Twitter Use in Libraries: An Exploratory Analysis

Autor/in	Aharony, Noa
Titel	Twitter Use in Libraries: An Exploratory Analysis
Quelle	In: Journal of Web Librarianship, 4 (2010) 4, S.333-350 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-2909
Schlagwörter	Academic Libraries; Content Analysis; Information Scientists; Public Libraries; Comparative Analysis; Social Networks; Statistical Analysis; Librarians; Electronic Publishing; Web Sites; Computer Mediated Communication + Suchen Sie Ihr Suchwort? College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Inhaltsanalyse; Informationswissenschaftler; Public library; Stadtbücherei; Öffentliche Bibliothek; Social network; Soziales Netzwerk; Statistische Analyse; Librarian; Bibliothekar; Bibliothekarin; Elektronisches Publizieren; Web-Design; Computerkonferenz
Abstract	Microblogging is a relatively new phenomenon in online social networking that has become increasingly prevalent in the last few years. This study explores the use of Twitter in public and academic libraries to understand microblogging patterns. Analysis of the tweets was conducted in two phases: (1) statistical descriptive analysis and (2) content analysis. The research findings show there are some differences between public and academic libraries, including the number of tweets, linguistic differences, and content. However, it seems that using Twitter in libraries enables both kinds of libraries to broadcast and share information about their activities, opinions, status, and professional interests. The research findings are relevant for librarians and information scientists who wish to better understand and explore the phenomenon of library tweets. (Contains 9 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10