You are here:

The Influence of LIS Students' Personality Characteristics on Their Perceptions towards Web 2.0 Use
ARTICLE

Journal of Librarianship and Information Science Volume 41, Number 4, ISSN 0961-0006

Abstract

The information world in which library and information science (LIS) students study and are being educated is in a state of constant change. As Web 2.0 is becoming an important and central topic in our information world, the research reported here explores whether LIS students are familiar with technological changes and innovations, and whether they make use of the different Web 2.0 applications. The research examined whether personality characteristics (learning strategies, resistance to change and cognitive appraisal), as well as learning facilitators such as motivation, capacity and importance of studying and integrating different applications of Web 2.0 in the future, influenced LIS students' perceptions towards Web 2.0 use. Different questionnaires were distributed to 160 randomly selected Israeli students from three different LIS programmes. The research revealed a moderate tendency of LIS students to use Web 2.0 applications. It was found that personality characteristics as well as learning facilitators influenced LIS students' perceptions towards Web 2.0 use. (Contains 3 tables and 1 figure.)

Citation

Aharony, N. (2009). The Influence of LIS Students' Personality Characteristics on Their Perceptions towards Web 2.0 Use. Journal of Librarianship and Information Science, 41(4), 227-242. Retrieved October 17, 2019 from .

This record was imported from ERIC on April 19, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.