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The purpose of this paper was to assess the Web 2.0 competencies’ levels of academic librarians in selected libraries from two library consortia KLISC in Kenya and GAELIC in South Africa and how these competencies can be sources of empowerment for the effective provision of e-services. As service organizations, academic libraries face challenges similar to those in other service sectors. One of the major challenges includes that of providing not only quality print resources but also quality e-services. Globally, academic librarians use various Web 2.0 technologies to engage with their library users and colleagues and for their information work. Academic librarians are now, more than ever, expected to be empowered and build diverse voices, perspectives and arguments into library collections and services. Most of the youths (academic library users) in developing countries like Kenya and South Africa are heavy users of Web 2.0 technologies. This presents a challenge for their academic librarians who must augment their traditional library skills with Web 2.0 technologies for provision of effective e-services. This study explores the interconnections between librarian empowerment, traditional librarian skills and Web 2.0 competencies for effective e-services.

Survey method of research was used to conduct the study. Purposive sampling was used to select a homogeneous sample of academic librarians and libraries that use the Web 2.0 technologies. An online questionnaire with both closed and open-ended questions was used to collect data. The Web 2.0 competency levels were analyzed and presented using descriptive statistics. To achieve more robust findings and to illustrate the implications of Web 2.0 for librarian empowerment, the ATLAS. ti software was used to illustrate interconnections between librarian empowerment, traditional librarian skills and Web 2.0 technologies. The emerging codes and themes are presented in three network views.

The findings from the quantitative data indicate that the majority of the librarians have intermediate competency levels in Web 2.0 technologies. The findings from the qualitative data show that Web 2.0 tools and librarian empowerment can be used to illustrate interconnections in content collaboration tools, bookmarking tools and SNSs. Web 2.0 competencies can transform knowledge-sharing activities, augment existing authoritative information service, foster interaction and market information products and services. This study redefines librarian empowerment through competency in Web 2.0 tools and new roles for effective e-services.

This paper proposes that librarian empowerment through Web 2.0 competencies is essential in augmenting traditional library skills and in providing effective e-services. This manuscript describes original work and is a re-submission EL-08-2015-0143.R1 due to expired deadline in this journal. Both authors approved the manuscript and this submission.

The purpose of this paper is to investigate the different factors that affect using Web 2.0 applications in Omani academic libraries (OALs).

In all, 29 interviews with directors and library staff of five OALs were conducted for the purpose of collecting data for the current research.

The results indicated that there are nine internal factors and four external factors that affect using Web 2.0 applications in OALs. Internal factors include the low motivation of directors and library staff regarding using of Web 2.0 applications, lack of training and constant changes in the management structure. Meanwhile, the external factors are related to lack of policy and regulations and weakness and low speed of the internet.

Most academic libraries in Oman have not yet adopted Web 2.0 applications to enhance their services. Therefore, this study intends to open insight into the state of Web 2.0 adoption in academic libraries and will help library managers to understand factors facing the use of Web 2.0 applications in their libraries, and this could signal a basis for policy shift in the internet infrastructure especially in the institutions of the higher education.

This research is the first study in the field of Web 2.0 applications in OALs that investigates the factors affecting the use of Web 2.0 applications in academic libraries in general and in OALs specifically.

The aim of this paper is to define both theoretically and empirically the concept of Library 2.0.

Written answers to the question “What is Library 2.0?” given by practitioners and researchers (n=29) interested in Library 2.0 issues were analyzed by using co‐word analysis to map the underlying elements of the concept.

The study resulted in a model of Library 2.0, containing seven building‐blocks of the phenomenon: interactivity, users, participation, libraries and library services, web and web 2.0, social aspects, and technology and tools.

The model provides a basis for framing Library 2.0 as a research object and to map central themes of future research.

A comprehensive model enables both researchers and practitioners to frame the phenomenon more clearly, evaluate existing and planned services and their proximity to what is Library 2.0.

Unlike earlier proposals for a definition of the notion Library 2.0, the present study presents an empirical and consensual crowd‐sourcing approach of defining the concept Library 2.0 and provides basis for discussing the future evolution of the notion and its implications for library and information science research and library practices.

The aim of this study was to explore the pattern and extent of the adoption of Web 2.0 technologies by Pakistani librarians.

A survey was conducted using web‐based surveying software (SurveyMonkey) and Pakistan based LIS e‐mail discussion groups. Professional librarians serving in all types of libraries participated in the study.

Instant messaging, blogs, social networking and wikis were the most popular Web 2.0 technologies. Librarians adopted such technologies in their professional and personal lives. Gender, length of professional experience and place of work have no effect on the frequency of use, while perceived skill level of internet use and perceived ease of Web 2.0 use have a significant effect on the frequency. Lack of computer literacy, and lower availability of computers and internet facilities were the major hindrances of Web 2.0 adoption by librarians. Awareness and training programs could enable librarians to cope with Web 2.0 technologies.

Due to the use of a non‐probability/non‐representative sampling method, the results cannot be generalized.

This study will create awareness among LIS professionals toward the use of advanced technology in their professional environment. The findings of this study will contribute to the successful adoption of Web 2.0 in libraries.

This is the first study on the adoption of Web 2.0 technologies in Pakistani librarianship.

The study aims to present a comparative analysis of available Web 2.0 tools in library websites of selected Nigerian and South African universities.

Content analysis was adopted as the design for the study. Twenty university library websites comprising ten top-ranking Nigerian universities and ten top-ranking South African universities were sampled for data collection. Five research questions developed and answered.

The findings show that the use of Web 2.0 tools in the selected universities is encouraging. There are more Web 2.0 tools available on the South African university library websites. The South African university libraries are ahead of their Nigerian counterparts in terms of the integration of Web 2.0 tools, e-resources and e-databases and provide platforms for easy retrieval of information by their users. There are more e-resources available on the South African university library websites compared with their Nigerian counterparts. e-Journals are the most available e-resources in the selected university library websites of both countries. Similarly, more academic e-databases are available on the South African university library websites, whereas only few are listed on the web pages of the selected Nigerian university library websites.

Because available studies seem to ignore the possibility of comparing one university library’s website with another, conducting a study such as this will provide an insight and idea on the types of features, tools and applications to be included on university library websites. This will be useful for university whose library is planning to develop a website.

Because of the wide variation reported in this study concerning available tools and resources on the university library websites in South Africa and Nigeria, it is recommended that African universities should come up with a standard that will mandate universities to have a certain number of tools identified in this study on their various university websites.

This paper aims to review the four elements of Library 2.0, which represents a major innovation, and adopts several pedagogical concepts to investigate other innovations libraries in Taiwan could implement to become ideal libraries.

This paper presents an overview of the essential principles of Library 2.0 and examines the current state of libraries in Taiwan. The authors then present a reciprocal feedback model of Library 2.0+.

A Library 2.0+ model and a concept map of the mutualism between e-learning education and Library 2.0+ were proposed to diminish the gap between the status quo and Library 2.0. Two recommendations are provided: to develop a library learning platform to maximize the education value of the library, and to regard library development as part of the overall community’s development. Users can access library resources anytime/anywhere by visiting the library learning platform without visiting the library. Allowing an individual approach is necessary to realize the social educational value of the library. Moreover, a Library 2.0 library engages more in community development and invites participation with participation in community first. Universities in the community would be good technology partners when developing a Library 2.0 library.

Although there has been extensive research of library development in view of Library 2.0, such a topic has never been explored with an educational perspective, especially an e-learning perspective. Given that the definition of Library 2.0 is abstract and fairly broad, the authors take the view of an e-learning platform to make Library 2.0 more figurative. Moreover, through interdisciplinary exploration, concrete suggestions regarding library development are provided to librarians, especially those with similar conditions as those in Taiwan.

The main purpose of this paper is to identify factors affecting the adoption of Web 2.0 tools by librarians of academic libraries located in Hamedan, Iran.

Methodologically, this survey is applied using a descriptive approach. The statistical population of the survey was 47 librarians of academic and college libraries located in Hamedan (Iran). The tool used for data gathering is a questionnaire made based on the relevant literature as well as authors' standpoint. It consists of 39 questions under ten broad factors. The collected data were analyzed with SPSS (version 16).

Totally, ten broad factors affecting the adoption of Web 2.0 tools by the librarians were identified. The most effective factors are job conditions, changeability, skills, competitiveness, and saving time.

To positively and effectively affect the adoption of Web 2.0 tools by librarians especially Hamedan academic librarians, holding training courses and related workshops, the inclusion of lessons regarding Web 2.0 tools and their application in the academic courses planned and run by LIS departments, implementing open and distance learning (ODL), attracting LIS professionals to the field of Web 2.0, buying needed software and hardware equipment, and addressing the importance of adopting and using Web 2.0 tools for academic and library managers should not be neglected.

This study may contribute to the field in terms of better understanding of factors affecting the adoption of Web 2.0 tools and thus better usage of these and other emerging technologies in academic libraries and information centers.

This paper aims to demonstrate work undertaken by Muhimbili University of Health and Allied Sciences (MUHAS) Library in an effort to integrate Web 2.0 technologies in its functions to enhance the quality of its services in Tanzania.

The study conducted an exploratory questionnaire survey to assess user requirements among undergraduate medical students at MUHAS, developed Library 2.0 services, conducted training and created awareness.

The paper shows that Web 2.0 technologies can be implemented effectively according to university goals, user's needs, deployment of user friendly tools, and capacity building among librarians and users. Students positively supported the adoption of Library 2.0 services at MUHAS. Library 2.0 services improved the quality of MUHAS library services, despite various challenges related to infrastructure, awareness, literacy, inadequate staff, security and ownership of Web 2.0 services.

The study findings may not be widely replicated because this article is based on a case study of the integration of Web 2.0 technologies into the library functions of MUHAS. This study did not examine the use of Library 2.0 applications among library users (such as faculty and students) which could illuminate further the case study.

Most academic libraries in Africa have not yet adopted Web 2.0 technologies to improve their services. The user preferences, technology adoption, and challenges faced from the present study can help other libraries to plan and integrate their Library 2.0 technologies in their services.

MUHAS Library offers a practical example of how Web 2.0 services can be adopted to enhance the quality of academic library services in an African context. This paper is of significance to academic libraries that are still considering their options with regard to the application of Web 2.0 technologies.

The purpose of this paper is to explore the concepts of Library 2.0 and Library 3‐D and provide a proposal for taking advantage of the new opportunities prevailing in the adoption of Library 2.0 and Library 3‐D concepts. The specific objectives of this study are as follows: to review the status of research in Pakistan on any aspect of Web 2.0, Library 2.0 and Library 3‐D; to explore how a user‐centered library can be developed with the help of Library 2.0 and Library 3‐D applications; to find out information professionals' opinions in this regard; and to provide a proposal for adoption of Library 2.0 and Library 3‐D tools.

This study is descriptive in nature and is based on a literature review and personal interviews. The researchers reviewed the findings of previous surveys recently conducted by researchers in Pakistan on different aspects of Web 2.0, Library 2.0 and Library 3‐D. These surveys assisted the researchers in exploring the current status of acceptability of these applications by the library community in Pakistan. Moreover, semi‐structured interviews were conducted to gain an in‐depth understanding of the phenomena under study. Finally, keeping in mind the findings of the literature reviewed, previous surveys and current interviews, a proposal for the survival of libraries in Pakistan in an era of emerging technologies is given.

It was found that libraries in Pakistan are now becoming aware of the use of Library 2.0 Second Life for Library Services.

The interviews being limited to a purposive sample of information professionals, care has to be taken in generalizing the findings of the study.

The paper not only presents a good understanding of different concepts, such as Library 1.0, Library 2.0 and Library 3D, but also their application.

The paper is the first in Pakistan to deal with the emerging concept of Library 3‐D. It also provides a proposal for information professionals in using Library 2.0 and Library 3‐D applications for library services.

The present study aims to investigate levels of awareness and use of Web 2.0 tools by librarians in the university libraries of East Azerbaijan (EA) in Iran and to determine how librarians use these tools in everyday life.

A Web-based questionnaire was used to collect data from 38 per cent librarians in the university libraries of EA.

The research findings indicate that the librarians were more familiar with Web 2.0 tools such as wikis and blogs. While librarians widely use blogs and wikis, tools such as social bookmarking, social networks, RSS feeds, instant messaging and digital maps were less frequently used. Results obtained from present study indicated that librarians use Web 2.0 tools mostly to communicate with friends and family, to keep up-to-date, to collaborate with colleagues and for curiosity and fun. Also, librarians believe that Web 2.0 tools can be used mostly for sharing information about library resources. Internet filtering, lack of access to high-speed internet and lack of training were the major obstacles for Web 2.0 adoption by librarians.

This study is a useful source for implementing Web 2.0-based technology in libraries. Also, this study will help managers understand the librarians’ needs about Web 2.0 to improve their library services.