

Web 2.0 tools and information literacy instruction in UK university libraries

Web 2.0 tools and information literacy instruction in UK university libraries

Infrastructure and technology-enhanced learning: Context, agency, multiplicity

Ghanaian academic libraries’ use of social media: A structural equation modelling approach

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