Contemporary learning behaviors on mobile devices and social media

Call for papers for: Library Hi Tech

Guest Editors

Dr. Chia-Chen Chen (main contact)
National Chung Hsing University, Taiwan
[email protected]

Dr. Patrick C. K. Hung
Ontario Tech University, Canada
[email protected]

Dr. Erol Egrioglu
Lancaster University, U.K.
[email protected]

About this Special Issue

With mobile devices' development, more and more students adopt mobile learning (Dukic et al., 2015). With social media, mobile learning provides a new way to access digital learning content online, anytime, anywhere (Lei et al., 2021). mobile learning has no time and space limited access and can support various online learning activities (Lo et al., 2016). Further, current ubiquitous Internet access facilitates widespread use of social media, especially for the younger generations (Lam et al., 2019). Besides communicating with peers and teachers for collaborative learning purposes (Dong et al., 2021), social media provides a wide range of information and content to aid learning in many different ways (Chung et al., 2020; Lei et al., 2021). Plus, various evidence has demonstrated successful student learning engagement on mobile devices and social media.

Although e-learning or m-learning has been adopted in many countries for many years, their popularity is limited. Some teachers with limited information competency skills may not adopt mobile learning technologies in their courses or use social media as learning aids. Many schools and households still lack the necessary information technology infrastructures and facilities. Most teachers prefer traditional teaching environments and pedagogies because online learning or mobile learning technologies may increase their teaching load. Neither are they willing to work further on social media to augment classroom teaching or recommend supplementary learning materials. 

Yet, the importance of e-learning, m-learning, and social media is evident in infection prevention during the current global pandemic outbreak (Sung & Chiu, 2021). These technologies are becoming more prevalent for teaching and learning support to enhance infection prevention and support various new social behaviors. Governments, schools, universities, librarians, teachers, parents, tutors, and multiple stakeholders are increasingly adopting such technologies and develop different functions and digital content to satisfy diversified students' learning needs. 

This special issue aims to investigate how such contemporary information technologies can engage students to continuously learn online anytime, anywhere and track students' learning activities for continuous learning improvement. In particular, students, particularly those aged under 15, may need more parental or teacher instructions for learning online at home. On the other hand, more mature students may apply various techniques to search for and access learning and research materials and communicate on social media for collaborative learning.

Possible related issues include student learning needs, teaching case studies, learning performance, computer-assisted self-learning, and online learning management. Some relevant topics are provided as examples, such as but not limited to the following. 

  • Changing and emerging learning needs on new media and during pandemics
  • Innovative mobile learning systems 
  • Intelligent mentoring system
  • Mobile games for education 
  • Mobile-based simulation systems for education 
  • Collaborative learning tools 
  • Learning through mobile devices 
  • Wearable components for learning 
  • Virtual and augmented reality for learning
  • Mobile assessment tools 
  • Mobile supported tools for learning analytics 
  • Educational data mining and learning analytics 
  • Mobile supported tools and social media for peer tutoring, mentoring, and learning aids 
  • Learning via mobile-lab work 
  • Social networks for learning and knowledge sharing 
  • Mobile cloud for education 

Submission Information

Submission deadline: December 31, 2021
1st round review notification: March 31, 2021
2nd round review notification: June 30, 2021
Final decision made by EIC: January 31, 2022
Publication: Q3, 2022 (tentative)

All submissions must be made via ScholarOne and adhere to the Library Hi Tech author guidelines. For inquiries, please get in touch with [email protected]


Cheng, W. W. H., Lam, E. T. H., & Chiu, D. K. W. (2020). Social media as a platform in academic library marketing: A comparative study. The Journal of Academic Librarianship, 46(5), 102188
Chung, C-h., Chiu, D.K.W., Ho, K.K.W., Au, C.H. (2020) Applying social media to environmental education: Is it more impactful than traditional media? Information Discovery and Delivery, 48(4), 255-266.
Dong, G., Chiu, D.K.W., Huang, P.-S., Lung, M. M-w., Ho, K.K.W., Geng, Y. (2020) Relationships between Research Supervisors and Students from Coursework-based Master's Degrees: Information Usage under Social Media, Information Discovery and Delivery, ahead of print.
Dukic, Z., D.K.W. Chiu, Patrick Lo (2015). How useful are smartphones for learning? Perceptions and practices of Library and Information Science students from Hong Kong and Japan, Library Hi Tech, 33(4), 545-561.
Lei, S.Y., Chiu, D.K.W., Lung, M. M.-w., Chan, C.T. (2021) Exploring the Aids of Social Media for Musical Instrument Education, International Journal of Music Education, 39(2), 187-201.
Lo P., Chan, H.H.Y., Tang, A.W.M., Chiu, D.K.W., Cho A., Ho, K.K.W., See-To, E., He, J., Kenderdine, S., Shaw, J. (2019). Visualising and Revitalising Traditional Chinese Martial Arts – Visitors' Engagement and Learning Experience at the 300 Years of Hakka KungFu. Library Hi-Tech, 37(2):273-292.
Lo, P., Cho, A., Leung, M. H.*, Chiu, D. K., Ko, E. H. T., & Ho, K. W. K. (2016). Use of smartphones by art and design students for accessing library services and learning. Library Hi Tech, 34(2), 224-238.
Sung, Y.Y. C., Chiu, D.K.W. (2021) E-book or print book: Parents' Current View in Hong Kong, Library Hi Tech, ahead of print.