Adoption of Web 2.0 Technologies in Driving Reading Habits of Secondary School Learners in Bulawayo Metropolitan Province, Zimbabwe

Abstract

Reading in the 21st century networked society is no longer confined to print. The scope of reading has extended to Web 2.0 technologies that have changed the traditional reading culture of readers. The problem is that secondary school learners in Zimbabwe are not fully adopting Web 2.0 technologies to cultivate their reading habits. This qualitative study examined the adoption of Web 2.0 technologies in driving the reading habits of secondary school learners in the Bulawayo Metropolitan Province in Zimbabwe. A multiple-case study design was employed, which collected data from 210 learners. The learners were divided into 14 focus groups as a data collection tool. Data were augmented through interviews with school librarians and then analysed thematically. Findings reveal that some learners spend five hours per day using different types of Web 2.0 technologies, which include WhatsApp, Facebook, WattPad, Pinterest and YouTube for the purposes of entertainment, and this has a negative effect on their reading. The study revealed potential positive effects of using Web 2.0 technologies, such as having up-to-date reading materials. It is concluded that Web 2.0 technologies can be adopted in driving the reading habits of secondary school learners. Some learners are already using Web 2.0 technologies for downloading novels. Especially girls (and some boys) are reading newspapers by using Web 2.0 technologies; however, other learners are using them for the wrong reasons. This paper contends that if guided well, young people can use these technologies to cultivate their reading habits. A further study is recommended on how parents/guardians can adopt the use of Web 2.0 technologies as a drive to improve the reading habits of learners.