Knowledge management use of the Web 2.0-driven SECI model to improve knowledge creation and sharing practices in selected academic libraries in Tanzania

Abstract

Rationale of Study – The evolution of academic libraries is influenced by technological developments, including Web 2.0. Based on a larger PhD project, this study evaluated how selected academic libraries in Tanzania leverage a Web 2.0-driven SECI model to enhance knowledge creation and sharing processes.

Methodology – A convergent mixed methods research design was used to collect quantitative and qualitative data. The study investigated library staff (n=306) using a survey questionnaire, with a rate of return of 254 (83%). Eight library directors and sixteen heads of library departments were also interviewed to supplement data from the survey and establish convergence or divergence of the findings.

Findings – Many library staff (91.7%) used Web 2.0 tools several times daily for personal and professional use. They used Web 2.0 applications for various tasks, including online communication and knowledge sharing, teaching information literacy, and marketing and promoting library services and resources. The findings also show that knowledge creation and sharing practices were performed under each SECI model process.

Implications – Since its purpose is to improve the processes of creating and sharing knowledge, the Web 2.0 -driven SECI model can be utilised to integrate knowledge management practices through the creation and sharing of knowledge to support academic libraries and library professionals in managing their daily activities. 

Originality – A limited number of studies have used the model in such a context, especially in higher learning and research institutions.