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This paper seeks to provide an insight into the implementation of some of the innovative Web 2.0 applications at Jaypee University of Information Technology with the aim of exploring the expectations of the users and their awareness and usage of such applications.

The study was undertaken at the Learning Resource Centre (LRC), Jaypee University of Information Technology (JUIT), Solan, Himachal Pradesh, India. The LRC at JUIT serves its patrons in supplementing their research needs while creating an ambience for teaching, learning and research. The emergence of digital technologies and information and communications technology (ICT) tools in libraries has encouraged the implementation of a wide range of applications, such as digital libraries, video on demand, reference services and database services into library services. The advent of next‐generation web technologies, known as Web 2.0 applications, has prompted a number of other pertinent services to be implemented to enhance the information literacy skills of the existing services. A survey method was used to understand the basic awareness and expectations of library users, and the usability of resources.

The LRC has made a number of provisions to adopt some Web 2.0 applications in its library services to create information literacy. The users of the JUIT library still lack awareness about various Web 2.0 applications necessary for teaching and learning.

The paper suggests that Web 2.0 applications can be used effectively to create information literacy amongst users. Library and information science (LIS) educators should take advantage of advances in the field of ICT and consider the learning preferences of information natives as well as information immigrants. Web 2.0 supports a constructivist approach to information awareness tools, and has great potential to socialise learning and information delivery to a greater extent. Web 2.0 technologies should be implemented as a medium of information communication, taking into account the pedagogical perspectives.

The case study is a practical application at the Jaypee University of Information Technology. The LRC has implemented some Web 2.0 applications in the Library. The study was undertaken at the university to understand the basic awareness of Web 2.0 and to create information literacy amongst users through it.

The purpose of this paper is to determine academic librarians’ awareness and application of multimedia content for information literacy (IL) instruction at the North-West University in South Africa.

This study used both the survey and focus group interviews to gather data from the university's faculty librarians.

The results of this study show that despite the majority of librarians being aware of the existence and benefits of multimedia tools that can complement their traditional instructional practices, very few actually apply the tools for IL instructional practices. Among the multimedia tools that the librarians often use for the IL instruction, LibGuides were the most favourable because of their ease of use. The main reasons for not using the multimedia tools cited by librarians include the lack of infrastructure and insufficient skills.

This study recommends the reskilling of librarians by training them in the use of multimedia tools for IL instruction.

The paper sheds light on the current strategies being implemented by faculty librarians in providing IL using multimedia tools. It also outlines the importance of multimedia tools in enhancing eLearning endeavours. Multimedia skills for librarians can also be essential during times of crisis such as the recent COVID-19 outbreak.

This study is a welcome contribution to the role of ICTs in enhancing library activities during the 4IR. The voice of the librarians in this area has also been minimally represented. This study, therefore, seeks to address these gaps in published scholarly literature.

The purpose of this paper is to bring together the textual and multimedia opinions, since the use of social data has become the new trend that enables to gather the product reputation traded in social media. Integrating a product reputation process into the companies' strategy will bring several benefits such as helping in decision-making regarding the current and the new generation of the product by understanding the customers’ needs. However, image-centric sentiment analysis has received much less attention than text-based sentiment detection.

In this work, the authors propose a multimedia content-based product reputation framework that helps in detecting opinions from social media. Thus, in this case, the analysis of a certain publication is made by combining their textual and multimedia parts.

To test the effectiveness of the proposed framework, a case study based on YouTube videos has been established, as it brings together the image, the audio and the video processing at the same time.

The key novelty is the implication of multimedia content in addition of the textual one with the goal of gathering opinions about a certain product. The multimedia analysis brings together facial sentiment detection, printed text analysis, opinion detection from speeches and textual opinion analysis.

The purpose of this study is to investigate the use patterns and ownership of smartphone apps among students at the Department of Library and Information Science (DLIS) at the South Valley University (SVU), Egypt. This study may help faculty members and students, as well as DLISs in general and SVU’s DLIS, in particular, to understand the nature and purpose of such use.

This study used quantitative research methodology in the form of a survey, which was undertaken from February to March 2015. The survey instrument was a self-administrated questionnaire, with a response rate 82.7 per cent (441/533).

The findings of this study showed that smartphone users (82.7 per cent) at SVU’s DLIS tended to be junior females. Smartphone non-users (17.3 per cent) tended to be also young females but primarily sophomores. The highest percentage of smartphone users had been using smartphones for four to five years, and the largest number of students was described to be advanced users who heard first about these mobile devices through friends and the Web. Most users had 21 to 25 apps. Social apps were the most popular and included Facebook, e-mail and Twitter. For professional purposes, students used smartphones more for communication purposes than learning purposes. Apps related to educational purposes included Google Mobile, Facebook, e-mail, Twitter, YouTube and Wikipedia Mobile. Students perceived most apps to be easy to use and useful to them. There were a number of uses for socializing including messaging, following the news and playing games. Students had mainly positive attitudes towards apps with a few negative concerns. Almost all students confirmed that they trust most apps. Barriers related to the use of apps included training and lack of awareness. Further research may be needed to specify the relationship between the students’ use of these apps and their academic performance. The main tasks done on smartphone devices were mainly for socializing. Students indicated that popular tasks and activities, such as sending and receiving messages, following the news, making communications, making chat, making friends, finding specific information, finding general information, making discussion groups, playing games, completing class assignments, checking materials related to courses, doing business, seeking jobs, watching movies, listening to music and accessing library services are important tasks accomplished by them through the use of these devices. The current study indicated very positive attitudes towards the use of these apps. Student at least agree with the statement that smartphone apps allow for easy dissemination of information, provide too much information, increase the speed of finding information, help communication, convenient, secure, build confident and reduce paper use. However, a large number of students also at least agree with the statement that these apps are time consuming, intimidating, addictive, violate privacy, require high language and technical skills, harmful and frustrating. Almost all students confirmed that they are at least trustful in some apps, such as WhatsApp, e-mail, YouTube, Facebook, Flickr, Twitter and Viber. A large number of smartphone users surveyed in this study have been described to make excessive usage of social apps, such as communication apps, messaging/texting apps and social networking sites, which were at the forefront of use. Additionally, a large number of them adopted these devices, especially for communication purposes. The most used apps were Facebook, e-mail, Twitter, WhatsApp, YouTube and Viber. For professional purposes, students used smartphones more for communication purposes than learning purposes. However, some of the students were using some of apps related to educational purposes, such as Google mobile, Facebook, e-mail, Twitter, YouTube and Wikipedia mobile but not on a regular basis. Students perceived the use of e-mail app, Google mobile, Facebook app WhatsApp, Kik, Twitter, YouTube, Google maps, Viber, Line, Skype, Tango, Instagram, Flickr and Wikipedia mobile as at least fairly easy to them. Additionally, they perceived the use of e-mail app Google mobile, WhatsApp, Facebook, YouTube, Twitter, Viber, Instagram, Wikipedia mobile, Google maps, Kik, Skype, Line, Tango and Flickr as at least fairly useful to them, especially for the purpose socialization more than learning.

This study focuses only on undergraduate library and information science students belonging to SVU’s DLIS, Egypt. Any findings and conclusions resulting from this study are limited in scope to only SVU’s DLIS’s undergraduate students. The study does not contain a significantly large sample of a population from across Egypt to draw meaningful widespread conclusions indicative of such a larger population.

This study provides valuable insight into the use pattern of smartphones among a very important client group. It may serve as useful input to researchers who are interested in the study of mobile internet technologies (MITs), particularly in the education society.

Being the first study of its kind about university students in Egypt, it is considered a pioneering and a unique study among studies conducted in the field of ICTs and MITs, especially with this category of information users.

This study aims to evaluate a new fusion technique of visual and textual clusters of objects from a real multimedia data-driven collection to improve the performance of multimedia applications.

The authors focused on using multi-criteria for clustering texts and images. The algorithm consists of these steps: first is text representation using the statistical method of weighting, second is image representation using a bag of words feature descriptors methods and finally application of multi-criteria clustering.

As an application for event detection based on social multimedia data, in particular, Flickr platform. Several experiments were conducted to choose the appropriate parameters for a better scheme of clustering. The new approach achieves better performance when aggregate text clustering is done with image clustering for event detection.

Further researches would be investigated on other social media platforms such as Facebook and Twitter for a generalization of the technique.

This study contributes to multimedia data mining through the new fusion technique of clustering. The technique has its root in such strong field as the field of multi-criteria clustering and decision-making support.

The purpose of this paper is to investigate the extent to which Web 2.0 applications are prevalent in government web sites, the ways in which Web 2.0 applications have been used in government web sites, as well as whether the presence of Web 2.0 applications correlates with the perceived quality of government web sites.

Divided equally between developing and advanced economies, a total of 200 government web sites were analysed using content analysis and multiple regression analysis.

The prevalence of seven Web 2.0 applications in descending order was: RSS, multimedia sharing services, blogs, forums, social tagging services, social networking services and wikis. More web sites in advanced countries include Web 2.0 applications than those in developing countries. The presence of Web 2.0 applications was found to have a correlation with the overall web site quality, and in particular, service quality.

This paper only covers government web sites in English. Emerging genres of Web 2.0 applications such as mashups and virtual worlds have not been included. Moreover the data were drawn solely from the public domain.

Decision makers and e‐government web developers may benchmark their own efforts in deploying Web 2.0 applications against this study. The numerous exemplars cited here serve as a springboard to generate more ideas on how Web 2.0 applications could be used and harnessed to improve the overall quality of government web sites.

This paper unites two research interests: Web 2.0 and web site quality. It also extends previous studies by investigating the suite of Web 2.0 applications found in government web sites around the world.

The purpose of this paper is to explore the perceptions, attitudes and experiences of undergraduate students related to the use of YouTube as an information resource to support their learning. The use of YouTube by professors for course activities is also examined.

Quantitative research design based on a survey method was used by using a questionnaire tool. The collected data were analyzed using frequency and simple percentage. The sample comprises undergraduate students from the College of Computer and Information.

The general results reveal that the use of YouTube in the classroom influences student engagement. Students’ understanding of the importance of YouTube was determined in this study. However, professors do not seem to have positive attitudes towards incorporating YouTube into course activities.

The application of social media tools in Saudi Arabia is unclear because of the lack of studies that focus on the use of video-sharing websites by university students. This paper is the first of its kind conducted to explore the use of YouTube in the academic environment as an information resource to support university courses.

This paper aims to evaluate Web-based applications for teaching critical media literacy. It proposes modeling for criteria to evaluate Web-based applications for critical media literacy learning. The study aims to critically analyze the applications based on their potential for critical media literacy learning (CMLL), learner compatibility, authenticity, beneficial impact, practicability, engagement and support.

The paper was addressed by the walkthrough method, which provides underpinning analysis of the applications combined with content analysis to gain further deeper insight into users’ applications and application appropriation to accommodate critical media literacy instructions. The applications are organized according to their utilization in each sort of CMLL, namely, media understanding and analysis, and media production.

The paper describes how to select appropriate applications for critical media literacy instruction. It suggests a list of applications that can help teachers integrate critical media literacy into their classroom instruction, as well as the results of each application’s evaluation. In summary, the results indicated the importance of meticulous selection criteria and evaluations of applications used for critical media literacy integration in teaching.

Because technology and applications are constantly evolving, ongoing research in this area is always required. Furthermore, researchers are encouraged to test the proposed hypotheses further.

The paper discusses the implications for technology selection in teaching, the development of selection criteria and managing the balance between technological advancement and teaching. In a nutshell, this paper practically contribute to shed light on the framework for CMLL application selection and adoption.

The paper provides comprehensive guidance for teachers on how to select applications for critical media literacy integration teaching, as well as lists of application evaluations that they can easily use.

This paper fills a gap in the literature by investigating how digital media and technologies can be used in the classroom and how they are chosen based on the needs of teachers and students.

This study aims to investigate the effectiveness of two types of social media videos used for destination image development: induced/commercial-oriented content and organic content (where content is made without commercial interest, such as vlogs classified as user-generated content).

Experimental research using “Emotive EEG” (electroencephalogram) in a controlled environment was conducted with 30 participants (20 males, 10 females), age range 18 to 26. Emotive EEG recording was performed while the participants watched both types of video clips. Test results for both groups indicate that induced content is preferred over organic content.

This study opens up future research avenues where neuromarketing’s “Marketer Friendly” EEG equipment can be applied to the customer selection process.

Marketing analysts can gauge the interest and response of customers on different types of social media video content for destination marketing based on the findings of this study.