User engagement with library instruction through social media platforms in Indian universities

Purpose In this article, the role of Web 2.0 technologies for users' engagement in the process of library instruction in academic libraries to enhance their information literacy was explored by considering the perceptions of library professionals and users regarding their use in instructional and service settings. Design/methodology/approach Survey method was used in the study, employing a structured questionnaire to collect perceptions of library professionals (n = 60) and users (n = 819) about Web 2.0 tools such as blogs, social networking sites, podcasts and media-sharing sites in terms of their use in user education and provision of library services in 5 public universities in North-Western India. Data were analysed using descriptive statistics, X2 tests and one-way analysis of variance. Findings Overall, both library professionals and users held positive perceptions about the use of Web 2.0 technologies in library instruction. While there appeared to be little variability in library professionals' perceptions across institutions, a clear trend emerges in users' perceptions by institution. Research limitations/implications It would be wrong to assume that the results are representative of all academic libraries in India, as the study was conducted only in a few public universities in North-Western India. The cross-sectional design also restricts the assessment of long-term behavioural adoption of Web 2.0 technologies in academic library services. Practical implications This article highlights the need to incorporate Web 2.0 applications in library instruction initiatives and formulate methods of reconciling technology-based initiatives with users' needs. Originality/value The value of the study lies in its ability to provide empirical evidence of perceptual differences between library professionals and users within the same institutional setting, with a special focus on the use of Web 2.0 technologies in library instruction.