Social media has emerged as a prominent element in the current digital landscape and its widespread use reflects how Web 2.0 technologies have become embedded in our lives. Use of social media technologies for learning signals a departure from the use of purely educational or institutional technologies, where educators or the institutions control the technology and the content and impose the rules. This development brings unique and fundamental opportunities, alongside challenges, for rethinking learning in museums. In a museum context, social media tools may make it possible for people to situate objects within contextual information, enable users to make links with other objects or topics and initiate discussions among them. These processes highlight the social aspect of museum experience, advocated by Falk and Dierking (1992; 2000), and it is thus hypothesised that use of social media will lead to - and enhance - a shared understanding around objects, which will facilitate the meaning-making process and thus, learning. The study presented in this paper (part of a PhD research project) is concerned with the potential of Web 2.0 technologies for enhancing young people's museum learning experience and facilitating their meaning-making process.