Volume index - Journal index - Article index - Map ---- Back

Comunicar Journal 71: Hate speech in communication: Research and proposals (Vol. 30 - 2022)

Booktokers: Generating and sharing book content on TikTok


Nataly Guiñez-Cabrera

Katherine Mansilla-Obando


Reading is essential for learning in education. However, the digital revolution has transformed the ways to encourage reading and learning about books. People who generate and share content about books on social networks are the so-called booktokers, influencers on TikTok who have become an emerging phenomenon in this connected society. However, there is scarce research that studies them in depth. Therefore, it is crucial to explore booktokers to understand them better and to assess why they accept and use technologies to generate and share content about books on TikTok. This paper intends to explore the acceptance and use of TikTok to generate and share content about books on this social network as a booktoker. For this, a qualitative methodology of semi-structured interviews with thirteen Latin American booktokers was used. The analysis was developed through a thematic analysis based on the UTAUT2 theory to explain the findings. The results indicated the categories: performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, habit, price value, and a new identified category related to the generation of community and networks. This study constitutes one of the pioneering works in the exploration of the booktoker phenomenon.


Virtual communities, education, influencer, reading, books, social media

PDF file in Spanish

PDF file in English


Albrecht, K. (2017). Positioning BookTube in the publishing world: An examination of online book reviewing through the field theory. [Master Dissertation, Leiden University]. https://bit.ly/3nmNME3

Awotunde, J.B., Ogundokun, R.O., Ayo, F.E., Ajamu, G.J., Adeniyi, E.A., & Ogundokun, E.O. (2019). Social media acceptance and use among university students for learning purpose using UTAUT model. In L. Borzemski, J. ?wi?tek, & Z. Wilimowska (eds.), Information systems architecture and technology: Proceedings of 40th Anniversary International Conference on Information Systems Architecture and Technology. (pp. 91-102). Springer. https://doi.org/10.1007/978-3-030-30440-9_10

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

británicos. In J. Sierra-Sánchez, & A. Barrientos-Báez (Eds.), Cosmovisión de la comunicación en redes sociales en la era postdigital (pp. 1037-1050). McGraw-Hill. https://bit.ly/30q1rRG

Cohen, L., Manion, L., & Morrison, K. (2017). Research methods in education. Routledge. https://doi.org/10.4324/9781315456539

Darmawan, I.G.N. (2020). The changes in attitudes of 15-year-old Australian students towards reading, mathematics and science and their impact on student performance. Australian Journal of Education, 64(3), 304-327. https://doi.org/10.1177/0004944120947873

Dezuanni, M.L. (2021). TikTok’s peer pedagogies-learning about books through #booktok videos. AoIR Selected Papers of Internet Research. https://doi.org/10.5210/spir.v2021i0.11901

Escamilla-Fajardo, P., Alguacil, M., & López-Carril, S. (2021). Incorporating TikTok in higher education: Pedagogical perspectives from a corporal expression sport sciences course. Journal of Hospitality, Leisure, Sport & Tourism Education, 28, 100302. https://doi.org/10.1016/j.jhlste.2021.100302

Fernández, R. (2021). TikTok-datos estadísticos. Statista.https://bit.ly/3EchXDE

Gaitán, J.A., & Piñuel, J.L. (1998). Técnicas de investigación en comunicación social. Síntesis. https://bit.ly/3GVRTx9

Gonzalez-Carrion, E.l., & Aguaded, I. (2019). Los instagrammers más influyentes de Ecuador. Universitas, 31, 159-174. https://doi.org/10.17163/uni.n31.2019.08

Guiñez-Cabrera, N., Mansilla-Obando, K., & Jeldes-Delgado, F. (2020). La transparencia publicitaria en los influencers de las redes sociales. Retos, Revista de Ciencias de la Administración y Economía, 10(20), 265-281. https://doi.org/10.17163/ret.n20.2020.05

Gunasinghe, A., Abd-Hamid, J., Khatibi, A., & Ferdous-Azam, S.M. (2019). The adequacy of UTAUT-3 in interpreting academician’s adoption to e-Learning in higher education environments. Interactive Technology and Smart Education 17(1), 86-106. https://doi.org/10.1108/ITSE-05-2019-0020

Hudders, L., De-Jans, S., & De-Veirman, M. (2021). The commercialization of social media stars: a literature review and conceptual framework on the strategic use of social media influencers. International Journal of Advertising, 40(3), 327-375. https://doi.org/10.1080/02650487.2020.1836925

Iodice, R., & Papapicco, C. (2021). To be a TikToker in COVID-19 era: An experience of social influence. Online Journal of Communication and Media Technologies, 11(1), e202103. https://doi.org/10.30935/ojcmt/9615

Izquierdo-Iranzo, P., & Gallardo-Echenique, E.E. (2020). Studygrammers: Learning influencers. [Estudigramers: Influencers del aprendizaje]. Comunicar, 62, 115-125. https://doi.org/10.3916/C62-2020-10

Jerasa, S., & Boffone, T. (2021). BookTok 101: TikTok, digital literacies, and out?of?school reading practices. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1199

Jerrim, J., & Moss, G. (2019). The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study. British Educational Research Journal, 45(1), 181-200. https://doi.org/10.1002/berj.3498

La Tercera (Ed.) (2021, September 27). TikTok alcanza los 1000 millones de usuarios. Qué pasa. https://bit.ly/31YF9Xo

Lawson-Body, A., Willoughby, L., Lawson-Body, L., & Tamandja, E.M. (2018). Students’ acceptance of E-books: An application of UTAUT. Journal of Computer Information Systems, 60(3), 256-267. https://doi.org/10.1080/08874417.2018.1463577

Lisdero, P.M., & Duperré, J.L. (2021). Work, training and social sensibilities: Analysis from the experiences of fit-fluencers. SN Social Sciences, 1(8), 1-18. https://doi.org/10.1007/s43545-021-00208-4

Literat, I. (2021). “Teachers Act Like We’re Robots”: TikTok as a window into youth experiences of online learning during COVID-19. AERA Open, 7(1), 1-15. https://doi.org/10.1177/2332858421995537

Lou, C., & Yuan, S. (2019). Influencer marketing: How message value and credibility affect consumer trust of branded content on social media. Journal of Interactive Advertising, 19(1), 58-73. https://doi.org/10.1080/15252019.2018.1533501

Marcelo, C., & Marcelo, P. (2021). Educational influencers on Twitter. Analysis of hashtags and relationship structure. [Influencers educativos en Twitter. Análisis de hashtags y estructura relacional]. Comunicar, 68, 73-83. https://doi.org/10.3916/C68-2021-06

Mensah, M., & Onyancha, O.B. (2021). Ghanaian academic libraries’ use of social media: A structural equation modelling approach. Information Development. https://doi.org/10.1177/0266666921999429

Merga, M.K. (2021). How can Booktok on TikTok inform readers' advisory services for young people? Library & Information Science Research, 43(2), 101091. https://doi.org/10.1016/j.lisr.2021.101091

Miles, M., Huberman, M., & Saldana, J. (2019). Qualitative data analysis: A methods sourcebook. SAGE. https://bit.ly/31ZJ1bn

Mol, S.E., & Bus, A.G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267-296. https://doi.org/10.1037/a0021890

Omar, B., & Dequan, W. (2020). Watch, share or create: The influence of personality traits and user motivation on TikTok mobile video usage. International Association of Online Engineering, 14(4), 121-137. https://doi.org/10.3991/ijim.v14i04.12429

Parratt-Fernández, S., Mera-Fernández, M., & Mayoral-Sánchez, J. (2021). Nuevos prescriptores literarios: características sociodemográficas y autopercepciones del booktuber en España. Ocnos, 20(2), 56-67. https://doi.org/10.18239/ocnos_2021.20.2.2454

Sorensen, K., & Mara, A. (2014). Booktubers as a networked knowledge community. In M. Limbu, & B. Gurung (Eds.), Emerging pedagogies in the networked knowledge society: Practices integrating social media and globalization (pp. 87-99). IGI Global. https://doi.org/10.4018/978-1-4666-4757-2.ch004

Su, Y., Baker, B.J., Doyle, J.P., & Yan, M. (2020). Fan engagement in 15 seconds: Athletes’ relationship marketing during a pandemic via TikTok. International Journal of Sport Communication, 13(3), 436-446. https://doi.org/10.1123/ijsc.2020-0238

Suárez-Álvarez, R., & García-Jiménez, A. (2021). TikTok, una aproximación de los tiktokers adolescentes españoles y

Sullivan, A., & Brown, M. (2013). Social inequalities in cognitive scores at age 16: The role of reading. Centre for Longitudinal Studies. https://bit.ly/3z3kiNH

Thomas, B. (2021). The# bookstagram: Distributed reading in the social media age. Language Sciences, 84, 101358. https://doi.org/10.1016/j.langsci.2021.101358

Tomasena, J.M. (2019). Negotiating collaborations: BookTubers, the publishing industry, and YouTube’s ecosystem. Social Media+ Society, 5(4). https://doi.org/10.1177/2056305119894004

Torppa, M., Niemi, P., Vasalampi, K., Lerkkanen, M.K., Tolvanen, A., & Poikkeus, A.M. (2020). Leisure reading (but not any kind) and reading comprehension support each other—A longitudinal study across grades 1 and 9. Child development, 91(3), 876-900. https://doi.org/10.1111/cdev.13241

UNESCO (Ed.) (2017). Cifra en 617 millones a los niños y adolescentes sin conocimientos mínimos en lectura y matemáticas. Naciones Unidas. https://bit.ly/3laPsxE

Venkatesh, V., Morris, M.G., Davis, G.B., & Davis, F.D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 27(3), 425-478. https://doi.org/10.2307/30036540

Venkatesh, V., Thong, J.Y., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the unified theory of acceptance and use of technology. MIS quarterly, 36(1), 157-178. https://doi.org/10.2307/41410412

Vizcaíno-Verdú, A., & Tirocchi, S. (2021). Tiktokers y objetivación sexual de género en retos musicales. Media Education, 12(1), 7-16. https://doi.org/10.36253/me-9674

Vizcaíno-Verdú, A., Contreras-Pulido, P., & Guzmán-Franco, M.D. (2019). Reading and informal learning trends on YouTube: The booktuber. [Lectura y aprendizaje informal en YouTube: El booktuber]. Comunicar, 59, 95-104. https://doi.org/10.3916/C59-2019-09

Vrontis, D., Makrides, A., Christofi, M., & Thrassou, A. (2021). Social media influencer marketing: a systematic review, integrative framework and future research agenda. International Journal of Consumer Studies, 45(4), 617-644. https://doi.org/10.1111/ijcs.12647

Williams, M.L., Saunderson, I.P., & Dhoest, A. (2021). Students’ perceptions of the adoption and use of social media in academic libraries: A UTAUT Study. Communicatio, 47(1), 76-94. https://doi.org/10.1080/02500167.2021.1876123

Xu, W., & Zammit, K. (2020). Applying thematic analysis to education: A hybrid approach to interpreting data in practitioner research. International Journal of Qualitative Methods, 19, 1-9. https://doi.org/10.1177/1609406920918810

Ye, G., Hudders, L., De-Jans, S., & De-Veirman, M. (2021). The value of influencer marketing for business: A bibliometric analysis and managerial implications. Journal of Advertising, 50(2), 160-178. https://doi.org/10.1080/00913367.2020.1857888

Zhang, Z. (2021). Infrastructuralization of Tik Tok: Transformation, power relationships, and platformization of video entertainment in China. Media, Culture & Society, 43(2), 219-236. https://doi.org/10.1177/0163443720939452