Introduction

Reading enables learning and communication; it helps us understand and learn about the world. In this sense, recreational reading of books is consistently associated with literacy benefits (Jerrim & Moss, 2019), reading comprehension (Torppa et al., 2020), spelling (Mol & Bus, 2011), and other areas such as mathematics (Sullivan & Brown, 2013). However, statistics indicate that reading motivation among adolescents is declining (Darmawan, 2020). According to UNESCO (2017), there is a learning crisis among children and adolescents in terms of minimum reading literacy, compromising Sustainable Development Goal number 4 (SDG 4), which seeks to achieve quality education. While the statistics are troubling, social media use among teenagers is on the rise. This poses a great opportunity to encourage reading through social media platforms among teenagers. Currently, TikTok is one of young people’s favorite social networks, exceeding 1 billion monthly active users in the world (La Tercera, 2021); and by the year 2025, an estimated 1,327 million users (Fernández, 2021). This platform enables users to easily create, edit and share short videos (Hudders et al., 2021), akin to what occurs among Spanish and British teenage tiktokers (Suárez-Álvarez & García-Jiménez, 2021).

In social networks we find the social media influencer (SMI), who is: "First and foremost a content generator: someone who has a status of expertise in a specific area, who has cultivated a considerable number of captive followers, who has marketing value for brands by regularly producing valuable content delivered through social networks" (Lou & Yuan, 2019: 59). A specific type of SMI is one that generates and shares content about books on social media. While there are similar phenomena such as booktubers who share content about books on YouTube (Albrecht, 2017; Tomasena, 2019; Vizcaíno-Verdú et al., 2019), we did not find a specific definition of SMIs who share content about books in literature, therefore, in this article a definition is proposed: "A book SMI is one who has a status and expertise in books, with a considerable number of followers on social media platforms, and who has a marketing value for publishers and other related brands, regularly producing and sharing valuable content about books on social networking sites".

On the other hand, books and reading can be promoted on TikTok (Merga, 2021), here we find a type of book SMI, which is the booktoker. Booktokers generate and share content about books on TikTok. They create a community of readers where recommendations and discussions of books, writings, characters, and fictional places are allowed, known as booktok. This community can stimulate adolescents' interest in books and participation in reading (Merga, 2021).

There are studies focusing on the ways in which TikTok encourages learning (e.g., Escamilla-Fajardo et al., 2021; Literat, 2021). However, the importance of booktokers has received limited academic attention. According to our literature review (conducted as of December 13, 2021) there are only a few scientific publications, including Merga (2021), Jerasa and Boffone (2021) obtained from the Web of Science and the conference proceedings by Dezuanni (2021) who explore the booktok community phenomenon. Merga (2021) explores the presence of hashtags, authors, books, and book topics promoted in 116 TikTok videos analyzed. Meanwhile, Jerasa and Boffone (2021) refer to booktok as a useful literacy practice in English Language Arts classrooms among youth.

Furthermore, Dezuanni (2021) analyzes young Australians, indicating that adolescents can purposefully learn about books from microcelebrities on digital platforms. Given the above, more research is needed on SMI in other areas of study, such as books, which is an area that has not been explored in depth (Ye et al., 2021). In addition, studies are needed in emerging regions such as Latin America, as the study of SMI is mainly concentrated in developed countries (Vrontis et al., 2021). Therefore, the current literature review shows that previous SMI research has not yet incorporated TikTok, and it is important to explore it in detail (Hudders et al., 2021; Vrontis et al., 2021).

While further exploration of this phenomenon is needed to gain a deeper understanding of booktokers, it is necessary to understand their motivators on TikTok for educational and learning purposes. For this reason, we posed the following research question: why do booktokers accept and use TikTok to generate and share book content? To answer this exploratory question, a qualitative method was implemented with semi-structured interviews with 13 booktokers in Latin America.

Methodology

The acceptance and use of TikTok has not been explored for booktokers. This study adopted a qualitative approach to understand this new phenomenon (Miles et al., 2019). Therefore, to answer the research question, we considered data obtained through semi-structured interviews from the perspective of the booktokers themselves. The interviews were conducted with 13 booktokers in Latin America who use TikTok to generate and share content about books with their followers. The interview design was structured in three sections with standardized open-ended questions (personal background, general questions about book content generation, and specific questions about TikTok acceptance and use). This allowed the researchers to set guidelines for the data collection stage (Miles et al., 2019).

The researchers conducted two pilot interviews to verify that the participants understood the questions posed. The data collection instrument was then refined and applied to the Latin American booktokers in the sample. The procedure to contact the study participants involved identifying and creating a database of booktokers in Latin America. The creation of this database was carried out using the hashtags #booktok and #booktoker on TikTok, which yielded a total of 67 booktokers. Subsequently, we contacted each booktoker via instant messaging on the platform. The message indicated the objective of the research and requested collaboration and participation in the study. The booktokers who agreed to participate in the study were sent an informed consent indicating identity protection and authorization for the audio recording of the interview. The interview was conducted by telephone, which has been established as a sound data collection method (Cohen et al., 2017; Gaitán & Piñuel, 1998).

The interviews were conducted between the months of July and August 2021, the average duration was approximately 24 minutes; they were audio-recorded and transcribed verbatim, the latter being a crucial step for data analysis (Cohen et al., 2017). New booktoker participants were incorporated until there was sufficient information for the study; the data saturation point was reached with participant number 13, as no additional data were obtained (Cohen et al., 2017; Miles et al., 2019). Table 1 presents the participant data. To analyze the data, the six stages of thematic analysis (TA) proposed by Braun and Clarke (2006) were carried out to identify, interpret and define categories (themes). TA is a flexible method that provides detailed descriptions of phenomena in education (Xu & Zammit, 2020).

Results

Results are presented interpreting the determinants of UTAUT2 (Venkatesh et al., 2012), from the booktokers' point of view. The findings showed eight categories that influenced the acceptance and use of TikTok to generate and share content about books. The categories include performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, and price value. These are related to the UTAUT2 theory. Additionally, there is the category related to the generation of community and networks, which is new and original to the UTAUT2 theoretical framework in the context of booktokers and TikTok. The eight categories and subcategories are described below using the booktoker responses.

Discussion

The performance expectancy category is identified by booktokers, who value TikTok, for the multiple benefits it gives them in generating and sharing book-related content. This is consistent with studies conducted in a learning context by Mensah and Onyancha (2021) and Williams et al. (2021) who find a significant influence of performance expectancy on the acceptance of social networks for academic libraries. Likewise, Gunasinghe et al. (2019) found that performance expectancy among academics is considered relevant in predicting technology acceptance. Within this category one of the benefits is the TikTok algorithm, which booktokers indicated helps them grow by having more followers and interaction. Likewise, Su et al. (2020) in their study of TikTok stated that the algorithm promotes viral content.

On the other hand, booktokers also valued content generation because of the multiple tools that this platform provides in its role of generating attractive content, as indicated by Vizcaíno-Verdú and Tirocchi (2021). Another important output is the satisfaction generated among followers so that they buy books that a booktoker suggested. This is also evident in the case of booktubers (SMI of books on Youtube) (Albrecht, 2017). Another benefit of social networks are the profits generated. In the case of booktubers they engage in commercial collaborations with brands (with advertising contracts), with publishers, at book fairs or with self-published writers, which are similar for booktokers, these collaborations may or may not be monetary, such as invitations to events, premieres, meetings with writers, or free book shipments in exchange for reviews (Tomasena, 2019). This study also indicates that, in exchange for these collaborations, booktubers publicly thank publishers on their social media profiles (e.g., Instagram, Twitter and Facebook). Also, they indicate that they broadcast unboxing videos and hold contests that involve book raffles among their followers (Tomasena, 2019). This can also be evidenced on TikTok, according to the participants' responses. In the effort expectancy category, similar to Mensah and Onyancha (2021), Williams et al. (2021) found that this determinant influences the intention to use social networks in academic libraries; similarly, Gunasinghe et al. (2019) in an academic context. This is verified in the findings provided by the booktokers in this study, where they value the ease with which TikTok can generate and enable them to share content about books, indicating that it is even easier than other social networks. This is evidenced in the study by Su et al. (2020), where they indicate that TikTok fulfills a content-generating function thanks to numerous easy-to-use templates and unique visual effects.

Within the social influence category, aspects such as support and influence from others and the COVID-19 pandemic emerge as subcategories that explain this determinant. This is similar to the study by Williams et al. (2021) who analyzed the perceived acceptance of social networking sites for academic libraries in students, finding that social media acceptance is positively affected by social influence. From the field of educommunication, the results are in line with Awotunde et al. (2019) who point out that peer social influence among students is relevant in the acceptance of social networking sites for learning purposes. In relation to the facilitating conditions category, booktokers indicated that technological and literary resources are necessary to generate and share content about books on TikTok. Other studies such as Mensah and Onyancha (2021) in Ghana indicate that facilitating conditions have a significant influence on the intention and subsequent use of social networking sites in academic libraries; and Gunasinghe et al. (2019) found that facilitating conditions are important in predicting technology acceptance in a study conducted with academics for online educational purposes.

In the hedonic motivation category, Gunasinghe et al. (2019) found that this domain is important in predicting technology acceptance in an online academic context. This is also validated in the present study by booktokers who indicate that enjoyment and sharing a passion for books are subcategories that explain the motivation to use and accept TikTok. This supports findings by Iodice and Papapicco (2021) which suggest that people who use TikTok use it to satisfy their need for fun and creativity. In addition, Omar and Dequan (2020) indicated that TikTok users participate to relax and for entertainment. Likewise, athletes who generate videos on TikTok are characterized as funny and entertaining (Su et al., 2020).

The habit category in booktokers relates to having a recording routine and feelings of addiction to TikTok. This is similar to the study by Gunasinghe et al. (2019) who found that habitus is important in predicting technology use and acceptance in an online academic context. Tomasena (2019) indicated in his study that booktubers constantly review their page to evaluate their performance in order to adapt their content to their followers' reactions. The price value category among booktokers does not relate to the price of the digital platform, because it is free, as indicated by Zhang (2021) where TikTok users can log in for free, review and make videos, trim songs, use filters and virtual props, and use special effects on their TikTok content. So, although booktokers do not comment on the free use of this social network, they refer to the time investment to create content about books. Thus, the time and effort ratio reflect the cost they perceive on TikTok. This is in line with what is stated in UTAUT2 (Venkatesh et al., 2012), where value is defined as the trade-off between perceived value, time, and effort invested.

Finally, there is the new category related to community and network building which contributes to the UTAUT2 model, which explains common tastes, the creation of ties, the opportunities that arise in the network and the ability to influence others.These results support Parratt-Fernández et al. (2021) who indicated that booktubers started talking about books because they did not find people or spaces to discuss and give their opinion to others with the same literary interests, where the motivation is initiated to share readings and meet people with the same interests. Likewise, Sorensen and Mara (2014) confirm that booktubers are part of a networked knowledge community. Tomasena (2019) indicates that booktubers work to improve their editing and filming to build a community, interacting with their followers. Also, other social networks, such as Instagram, help produce reader interactions that build communities (Thomas, 2021). This is also the case with TikTok (Merga, 2021). Moreover, TikTok has not only become an entertainment community, but also an online education platform (Zhang, 2021), which can be seen in the present study where booktokers promote and encourage their followers to read.

Conclusion

This study highlights a new phenomenon on social media. Specifically, a new type of SMI that generates and shares book-related content on TikTok known as a booktoker, who attracts followers interested in reading and influences their motivation to read. Since this study is exploratory and done from the booktoker's perspective, the use of the UTAUT2 enables an expanded understanding of the acceptance and use of TikTok to generate and share content about books on this platform. Findings indicate that the determinants that explain the acceptance and use of TikTok by booktokers are performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, price value and a new category identified for this phenomenon which relates to community and network building. Therefore, this study contributes theoretically to SMI literature, understanding the acceptance and use of this platform by book-related content creators on TikTok known as booktokers. To our knowledge, there is limited research focused on book-related SMIs on TikTok, which opens the door for further research on this phenomenon that contributes to promoting reading among adolescents. Also, it contributes by studying a geographical area such as Latin America, which has limited research on SMIs (e.g., Gonzalez-Carrion & Aguaded, 2019; Guiñez-Cabrera et al., 2020; Lisdero & Duperré, 2021). This study also contributes to the area of education and SMIs (e.g., Izquierdo-Iranzo & Gallardo-Echenique, 2020; Marcelo & Marcelo, 2021). The practical implications are twofold. Firstly, this study is important for education, as a deeper understanding of this new booktoker phenomenon can encourage educators, administrators of educational institutions, and decision-makers in government institutions to work together with booktokers to promote and encourage reading habits among adolescents. This would make it possible to strengthen SDG 4 in order to achieve quality education. Secondly, the implications of this research concern publishers and marketing specialists by recognizing booktokers as allies to promote book marketing.

Finally, this study has limitations and opportunities for future research. First, the study sample focused only on Latin American booktokers, using non-probability sampling. Therefore, the results of this research may lack generalizability, which should be considered when interpreting the results. It is encouraged to replicate this study in other contexts and to conduct research using a quantitative methodology in a more representative sample, to achieve greater validation and generalization of the findings. Second, this study was limited to the exploration of other factors that could be influential, such as the specific characteristics of each booktoker. Therefore, future researchers could consider these factors to achieve a more complete understanding of the analyzed phenomenon. Third, this study is limited to TikTok. It invites further exploration and research on other social networks that provide opportunities to generate and share content about books that encourage reading. Finally, this study highlights opportunities for additional research that analyzes this phenomenon from the perspective of followers, such as considering their reading habits and interest in reading.