Social Networking Websites: An Exploratory Study of Student Peer Socializing in an Online LIS Program

This paper presents a survey study investigating how students in an online MLIS program use social networking Websites to socialize with their peers and to develop a professional network. Both general-purpose social networking sites such as Facebook and a school-wide social networking site (SLISLife) are studied. Findings indicate that social networking Websites are the second most popular venue for students' peer socializing and are considered a productive channel for establishing social networks among students. However, the lack of time and the large variety of social networking Website choices have hindered students' engagement in social networking Websites. In response to these roadblocks, the study proposes several initiatives that online LIS programs can make to streamline the process of involving social networking Websites in community building efforts. Keywords: Social networking Websites, online education, professional network, socializing, survey Introduction Social networking Websites (SNWs) have gained tremendous popularity in recent years. They are defined as "Web-based services that allow individuals to (a) construct a public or semi-public profile within a bounded system, (b) articulate a list of other users with whom they share a connection, and (c) view and traverse their list of connections and those made by others within the system" (boyd & Ellison, 2008, p. 21 1). They facilitate interaction among members by providing a dynamic platform that enables content sharing, discussions, and organization of activities and events (Cachia, Compano, & Da Costa, 2007). In other words, they support the expansion of nodes (e.g., individuals) through social links (e.g., relationships) in the digital world (Barabasi, 2002). Given the socializing and connective nature of SNWs, this study seeks to examine their role in strengthening networking among peers in an online master's program in LIS. Students expect their careers to benefit from the social ties they make during their times as members of learning communities (Kazmer, 2006). Peer socialization and establishment of a peer network are a crucial component of educational experiences for graduate students. In distance education programs, this component may be significantly weakened because students take classes mostly in an isolated online environment and lack the opportunities to engage in real-time interactions with their peers (Baab, 1999; Nicholson, 2005; Simpson & Du, 2004). As more LIS schools deliver education via online programs, it becomes ever more important to take notice of this weakness of online environments and design strategies to compensate for the rather isolated nature of distance education and increase the sense of presence and community. One possible solution is to involve SNWs to help graduate students strengthen their peer communications, build peer networks, and maintain peer connections in online LIS programs, as studies have found that the principal motivation for people to use SNWs is to stay connected with their offline contacts (boyd & Ellison, 2008; Joinson, 2008). To better understand the facilitating role of SNWs (e.g., MySpace, Facebook, Linkedln, del. icio. us, etc.) in community building in online LIS programs, it is necessary to elicit students' feedback on this subject as they are the users and ultimate beneficiaries of SNWs in online education. This article presents a study that seeks to address the following research questions: * How do students use social networking Websites to enable peer socializing in an online LIS program? * What are students' perceptions of social networking Websites as facilitators for peer socializing in an online LIS program? Literature Review The learning process for students in online programs can be isolated (Bernard, de Rubalcava, & St-Pierre, 2000; Hara & Kling, 1999; MacGregor, 2001). Literature of education abounds with studies on how to better integrate online students into the educational environment and better connect them with instructors and among themselves (Bejerano, 2008). …