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The purpose of this paper is to examine the presence of Croatian school libraries on Facebook by analysing quality and quantity of interactions.

In the paper, literature about libraries on Facebook is reviewed and the need for new research on the topic is explained. Quantitative and content analysis of all Croatian school libraries on Facebook is presented. Quantitative analysis includes: metrics, features, number of items in features, number of libraries' and users' activities (posts, likes, comments and shares). Content analysis includes analysis of information section and posts published in two-month period.

Croatian school librarians know how to use Facebook on a basic level, but some are not educated sufficiently to administer Facebook presences – they use the wrong kind of presence, administer it without planning and sometimes publish inappropriate content. Users of Croatian school libraries rarely interact, mostly by liking library's status and they wait for their libraries to encourage the interaction.

This research can help school librarians to see what they have to do to improve or to implement their Facebook activities. The improvement should advance library service, both on Facebook and in real life.

The paper confirms that Croatian school librarians are aware of the importance of social networking sites for communication with patrons. This is the first complete study of Croatian school libraries on Facebook and intends to be a basis for a longitudinal study of school libraries' presence on social networking sites. The study could also be a starting point for similar analysis worldwide.

This research investigates how consumers who are most active on Facebook during the day vs in the evening differ, differ in their ad consumption, and how advertising effects vary as a function of a key moderator: gender.

Using a survey of 281 people, the research identifies Facebook users who are more intensely using mobile social media during the day versus in the evening, and measures five Facebook mobile advertising outcomes: brand and product recall, clicking on ads, acting on ads and purchases.

The results show that women who are using social media more intensely during the day are more likely to use Facebook to seek information, hence, Facebook mobile ads tend to be more effective for these users compared to those in the evening.

This contributes to the literature by analyzing how the time of day affects social media behavior in relation to mobile advertising effectiveness, and broadening the scope of mobile advertising effectiveness research from other than just clicks on ads to include measures like brand and product recall.

By analyzing the effectiveness of mobile advertising on social media as a function of the time of day, advertisers can be more targeted in their media buys, and so better use their social media budgets, i.e. advertising is more effective for women who use social media (Facebook) more intensely during the day than for those who use social media more intensely in the evening as the former tend to seek more information than the latter.

This research extends media ecology theory by drawing on circadian rhythm research to provide a first demonstration of how the time of day relates to different uses of mobile social media, which in turn relate to social media mobile advertising consumption.

While research on social media advertising has been steadily increasing, little has been explored on how users consume ads when they engage with social media at different periods along the day. This paper extends media ecology theory by investigating time of day, drawing on the circadian rhythm literature, and how it relates to social media usage.

This chapter describes a research study in which data about the uses of Facebook by higher education students were gathered simultaneously with measurements of a set of psychological dimensions (personal and collective self-esteem, self-concept, general self-efficacy, satisfaction with social support and with academic life, and several aspects of academic experiences: interpersonal, career, institutional, personal and course satisfaction). The final result of the study is a path model inspired on the structural model proposed by Mazman and Usluel (2010) in which the psychological variables that have a significant influence on the academic use of Facebook were incorporated. A positive total effect of identity collective self-esteem in the educational use of Facebook was found and a negative total effect was found for public collective self-esteem in the educational usage of Facebook (EUF). Institutional adaptation proved to have a significant positive total effect on students’ willingness to use Facebook for educational purposes. Satisfaction with life was not a direct predictor of the educational use of Facebook. However, it was a direct predictor of the use of Facebook for work-related purposes, which was the strongest predictor of educational use of Facebook. Therefore, although the effect of satisfaction with life in the educational use of Facebook was only indirect, it was nevertheless positive and statistically significant.

Virtual learning environments (VLE) have in the past 15 years radically changed the way learning objects are spread among students and the way learners communicate with teachers. In parallel, social networks are now widely used by users with all kinds of profiles. Among social networks, Facebook is the one offering the largest array of functions and possibilities to be used as an open platform for various kinds of applications. That is why, in this chapter, we provide an overview of the possible use of Facebook as a VLE supporting a Massive Open Online Course (MOOC). The authors distinguish generic functionalities that can be found in the three most popular xMOOC platforms as well as the relevant concepts needed for effective learning that are manipulated by such platforms. Then the authors evaluate how, within Facebook groups, features can be used to create a fully working MOOC environment. The authors distinguish notably class management, communication, collaboration, assessment, learning activity management and the possibilities for learning object management. Overall, the authors highlight that, except for the assessment, Facebook can support all of the functionalities required by a modern MOOC platform while offering a high social presence. While not vital for most MOOC followers, further developments can nevertheless be made to customise Facebook for ensuring this assessment functionality. The chapter can be used as guidance for an implementation of the social network as MOOC through the use of a Facebook group.

Based on a lexical analysis of publications on 529 Facebook pages, published between 2013 and 2017, this research explores how Brazilian left-wing activist groups participate on Facebook to coordinate their opposition and engage in social struggles. This chapter shows how activist groups set up two main digital network repertoires of action when mobilizing on Facebook. First, in direct connection with major political events, the platform is used as a media arena to challenge governments’ political actions and second, it is employed as a tool to coordinate mobilization, whether these mobilizations are demonstrations on the street or at cultural events, such as at a music concert. These repertoires of action exemplify ways in which contemporary Brazilian activism is carried out at the intersection of online and offline engagements. While participants engage through these two repertoires, this network of activists is held together over time through a more mundane type of event, pertaining to the repertoire of action allowing the organization of mobilization. Stepping aside from opposition and struggles brought to the streets, the organization of cultural activities, such as concerts and exhibitions, punctuates the everyday exchanges in activists’ communications. Talk about cultural events and their related social agendas structures activist networks on a medium-term basis and creates the conditions for the coordination of (future) social movements, in that they offer the opportunities to stay in contact, in addition to taking part in occasional gatherings, between more highly visible social protests.

This chapter examines how those directly affected by the terror attack on Utøya in Norway on 22 July 2011 used social media to cope with the trauma. Through interviews with eight survivors and a study of their Facebook walls during the first month after the shooting, the chapter sets out to answer how they tell and re-tell the trauma on Facebook. In what way does their re-telling of the terror event give it meaning? With Narrative Therapy as its inspiration, this chapter studies different themes and stories on the Facebook walls, what is told about the event, its effects and responses to it. The meaning derived from the trauma is a story of national unity, democratic values and the redefining of Norway as a multicultural society. As for the perpetrator, he is written out of the story.

This paper aims to demonstrate that Facebook likes affect outcomes in nonprofit settings. Specifically, Facebook likes influence affinity to nonprofits, which, in turn, affects fundraising outcomes.

The authors report three studies that establish that relationship. To examine social contagion, Study 1 – an auction field study – relies on selling artwork created by underprivileged youth. To isolate signaling, Study 2 manipulates the number of total Facebook likes on a page. To isolate commitment escalation, Study 3 manipulates whether a participant clicks a Facebook like.

The results show that Facebook likes increase willingness to contribute in nonprofit settings and that the process goes through affinity, as well as through Facebook impressions and bidding intensity. The total number of Facebook likes has a direct signaling effect and an indirect social contagion effect.

The effectiveness of the proposed mechanisms is limited to nonprofit settings and only applies to short-term effects.

Facebook likes serve as both a quality signal and a commitment mechanism. The magnitude of commitment escalation is larger, and the relationship is moderated by familiarity with the organization. Managers should target Facebook likes at those less familiar with the organization and should prioritize getting a potential donor to leave a like as a step leading to donation, in essence mapping a donor journey from prospective to active, where Facebook likes play an essential role in the journey. In a charity auction setting, the donor journey involves an additional step of bidder intensity.

The approach the authors study is shown effective in nonprofit settings but does not appear to extend to corporate social responsibility more broadly.

To the best of the authors’ knowledge, this study is the first investigation to map Facebook likes to a seller’s journey through signals and commitment, as well as the only investigation to map Facebook likes to charity auctions and show the effectiveness of this in the field.

The social integration of students within a campus community is vital in enhancing their college experiences. Researchers have sought to determine how best to promote successful social integration for university students. Traditionally, on-campus orientations and residence hall activities have been used to foster student social integration. However, Facebook and other social networking sites (SNSs) can be used for social integration among students in ways that were never before possible. It is important that student-affairs professionals explore the supportive roles for this that SNSs like Facebook might play, since successful student adjustment within a campus is positively correlated with student retention rates.

College students are already using Facebook to bolster their social networks within the university, but it is worth considering the advantages and disadvantages of promoting the use of SNSs for social integration. Facebook is favored because it offers low levels of self-disclosure in social interactions, it increases the social capital of the university, and it offers students with a unique means of acquiring academic support from both their professors and their peers. Unfortunately, extensive Facebook use can also create a social skills deficit in students, lead students to experience information overload, and cause them to shirk their academic responsibilities.

Facebook is neither a panacea for student engagement nor a signal of the end of meaningful interpersonal connections on campus. Student-affairs professionals should become aware of the ways that students engage with SNSs to leverage opportunities for furthering student integration while remaining aware of the limitations for community building that SNSs present.

In defining microcelebrity, media technologies are often described as integral to the self-branding process. This chapter argues that social network platforms are not social utilities, but, in fact, celebrification utilities. That is, they are programmed to necessarily brand users by extracting and filtering identifications to be easily consumed by advertisers, just as microcelebrities promote specific, “authentic” aspects of self that can be easily consumed by fans. Through a discourse analysis of Facebook’s functionalities and in-depth interviews with 45 emerging adults, I present an analysis of microcelebrity culture through the narratives of everyday users who are not actively involved in self-branding but are instead compelled by the site’s inherent design to unintentionally brand – they unknowingly align with corporation-like mission statements; ignore multiple, dynamic selves; and discard their right to anonymity.

The present study provides an overview of the historical as well as the global expansion of Facebook from developed countries to the developing countries. The chapter also provides an elaboration over the features and the architectural design of this Online Social Networking service. In order to understand the worldwide usage and acceptance of Facebook, and the gradual spread of Facebook from the United States to the European countries and then to the developing world, we need to pay close attention to the evolution of Facebook in these cultures. In comparison to the developed world, Facebook was slow to spread throughout developing countries. This chapter argues that certain conditions contributed to the expansion of Facebook in these countries. The growth of mobile technology and the usage of Facebook in multiple languages accelerated the increase in its membership. Although majority of the developing countries started using Facebook later than developed countries, within a few years they soon became the nations with the highest growth of Facebook users.