Usage of Social Media Tools by Library and Information Science (LIS) Students in Nigerian Library Schools

1.1 Statement of the Problem

Despite the growing integration of social media into academic and personal lives, there remains a significant gap in understanding its specific impact on library and information science (LIS) undergraduate students in Nigerian universities. While social media has revolutionized communication, learning, research, and education worldwide, including in Nigeria, its use as an educational tool offers both opportunities and challenges. Benefits such as flexibility in time and location, enhanced learning experiences through simulations and virtual laboratories, and improved feedback mechanisms make social media a valuable resource in education (Balci et al., 2015).

Several studies have explored social media usage among university students in Nigeria, with a focus on its impact on information retrieval, academic success, and general student engagement (Akinboro & Olayinka, 2023; Ademiluyi & Ademiluyi, 2020; Bashir et al., 2021; Ekwueme et al., 2018; Oyetola et al., 2023; Rasheed et al., 2020). However, no comprehensive research has specifically examined the patterns of use of social media use among LIS undergraduate students in Nigerian library schools. This lack of focused research represents a critical gap in the literature, as the unique academic and professional needs of LIS students may influence their use of social media in distinct ways. Addressing this gap, the present study aims to investigate how LIS undergraduate students in Nigerian library schools use social media, exploring its potential to enhance their learning experiences and academic performance. By filling this gap, the study seeks to contribute to the understanding of social media’s role in the education of future librarians in Nigeria.

1.2 Research Objectives

The general objective of the study sought to investigate the usage of social media by library and information science students in Nigerian library schools. The specific objectives were to:

• (1) Determine the types of social media utilized by LIS students in selected library schools in Nigeria
• (2) Determine the social networking sites commonly visited by LIS students
• (3) Identify the challenges associated with the use of social media among LIS students

2.1 Types of social media utilized by students

A variety of social media platforms are widely utilized by students for both academic and personal purposes, with studies highlighting specific tools and their distinct roles. Among these platforms, Facebook and WhatsApp are two prominent examples. Facebook, known for its social networking features, is commonly used by students to seek and share information. In Malaysia, international students were found to use Facebook extensively for information-seeking purposes (Bukhari et al., 2020), with similar trends observed among students in other countries. Despite a generally positive attitude towards Facebook as an educational tool, students tend to use it more for extracurricular activities rather than academic purposes (Holly et al., 2023).

WhatsApp, on the other hand, has gained popularity as a mobile communication tool in educational settings. Its features, such as group chats, ease of information sharing, and accessibility, make it a convenient platform for student interaction and collaboration. Studies have demonstrated that WhatsApp enhances student learning by facilitating instant feedback, enabling group discussions, and improving engagement with course content (Maharani et al., 2021; Haron et al., 2021). Students have generally shown positive attitudes towards the use of WhatsApp in both academic and non-academic settings. Its widespread adoption has been particularly evident during the COVID-19 pandemic, where it played a crucial role in remote learning by connecting students and instructors efficiently (Van den Berg & Mudau, 2022).

Beyond Facebook and WhatsApp, other platforms like Twitter, YouTube, and Instagram are also significant in the academic context. Twitter, for instance, has been identified as an effective tool for enhancing writing skills among senior high school students (Espinoza-Celi & Pintado, 2020). The micro-blogging format of Twitter encourages concise and focused communication, which benefits students in improving their written production. YouTube, on the other hand, is frequently used by students for sharing and accessing educational videos, contributing to self-directed learning and supplementing traditional classroom instruction.

2.2 Social media sites commonly visited by students

Various platforms have emerged as popular tools for communication, learning, and leisure among students across different regions. Sayeed et al. (2023) explored the problematic use of social media, particularly Facebook, among university students in Bangladesh during the pandemic. Their study revealed that Facebook was a highly visited platform, with 37.1% of students exhibiting signs of problematic use. The widespread use of Facebook for non-educational purposes, such as entertainment and downloading media, highlights the platform’s dominance in this group. Facebook’s accessibility, ease of use, and broad social networking capabilities make it a primary choice for students.

Kutu et al. (2022) investigated the awareness and challenges of social media usage among postgraduate students in South Africa during the lockdown. The study identified Facebook, Instagram, Zoom, Twitter, and WhatsApp as the most frequently accessed platforms. Each platform serves specific needs; for instance, WhatsApp is highly regarded for its ease of communication, while Instagram and Facebook are used for broader social engagement. These findings emphasize the integral role of these platforms, particularly for academic and collaborative purposes, as students turned to social media for maintaining academic connections during the pandemic. Bakare (2018) delved into the frequency of social media usage among students, revealing that platforms like Facebook are central to daily student life. The study found a significant correlation between age, gender, and urban residence with the number of hours spent on social media, particularly Facebook. Urban students and those above 20 years old spent a considerable amount of time—between five and eight hours daily—on social media platforms. This underscores the pervasive presence of Facebook as a top choice among students.

Nduka and Popoola (2024) conducted a descriptive survey to assess the awareness and usage frequency of social media technologies among postgraduate students of Library and Information Science (LIS) in Nigerian universities. They distributed structured questionnaires to 919 LIS postgraduate students, achieving an 81% response rate with 742 usable returns. The analysis, using mean and standard deviation, revealed that students frequently used social media platforms such as Wikipedia (x̄=3.94), Instagram (x̄=3.86), Facebook (x̄=3.85), Zoom (x̄=3.78), LinkedIn (x̄=3.69), YouTube (x̄=3.54), and Twitter (x̄=3.52). The study concluded that awareness and usage of social media among these students were high, and it recommended incorporating social media training into the LIS curriculum to enhance effective usage.

In a separate study, Friday et al. (2024) examined the adoption of social media in teaching LIS by lecturers in ten South-South Nigerian public universities. Utilizing a descriptive research approach, they surveyed 94 LIS lecturers, with 73 responding, resulting in a 77.66% response rate. The findings indicated minimal adoption of social media for instructional purposes among lecturers. However, those who did adopt social media used it to deliver lectures and share course materials, reporting benefits such as staying updated, improved communication with students, and enhanced digital skills. Challenges identified included unstable internet connectivity, erratic power supply, and limited digital literacy.

Olanusi and Falade (2023) conducted a study to explore the use of social media among undergraduate students of Library and Information Science (LIS) at Adekunle Ajasin University, Akungba-Akoko. The study revealed that a majority of the students used social media daily, with Facebook being the most frequently used platform. The primary device for accessing social media was the mobile phone, and the main purpose of usage was to interact with colleagues. However, the respondents acknowledged that social media often caused distractions.

In another study, Ansari and Khan (2020) examined the role of social media in collaborative learning. The study identified various platforms, including Facebook and WhatsApp, as critical tools for facilitating interactions between students and educators. WhatsApp, in particular, emerged as a popular platform for real-time collaboration and information sharing. The ability to engage in peer discussions and receive timely feedback from instructors made these platforms indispensable for academic success. Ernala et al. (2020) provided further insights into Facebook usage, particularly how students misreport the amount of time they spend on the platform. The study found that younger users and those who spent extended periods on Facebook tended to underestimate their usage. Despite this misreporting, Facebook remained a heavily visited site, with participants frequently accessing it for both academic and social reasons. The ubiquity of Facebook in student life is thus evident, even when students may not fully acknowledge the extent of their usage. Lastly, Escamilla-Fajardo, Alguacil, and López-Carril (2021) introduced TikTok as an emerging platform in higher education. While traditionally known for entertainment, TikTok was used pedagogically in a sport sciences course, demonstrating its growing influence in educational contexts. The study highlighted TikTok’s potential for engaging students, fostering creativity, and promoting active learning. Although not as widely used as Facebook or WhatsApp for academic purposes, TikTok’s popularity among younger students signifies its increasing relevance.

2.3 Challenges associated with the use of social media by students

The increasing integration of social media into academic and social life has provided numerous benefits to students, but it also presents a variety of challenges that can hinder effective use. Several studies have explored these challenges, particularly in the context of educational environments. Sobaih et al. (2020) highlight multiple challenges associated with the use of social media for academic communication, particularly during the COVID-19 pandemic. One key issue was the sudden transition to online learning, which introduced a new culture of digital communication that institutions, faculty members, and students were not adequately prepared for. The absence of ethical guidelines exacerbated the situation, as inappropriate language and informal communication styles disrupted the quality of academic exchanges. Furthermore, the overwhelming volume of student inquiries became burdensome for faculty members, as they were unable to respond to every question promptly. Privacy concerns also emerged, with both students and faculty members expressing discomfort about sharing personal information, such as phone numbers and social media accounts, which blurred the lines between professional and personal lives. In addition, the diversity in student learning preferences created further challenges, as educators struggled to accommodate varying expectations—some students preferred written materials, while others favored video lectures or live discussions. More so, Olanusi and Falade (2023) acknowledged that social media often causes distractions.

Nasution (2022) echoes the sentiment that integrating social media into learning environments can be problematic. In the context of language learning, the study found that students and educators face difficulties when attempting to blend traditional educational methods with social media platforms. Assignments and class activities that rely on social media tools can create confusion and lead to inefficiencies in the learning process. The challenge lies in developing an approach that ensures social media enhances learning without causing distractions or diluting the quality of instruction. Also, Kutu et al. (2022) investigated the financial and technical barriers that hinder the use of social media for academic purposes. Their study on postgraduate students at the University of KwaZulu-Natal during the COVID-19 lockdown revealed that high costs associated with purchasing internet data bundles and smartphones were significant obstacles. Many students could not afford the resources needed to access social media platforms effectively, limiting their ability to engage with academic content. Additionally, poor internet connectivity further exacerbated these issues, as slow or unstable connections prevented students from fully participating in online discussions and learning activities. These challenges are particularly prevalent in developing countries, where infrastructure and economic constraints limit access to technology. Taken together, these studies illustrate the complexity of the challenges students face when using social media for educational purposes. Technical difficulties, such as poor internet connectivity and the high cost of data and devices, create barriers to effective participation. Privacy concerns, the lack of preparation for digital learning, and the overwhelming volume of communication further complicate the situation for both students and educators.

3.1 Research Design

This study adopts a descriptive survey design, which is deemed appropriate for collecting data from a large population in a systematic manner. The descriptive survey method allows the researcher to gather detailed information about the characteristics, behaviors, and opinions of respondents related to the research objectives. The design is particularly suitable for this study because it aims to describe the types of social media used, the commonly visited social media sites, and the challenges associated with the use of social media among undergraduate students in selected library schools in Nigeria.

3.2 Sampling Technique and Population

The study employed convenient sampling to select the respondents from the population of undergraduate students of Library and Information Science (LIS) at selected universities across Nigeria. Convenient sampling was chosen because the researchers had easier access to these universities, enabling the efficient collection of data within the constraints of time and resources. Additionally, convenient sampling ensures that students who were available and willing to participate in the study were included, which increases the response rate and ensures adequate representation from each selected university. The total population of the study consisted of 248 undergraduate students from five Nigerian universities offering LIS programs. The universities involved and the corresponding number of students available for the study were: Rivers State University, Port Harcourt (65 students); Prince Abubakar Audu University, Anyigba, Kogi State (94 students); University of Uyo, Uyo, Akwa Ibom (44 students); University of Abuja (31 students); and Enugu State University of Science and Technology, Agbani (14 students). Although these figures do not represent the total number of LIS students in each institution, they reflect the subset of students who made themselves available to participate in the survey and complete the questionnaire.

3.3 Instrument for Data Collection

The instrument for data collection was a structured questionnaire, divided into two main sections:

∙ Section A: Collected respondents’ demographic information, including gender, year of study, and faculty.

∙ Section B: Addressed the research objectives through three subsections:

• (1) Research Objective 1: Types of social media utilized by LIS undergraduate students.
• (2) Research Objective 2: Social networking sites commonly visited by LIS students.
• (3) Research Objective 3: Challenges associated with the use of social media.

The structured questionnaire was validated by two experts in the field of Library and Information Science. They reviewed and provided feedback on grammatical errors, the sequence and order of the items, and the suitability of the response options, ensuring the instrument’s reliability and validity.

3.4 Data Analysis

The data collected were analyzed using both frequency counts and percentages to describe respondents’ demographic characteristics. To answer the research questions, the study employed the mean to determine respondents’ agreement or disagreement with various factors, based on a four-point Likert scale. Each item on the Likert scale was scored from 1 (strongly disagree) to 4 (strongly agree). To interpret the results, a mean score of 2.50 or higher indicated agreement with the statement, while a mean score of less than 2.50 signified disagreement. This approach allowed for a straightforward and quantifiable understanding of students’ perceptions regarding their use of social media.

5.1 Types of social media utilized by LIS students

The findings reveal that among Library and Information Science (LIS) students, the most frequently utilized social media platforms are WhatsApp, TikTok, and YouTube. These platforms are primarily used for communication, content consumption, and interaction. This finding aligns with the global trend where WhatsApp has gained prominence as a mobile communication tool, particularly in educational settings. Its features, such as group chats, ease of information sharing, and real-time collaboration, make it an invaluable platform for student interaction. This is consistent with the findings of Maharani et al. (2021) and Haron et al. (2021), who noted that WhatsApp enhances student learning by facilitating group discussions and increasing engagement with course content. YouTube also emerged as a popular platform among LIS students, reflecting its role in providing educational videos and self-directed learning opportunities. The platform’s multimedia format allows students to access tutorials, lectures, and other learning resources that complement traditional classroom instruction. As highlighted by Espinoza-Celi and Pintado (2020), YouTube plays a crucial role in enhancing student engagement, making it a vital tool for both academic and personal development.

While TikTok is typically associated with entertainment, its growing popularity among students may be attributed to its short, engaging video format that appeals to younger audiences. The educational potential of TikTok is gradually being explored, as demonstrated in studies where the platform has been used to foster creativity and curiosity (Escamilla-Fajardo et al., 2021). This indicates a shift in how students perceive and use the platform, transitioning from pure entertainment to educational and interactive content. Interestingly, Facebook and Instagram, though still widely used, are less dominant than WhatsApp and YouTube. This finding is consistent with studies such as Bukhari et al. (2020) and Holly et al. (2023), where Facebook was primarily utilized for extracurricular activities rather than academic purposes.

On the other hand, platforms like LinkedIn, Microsoft Teams, and Google Plus are less commonly used by LIS students. This suggests a preference for more socially engaging platforms rather than professional networking or formal educational tools. LinkedIn, which focuses on professional development and career networking, may not be as appealing to students who are more interested in peer interaction and entertainment. Similarly, Microsoft Teams and Google Plus, which are often associated with formal educational or corporate settings, may lack the social appeal that rives engagement on platforms like WhatsApp and TikTok.

5.2 Social Media Networking Sites Commonly Visited by LIS Students

The findings reveal that WhatsApp, YouTube, and TikTok are the most frequently visited social media platforms by LIS students. These platforms are favored for their multimedia content and instant messaging features, reflecting the students’ engagement with interactive and accessible tools. WhatsApp, in particular, is highly valued for facilitating real-time communication and collaboration, aligning with studies by Ansari and Khan (2020) and Kutu et al. (2022), who emphasize its importance for academic interactions. Platforms like Instagram, Telegram, and Zoom also see regular usage, indicating the growing relevance of both social engagement and video communication tools in students’ daily routines. This is consistent with the findings of Kutu et al. (2022), where these platforms played a key role in maintaining academic connections, especially during the pandemic.

In contrast, LinkedIn and Snapchat are less frequently visited, showing a lower interest in professional networking and ephemeral content. This contrasts with studies like Bakare (2018) and Sayeed et al. (2023), which highlighted the widespread use of platforms like Facebook for non-academic purposes. Despite Facebook’s dominance in other studies, its usage for entertainment and social engagement is more pronounced than in the present findings. Lastly, TikTok’s growing popularity is notable, as demonstrated in Escamilla-Fajardo et al. (2021), who pointed out its educational potential in engaging students and promoting creativity.

5.3 Challenges associated with the use of social media by LIS students

The findings reveal that the high cost of internet access is the most significant challenge for LIS students using social media. This financial burden limits their engagement, both academically and personally. This aligns with Kutu et al. (2022), who highlighted similar financial barriers, especially the cost of data and devices. Additionally, poor connectivity further hampers effective participation, especially in developing countries.

Another major issue is the spread of misinformation, with students concerned about rumours and false information. This challenge, coupled with the rise of anti-social behavior, suggests that social media can foster negative social interactions, leading to isolation. Sobaih et al. (2020) also pointed out similar challenges, noting that social media can blur the lines between professional and personal interactions, contributing to misuse and unethical communication. Findings revealed that lack of computer literacy and privacy concerns are also prevalent, reflecting both personal and technical barriers. These findings resonate with Nasution (2022), who noted that integrating social media into learning can cause distractions and lead to inefficiencies. Other challenges, such as internet addiction and the overwhelming number of platforms, further underscore the difficulties students face in maintaining focus and balancing their use of social media.