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1. '
l
i
jFestschrift in Honour of Dr. Sujin Butdisuwan
~
Organized by Faculty of Informatics, Mahasarakham University

2. International Conference on
CONVERGENCE: CONTENT, MEDIA AND
TECHNOLOGY
Organized by
Faculty of Informatics, Mahasarakham University
Vanue: Faculty of Informatics,
Mahasarakham University
Thailand
November 22-23, 2018
Editors:
Dr. E. Rama Reddy, et al.
ISBN 978-974-19-6035-4

3. TABLE Of CONTENTS
~ lessage from President
~ fessage from Dean
.-sst.Prof.Dr.Sujin Butdisuwan Biography
.-bout MSU
.-bout Faculty oflnformatics
Dr. E. Rama Reddy Biography
Dr. H. S. Siddamallaiah Biography
Editorial
r from Keynotes
·. Convergence ofTechnology: Implications for Library and Infonnation
Science and Services.
By Prof. Christopher S.G. Khoo
... Content Technologies and Libraries.
By Assoc.Prof.Dr. Namthip Wipawin
_ Media Convergence and Multimedia Content.
By Mr. N.V. Sathyanarayana
Content convergence in the context of libraries
By Dr.E. Rama Reddy
Convent Convergence : Indispensable need Keynote
By Dr.H.S. Siddamallaiah
The Academic Reading Literacy of Freshmen
: From the perspectives of Faculty.
By Prof. Joyce Chao-chen Chen
. 'etwork and Digital Convergence.
By Assoc.Prof.Dr. Wanida Kanarkard
..__,... from Delegates
Big Data in Academic Libraries: Convergence of Content & Technology.
By Dr. Radhika Rani and Prof. S Sudarshan Rao
- Technology Convergence in Learning: an Introduction to
WAYAM program in India. By Dr. MR Murali Prasad
and Nagabhushanam, Chintha
: . Open Source Solutions in Education and Library
Case Study of BPCL, NIT Rourkela, India. By Dr. DP Tripathi
- . Role of Big data in Academic Libraries.
By Dr. B Ravi
: . Guiding Application Development for Finding
Information Resources in the Academic Resources Center,
fahasarakham University, Thailand.
By Mr. Phutithat Monphonsri
and Asst.Prof.Dr. Ratanachote Thienmongkol
- Utilization of Digital Technology by Occupational Groups, Ku Santarat
ub-District, Na Doon District, Mahasarakham Province. By Asst.Prof.Dr.
Chanthana Wech-O-Sotsakda and Asst.Prof.Pungchompu
Chaiala Sangrungruengroj
- Ranking of National Institute ofTechnology (N[Ts)
: A Sceintometrics Analysis (2005-2015). By Dr. Iranna M Shettar and
Dr. Mallika1jun Angadi
2
4
5
6
7
8
9
25
33
34
39
42
60
61
67
82
88
96
105

4. 24
8. Future Libraries with Future Technologies: A review. 112
By Dr. Dattatry Narayan Phadke
9. Self sustainable E-resources Consortium Model for the 121
Technical Universities: A case study ofVTU. By Prof. PV Konnur, Dr. BS
Shivaram, and Dr. KR Mulla
10. Academic Social Networking for Knowledge Sharing: An Explanatory 128
Study. By Dr. Sanjay Kataria, Dr. Priyanka Bhatt, and Dr. Nidhi Sinha
11. Knowledge and Info1mation Diffusion in the 21st Century Library 136
and Information Centers: A Conspicuous Convergence of Content,
Technologies and Media. By Prof. S Sudarshan Rao
12. Using Hashtags on Social media. By Dr. Napassakorn Kruaysawat 142
13. Libraries: Continual Convergence and Re-convergence. 148
By Dr. H.S. Siddamallaiah
14. Analysis on the complaints ofAcademic Library Users : A case study of 153
Khon Kaen University Library, Thailand. By Prof. Dong-Gem1 Oh,
Asst.Prof.Dr. Kanyarat Kwiecien, Ms. Akarima Soommart,
and Ms. Nitiya Chumapai
15. Developing Thai Decimal Classification (TDC) for Knowledge 167
Organization : A proposal with some suggestions. By Prof. Dong-Geun Oh
and Assoc.Prof.Dr. Malee Kabmala
16. Scholarly Output ofAcademic Member Works of HUSO Lecturers. 176
By Ms. Pairin Muangsanam and Asst.Prof.Dr. Kanyarat Kwiecien
17. Cooperation to Convergence: Library Services in the 21st
century. 182
By Dr. E. Rama Reddy
18. Digital Convergence and Libraries of the Future: A new paradigm shift 188
in the world of Metadata Standards. By Dr. J Vivekavardhan,
Dr. MR Murali Prasad, and Dr. S Yadagiri
19. Challenges in Growth and Development of Institutional Repositories in 198
India. By Prof. CR. Karisiddappa and Dr. Surinder Kumar
20. Perspectives on lnterdisciplinarity of LIS Education in 207
the Context of CBCS Reforms in India. By Dr. G. Saroja
21. Towards the Convergence of Manuscript Libraries in Tamil Nadu (India) 216
with Digital Technologies: Focus on preservation issues, challenges and
suggestions. By Prof. B Ramesh Babu
22. Digital Convergence in Libraries : From past to present. 230
By Dr. Ganesan, CA Ambika, and HK Nagajyothi
23. Information Literacy of Information Science Major Students, Mahasara 234
kham University By Ms.Juntakan Punleow and Asst.Prof.Dr.Ruethai Nimnoi
24. Accessibility Condition of Digital libraries in Universities of Thailand 243
according Thai Web Content Accessibility Guidelines 2010 (TWCAG 2010):
A Study By Choon Tiemtinakrit

5. Academic Social Networks for Knowledge Sharing: An Explanatory Study
Dr.Sanjay Kataria1
Librarian
Bennett University
sanjay.kataria@bennett.edu.in
Priyanka Bhatt2
Research Scholar
DLIS, University of Delhi
bhattpriyanka88@gmail.com
ABSTRACT
Dr. Nidhi Sinha3
Assistant Professor
Bennett University
nidhi.sinha@bennett.edu.in
Social media has gathered enough attention in recent years. Every other person now
owns an individual account on various social media networks. The social media may
be casual like Facebook, Twitter, etc., as well as specific academic social networks
(ASNs) focused on the needs of the academic community, like Academia.edu,
ResearchGate, etc. Purpose of this research is to highlight the growth of social
networks over the past few years, the need and importance of knowledge sharing over
academic social networks. This study also examines various similar as well as
comparative features of these academic social networks. Given the exponential rise
over the documents as well as information shared over these networks, it is essential
to highlight the issues and challenges concerning the use of academic social networks
regarding information dissemination. This study gives a detailed study of importance,
features as well as issues related to the knowledge sharing using various academic
social networks.
Keywords: Academic Social Networks, Social Media, Knowledge Sharing, Social
Media Convergence
1. Introduction
Knowledge sharing in academic social networks may be understood regarding this famous verb by
Confucius, "Tell me and I will forget, show me and I may remember, involve me, and I will
understand'. The pedagogy of learning has evolved, and the classroom set up mode seems to be
insufficient, inefficient and incapable of breaking the norms of knowledge. Knowledge sharing
followed the very mundane approach of publishing and contriving data in physical libraries till
recently (late 90s). Technological upsurge brought about a massive revolution in which knowledge is
organized, created, shared and retrieved making the best utilization of the vi11ual tools. Knowledge
sharing paves the way to new knowledge creation and at the same time intends to narrow the
limitations of existing studies and open avenues/scope for further research. Digital information is
created effo1ilessly, accessed quickly and disseminated cost effectively. Tacit knowledge embedded
within a cognitive zone (attained through personal experience, wisdom, context specific based on
personal experience) does not serve to fulfil the set criterion/mission of knowledge unless it doesn't
reach the mass. To keep pace with the new digital revolution and the changing technology, libraries
are also changing and expanding roles as the concept of library without walls has already been
mooted. Libraries are playing a deliberative role in creating awareness through academic social
networks and digital repositories.
Figure 1: Knowledge Sharing in Social Media

6. Mere presence/recognition in social media or citation count is no longer reason enough to estimate the
research impact of authors (Vasquez & Bastidas, 2015). Knowledge transfer not only includes simple
sharing or transferring of information but also implicate increased interaction among the academic
fraternity (Ahmed et al., 2018). However, amidst this hullabaloo of information and existence of
innumerable channels, decision making at times is paralysed, especially due to the prevalence of
duplicity/plagiarism/forging virtual space (Jenkins & Deuze, 2008)
1.1. Objectives of theStudy
The main objective of the study is to highlight the importance of academic social networks for sharing
knowledge among scholar community. The other objectives of the study are:
• To emphasise the importance of various academic social networks for researchers or academic
community,
• To compare various features of dominant academic social networks based on their different
characteristics, and
• To raise the awareness regarding various issues and challenges related to the increasing use of
academic social networks.
2. Social Media and its Growth
Social networking, launched in the late 90s, has now become an integral pai1 of our daily
practices.Social network penetration shows a shooting rise from 0.97 billion users in 2010 to 2.62
billion in 2018, which is estimated to reach 2.77 billion in 2019 (Statista, 2018).Global usage of social
media has grown by 13 percent within 1 year (2017-2018). Regarding growth in social media users,
Saudi Arabia has shown the speediest country with growth rate at 32 percent, and India barely behind
at 31 percent annual. (Global Digital Report, 2018).
Many authors define social media in different ways (Ahmed et al., 2018).(Papadopoulos et al.2013)
refer social media as activities people use to share knowledge in a collaborative environment. (Zeng
and Gerritsen, 2014) define social media as "the means of interaction between people in which they
create, share and exchange knowledge and ideas within virtual communities and networks". (Filo et
al., 2015) describe social media as "technologies facilitating interactivity and co-creation", which
allows the dissemination of user-generated content among various organizations as well as
individuals. These are a few definitions given by researchers, and the list is endless. However, social
media can be defined as a tool that deploys mobile technology as well as Web 2.0, enhancing the
communication process and bridging the geographical gap in sharing user-generated content.
3. Academic Social Networks
Intrigued by the massive popularity, affordability and reach of social networking sites including
Facebook, Linkedfn, etc., many scholars worldwide were encouraged to share knowledge through a
common platform that gave birth to academic social networking sites. ASNs including Academia.edu,
ResearchGate, Mendeley and Zotero act as drivers for researchers in promoting, communicating,
managing analytics (Ali & Richardson, 2017) several such progressive advantages are discussed
further in this research study. ASNs can also be viewed as creating an impact inexpensively, thus
enabling segmentation, real-time measurement and affinity with the target audiences.
Bhardwaj (20 l7)has identified five broad services as provided by ASNs including (1) collaboration,
(2) online persona management, (3) research dissemination, (4) documents management, and (5)
impact measurement.
Factors that mobilise knowledge sharing among researchers include (Aventurier, 2014):
• Need to increase visibility/readability and influence in the academic community
• Need to combat the gap between tacit and theoretical knowledge
• Facilitate the existing knowledge,, ith new findings
• Mediate different levels of knowledge within the academic community
Find fellow researchers or experts and create a network (followings and followers)
• Find, evaluate or discuss on documen -: Open peer-review

7. • Disseminate individual's publication
• Exchange with communities of same interest (topics, skills, expe1tise)
• Managing and sharing bibliography
• Promote participation structure that nurtures learning skills resulting in enhanced knowledge,
and
• Last but not the least, finding job opportunities and stay tuned with the academic fraternity
ASNs allow certain responsiveness and informality which is not much promoted in case of formal
ublishin rocess. (Ovadia, 2014).
Figure 2: Advantages of Academic Social Networking Sites (adapted from (Rocio, et al., 2018)
Three main characteristics of ASNs are:
• Content creation and sharing (Kietzmann et al., 2011)
• Building and maintaining relationships (Muscat, 2012)
• Openness of the resources (Muscat, 2012)
3.1. Academic Social Networks and Knowledge Sharing
Besides ASNs, social media also plays an important role in academic communication. To enumerate a
few, Facebook encourages academic knowledge sharing through dedicated pages, groups or posts.
There is a plethora of pages and groups for each academic community. A user can become a member
or follow a group or a page and keep themselves up-to-date with the academic community or even
share their part of knowledge. Whereas Facebook pages are an open community, groups may be open
or closed for the private members only.
Similarly, Linkedin is a social networking platform focused for professional growth of a user.
Knowledge dissemination is done using individual posts and group posts. Users can follow a group of
their interest, share and obtain information. Linkedln also encourages sharing profiles and ski 11
endorsements for effective professional projection.
Other conventional social media platforms for academic knowledge sharing include Biogs, where
professionals, academicians, institutions, etc. can shareacademic knowledge through informative
postsand expectreview in form of user comments or feedback. Digital repositories are another
medium for knowledge sharing in academia which is mainly focussed on disseminating research
output of their respective university/institution.

8. -n individual's social media profile can be effectively utilized for enhanced and effective projection
: academic and related professional activities; ASNs in a way are becoming stronger tool for self-
_randing.
Figure 3), below describes the academic knowledge sharing features of conventional social media
_ atforms in general.
Posts (Articles)
·,Endorsement
.: Highlights &
"::l
~ ..CY upd~te
--·-
.:;,A'
Ope6/Closed,
Figure 3:Social Media Websites Used in Academic Knowledge Sharing
.part from these popular social media platforms there also exists dedicated and dominating social
edia networks for academic knowledge dissemination which at present include Academia.edu,
esearchGate and Mendeley. (Table 1), below gives a general information on these academic
-etworking platforms.
T bl 1 G
a e : eneraIOverv1ew ofM. ASN
awr s
Academia.edu ResearchGate Mendeley
Year of 2008 2008 2007
establishment
Founder Richard Price (University of Dr IjadMadisch Elsevier
Oxford)
Present 36+ million users 15+ million users 2.5+ million
number of
Users
Discipline A1ts & Humanities Science & Engineering, Multidisciplinary
Social Sciences
becomes quite an easy task to share unpublished manuscripts, conference papers, etc. over ASNs.
.cademia.edu, ResearchGate and Mendeley provide sufficient number of tools for researchers
ranging from file upload follow and be followed in the community and linking social media to their
~rofile. Mendeley has proved to be more beneficial in maintaining and uploading a library of
jocuments besides allowing citation management. ResearchGate has its "RG Score" which shows the
research impact of an author on publication downloads, citation and number of views of their
ublication(Vasquez & Bastidas, 2015).
Table 2. Features of Academic Social Networks
S.No. Features Academia.edu ResearchGate Mendeley
Common Features
l Adding research paper Yes Yes Yes
2
Publish bibliographical data
Yes Yes Yes
without need of full text file
3
Restricted access to data from
Yes Yes Yes
registered members
4
Link bibliographic data to
Yes Yes Yes
other websites or repositories
5
Follow members with similar e- (Research
Yes Yes (Groups)
interest intere:.-rs)

9. 132
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
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Publish CV Yes Yes
Social Media Sharing Yes Yes
Comparative Features
Download the full text Yes Yes
Remove doc from timeline Yes Yes
Request to author for full text Yes Yes
Show & hide the abstract Yes Yes
Posting Q&A No Yes
Profile can be exported as CV No Yes
Can invite colleague Yes Yes
Can submit feedback about a
Yes Yes
research
Open review No Yes
Endorse skills & expertise No Yes
Can see who endorsed No Yes
Separate forum for discussion No No
Keyword database I
Yes No
hyperlinking
Data Analytics
No of
Yes Yes
ReadsNiews/Downloads
Graphical Presentation Yes Yes
Number of citations Yes Yes
Recommended papers Yes Yes
Periodical statistics Yes Yes
References of the paper Yes Yes
Visibility
Google visibility Yes Yes
Yes
Yes
No
Yes
No
No
No
No
No
No
No
No
No
Yes
Yes
No
No
No
Yes
No
Yes
No
(comparatively
much less)
(Table 2), above provides a summary of similarity and comparison of features of major academic
social networks. It can be identified that on Knowledge sharing continuum on one side, social media
networks like Academia and ResearchGate are worthy for sharing published as well as unpublished
research output, the other end of continuum putsMendeley is suitable for maintaining and sharing
bibliographic data and discussions. Possibility of discussion over Academia and ResearchGate forum
is quite limited. A member can simply follow another user and keep up-to-date with their updates over
Academia and ResearchGate, whereas in Mendeley acceptance of following others is required.
Mendeley is more than just a social network its primary function is that of reference management with
a built-in PDF reader.
4. Issues and Challenges
Cloud space is overtly loaded with zillion sites for teaching and learning that ultimately makes
evaluation very challenging. In the recent past Facebook generated controversy about issues including
privacy, the dichotomous structure of reality or even the superficial presentation of controversial
content(Jalal & Zaidieh, 2012) has been much highlighted. Self-regulation or motivation plays the key
role while generating knowledge through virtual space, as research reveals that there is a greater
inclination to socialize, share and interact. As a result, increased awareness or the dimension and
potential of social sites, assumable more is the intrinsic motivation(Gewerc et al., 2016) .

10. 133
Nevertheless in the age of information and overwhelming rise of digitalization it is of utmost
importance to know the pros and cons of what is consumed or used. Not much research is conducted
highlighting the issues rising over increasing use of social media. Some of these major issues and
challenges are enumerated as follows:
a) Privacy
Being oblivious of the dangers of privacy infringement, users generally make their personal
information open not being aware of its effect on their privacy (Ajami, Ramadan, & Mohamed, 2011 ).
Though most of the social networking sites provide privacy settings but these are often not sufficient
for user protection. Moreover, these sites do not highlight the risks associated and the settings and
privacy options are not user friendly or flexible for customization. A very recent example is of
Facebook data privacy breach which has affected millions of the platform users leading to trust and
major privacy setting issues with such social media platforms.
b) Copyright
The most critical and much debatable issue regarding use of social networking sites, and more
importantly, academic social networking sites, is that of the copyright. There are two kinds of content
categories distributed over social media- one is user-found content, and another is user-generated
content(Alm, 2014). The question arises over where the content is generated. Also, by posting content
online the broad rights are transferred over to the social media companies which leave questionable
rights in the user's favour. Unclear legal standards have encouraged the issues to rise more over the
internet. In the light of academic social networks when a research paper is shared over these platform
by an author the issue of ownership/ copyright arises.
Recently publishers have escalated legal battle against ResearchGate in an attempt to stop it from
distributing copyrighted research papers. Many authors do not understand that they transfer their
ownership of an article to the publisher in the process of manuscript submission and oblivious of this
fact, upload there final published versions over the academic social networks such as ResearchGate or
Academia.edu etc.
c) Plagiarism
With the resources available online at just one click, it often becomes inevitable to copy without
acknowledging the original resource giving rise to plagiarism practices as well as duplicity of the
shared content.
d) Authenticity of the source
Sharing resources on academic social networks raises questions of the originality as well as
authenticity of both source shared as well as user that shared the resource.
e) Information Overload
A plethora of resources isavailable over internet today with the use of these research networks and it
is often difficult for a person to differentiate between useful and redundant information which
ultimately leads to information overload.
f) Other issues
Some other limitations of using academic social networks include- lack of trust in the peer review
process, lack of enthusiasm among senior academicians, discouragement of face to face
communication, trusting the user profile etc.
• Distraction: Users often start using these websites with some purpose of obtaining
information in mind and then get involved in the big sea of the redundant information
provided by social media sites. This leads to distraction from the primary purpose of attaining
the knowledge / information and instead getting stuck in the large pool of information not
able to distinguish between the useful and redundant information.
• Lack offace to face communication: The current generation focussing more on social media
where the whole existence depends upon it users find it easy to communicate behind the walls
of this gigantic space of social media and lack confidence when it comes to real
communication practice.
• Trusting the profile: Fake news and fake media has also dominated with the extensive use of
social media hence a lack of trust over a user profile is quite understandable, which
sometimes makes it difficult for users to ensure which knowledge is legitimate and which is
not.

11. 134
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5. Conclusion and Further Scope
The present research establishes that various social networks exist having varied purposes. Hence, it is
strongly suggested that each scholar should have at least one academic social network account for
knowledge sharing. Certainly, each social network has its own special features as well as drawbacks,
it is up to the user to decide based on the features and characteristics to use the ASN of their need. For
instance, ResearchGate, Academia.edu and Mendeley outline varied functionalities and enable
members with the ability to upload their papers taking into consideration the copyright considerations
as well.Here new role of the library professionals arises to create awareness about academic social
network among scholarly community based on their needs and expectations.
However, knowledge sharing alone does not suffice till one is able to distinguish between relevant
and irrelevant information. Knowledge sharing is worth only if it allows aspects for discussion furnish
new relevant information and provide the oppo1tunity to annotate. The last but not the least, if it can
devise new approaches and be collaborated online, does the idea of Academic Social Network gets
fulfilled.
Further, scope of this research can be expanded by studying user's profiles over various ASNs with
their impact. Many lawsuits being filed against dominant ASNs, it would be of utmost importance to
understand the rules and regulations while using these networks. Therefore, issues like copyright and
privacy can be explored concerned with the use of ASNs.
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