Promoting the Use of Electronic

Resources in International Schools:

A Case Study of ESF King George V School in Hong
Kong
Kwok Chun Wong, Dickson K.W. Chiu
Faculty of Education, The University of Hong Kong, Hong Kong
email: h0242056@connect.hku.hk, dicksonchiu@ieee.org

ABSTRACT
The Learning and Resource Centre (LRC) of ESF King George V School (KGV) decides to enhance the
awareness of students’ use of electronic databases and e-books. This study explores how LRC promotes
electronic resources to students effectively. We use the Honeycomb marketing model and RACE planning
framework to develop a strategy for organizing outreach and training activities to promote its e-resources.
This study explores two strategies: using social media to stimulate students’ involvement and interaction and
advocating teacher-library collaboration. This study provides insights to school libraries on developing
strategic plans for promoting their digital collections. Scant articles focus on promoting electronic resources
in school libraries, especially international secondary schools in Asia.

Keywords: school libraries, electronic databases, e-books, secondary school, information literacy, Honeycomb
marketing model, RACE planning framework

INTRODUCTION
Ubiquitous Internet access in modern metropoles has changed the learning and reading habits of students (Yu
et al., 2022; 2023a; 2023b; Chan et al., 2022; Ding et al., 2021; Ezeamuzie et al., 2022; Wang et al., 2016) and
facilitated anytime, anywhere learning activities (Zhang et al., 2021; Lau et al., 2017; 2020; Law et al., 2019;
Fung et al., 2016), especially under the constraints of COVID-19 restrictions (Sung and Chiu, 2022; Yi &
Chiu, 2023; Huang et al., 2021; 2022; 2023). When electronic databases and e-books were first available,
school librarians were excited about their advantages, such as twenty-four-hour resource access (Dawkins &
Gavigan, 2019; Lo et al., 2015; 2018). Further, electronic resources can better engage current students
(Cheung et al., 2022; Lo et al., 2017; Dai & Chiu, 2023; Ho & Chiu, 2022a; 2022b), especially on mobile
devices (Yip et al., 2021; Wai et al., 2018; Fan et al., 2021).
Thus, the Learning and Resource Centre (LRC) of ESF King George V School (KGV) plans to promote
electronic library resources pragmatically (Kong et al., 2018; Lo & Chiu, 2015). This study explores the use
pattern of e-resources among international senior secondary school students, which facilitates school
librarians to develop strategies for promoting their e-resources. In particular, this study explores the marketing
strategy for promoting outreach and training activities to enhance the use of electronic resources among senior
school students. Despite numerous studies on using electronic resources in academic and public libraries (Joo
& Choi, 2015; Lo et al., 2020a; 2020b; Liu et al., 2022), scant articles focus on the promotion of electronic
resources among school libraries, especially international schools in Asia.

ORGANIZATION BACKGROUND
King George V School is one of the oldest schools in Hong Kong. Founded in 1894, the School kept
expanding and moved to its current site in 1935. In 1979, the School joined English School Foundation (ESF),
the largest English-medium international school organization in Hong Kong (ESF, n.d.). With over 1,850
students and 250 staff, KGV (n.d.) is a culturally diversified school with over 35 different cultures and
backgrounds, bringing inclusion and dynamic. The vision of the School is to thrive in a culture in which a
diversity of ideas, beliefs, and values are equally cherished, respected, and heard (KGV, n.d.).
Currently, senior school students (that is, Years 12 and 13) can choose to study International
Baccalaureate Diploma Programme (IBDP). Accordingly, the IBDP curriculum comprises six subject groups
and the DP cores, comprising theory of knowledge (TOK), creativity, activity, service (CAS), and extended
essay (EE) (International Baccalaureate, n.d). TOK enables students to reflect on the nature of knowledge and
how they know what they claim to know. CAS requires students to participate in a range of experiences and at
least one project involving authentic and purposeful activities, personal challenges, and thoughtful
consideration. EE is an independent, self-directed research, finishing with a 4,000-word paper as practical
preparation for undergraduate research (International Baccalaureate, n.d.). Students are also required to take
the IBDP examination for their chosen subjects. Besides, internal assessment (IA) would be conducted on
students, including oral work in language, fieldwork in geography, laboratory work in the sciences,
investigations in mathematics, and artistic performances (International Baccalaureate, n.d.)
The Learning and Resource Centre (LRC) of the KGV was established in 2014 to provide a world-class
inquiry and study facility (KGV, n.d). LRC comprises two parts: (i) the Middle School Library, with a wide
range of fiction and non-fiction collections for both recreation and study and (ii) the Senior School Student
Centre, with physical and digital collections to meet students’ information needs for IBDP. LRC also provides
study pods for students’ collaborative work and manages independent study areas.

LITERATURE REVIEW
Correlation between school library access and students’ academic performance
The influence of access to library resources on academic performance has long been a study area in library
literature (Kong et al., 2018; Tilke & Barret, 2021). Lance and Kachel (2018) explained high-quality school
library programs benefit vulnerable students, “including students of color, low-income students, and students
with disabilities.” Teravainen and Clark (2017) identified that the benefits of school libraries improve
students’ reading and writing skills and their performance in subjects such as history, mathematics, and
science.
Library marketing
Works of literature on various marketing initiatives for libraries have gathered momentum globally. Kennedy
(2010) analyzed 23 publications on the marketing of electronic resources by libraries in the US. Generally,
American libraries clearly understand the need to market but fail to develop a plan due to a lack of
understanding of marketing and public relations. Scholars have kept suggesting incorporating marketing into
library development strategies. Despite marketing actions among libraries, there is an absence of an organized
and strategic approach to promotion and marketing (Lei & Ju, 2017; Lam et al., 2017; 2023; Cheng et al.,
2020). Germano (2010) argued that libraries welcome marketing but without coherence and strategy due to
factors such as a lack of resources and expertise (McClelland, 2014) and the absence of a marketing culture
(Robinson, 2012).
Social media marketing
Social media is a platform to build social relations among people who like to share interests, activities,
backgrounds, or real-life connections (Chung et al., 2020; Cheung et al., 2023; Cheng et al., 2023).
Researchers have put forward the advantages of social media marketing, especially for communities of
practice related to culture and learning (Lei et al., 2021; Dong et al., 2021; Mak et al., 2022; Jiang et al., 2023;
Wang et al., 2022; Deng et al., 2023; Wenger & Wenger-Trayner, 2020). Gupta et al. (2015) investigated the
perception and use of social media among library staff and found social media can play a massive role in
building bridges between library users and the library, which aligns with more recent studies (Fong et al.,
2020).
Librarians have become willing to use social media to promote library collections and services
(Muhammad & Tang, 2021; Lam et al., 2023; Chan et al., 2020). Particularly, these new technological
platforms can better engage the younger generation. Some academic libraries would connect with students by
giving “likes” and reposting their photos about the libraries (Salomon, 2013) and attract students to view the
posts by creating eye-catching hashtags and photos about different aspects of the libraries (Cheng et al., 2020;
Liu et al., 2023). Nevertheless, Lam et al. (2019) identified that the user engagement level on Facebook and
Instagram of the academic libraries in Hong Kong was still low. As such, academic libraries should formulate
a formal policy to guide marketing strategy and communication on social media (Lo et al., 2018; Peacemaker
et al., 2016).
Research Gap and Methodology
As information and communications technology (ICT) develops rapidly, the use of electronic resources to
support teaching and learning is escalated (Hoogland, 2021; Bentil et al., 2022), especially when the process is
moving toward online (Yao et al., 2023; Cheng et al., 2022; Xue et al., 2023; Li et al., 2023a). The massive
lockdowns of COVID-19 imply that electronic resources have been widely used for learning and teaching
when institutions, schools, museums, and libraries have been closed (Handel, 2020; Soulen & Tedrow, 2022;
Sung & Chiu, 2022; Yu et al., 2023b; Meng et al., 2023). While universities in Hong Kong have a long
tradition of organizing special events to promote students’ use of electronic resources, scant research applies
social media marketing to promote a library program for enhancing students’ awareness of electronic
resources in school libraries, especially international schools. This study addresses this research gap by
conducting a case study of ESF KGV School to draw more attraction among school librarians to adopt social
media marketing for promoting library programs in the future. The following research question guides this
study: What and how does LRC develop a marketing strategy to encourage student participation in outreach
and training activities?
Social marketing models are formulated to understand and analyze the data available to know user
behavior and preferences to offer a better experience (Krishan, 2018). This study adopted the RACE planning
framework to develop a marketing strategy to promote outreach and training activities on senior school
students’ usage of databases and e-books. RACE is an abbreviation of the four stages of the marketing
framework: Reach, Act, Convert, and Engage. Dr. Dave Chaffey developed this framework in 2010 to help
integrate digital marketing and traditional marketing activities, which are action-oriented and customer-
centered (DaveChaffey.com, n.d).
Moreover, the Honeycomb Model is also used to evaluate LRC’s strategy for promoting the activities
(Deng et al., 2023). Kietzmann et al. (2011) developed this model comprising seven building blocks: identity,
conversations, sharing, presence, relationships, reputation, and groups. Accordingly, each block corresponds
to a specific social media user experience category and its impacts on companies’ marketing strategy (Silva,
2019).

HONEYCOMB MODEL ANALYSIS ON LRC’S MARKETING STRATEGY

Identity
Identity means the extent to which users reveal themselves on social media. It usually includes personal
information, such as name, age, gender, profession, and location (Silva et al., 2019). Other information
includes what they like, dislike, and think. Identity is crucial for creating an excellent first impression for
constructing brand awareness (Wise, 2017) because it allows the brand to understand the interests and tastes
of potential customers and thus guides the brand on how to target its promotion messages.
LRC can use ESF KGV School’s Facebook page to keep updated with what followers “like” and
comment on so that the posts relating to the promotion of outreach and training activities can better suit the
taste of followers. Machado et al. (2016) stated that trust in brands and other users who like the same brand on
Facebook can influence consumers’ decisions to engage online with brands. Thus, while LRC is concerned
about how many followers “like” the promotion posts of the activities, it should also know how students
“share” posts, which implies the further promotion of the activities among students to maximize the
reachability of the promotion posts (Fang et al., 2021; He et al., 2022; Li et al., 2023a; 2023b).
Conversation
Conversation refers to how users communicate with other users in social media settings (Silva et al., 2019)
and is crucial for customer relationship management (Chan & Chiu, 2022; Chin et al., 2023). It mainly
includes comments and messages on the brand’s social media page. Through comments, customers can also
contribute to brand-related content (Shu & Chuang, 2011). Conversation also means how much time and
effort a brand puts into ‘listening’ to its audiences online (Josh, 2021). It can help the brand know what and
how existing and potential customers are talking about the brand and its products.
To encourage more communication with senior school students, LRC can invite students as volunteers to
make short clips of videos to promote the activities (Lam et al., 2023). Student participation can bring the
targeted group an immersive experience and help arouse more conversation between LRC and students and
among students themselves. Live videos can further incite interaction with students (Cheng et al., 2023; Wang
et al., 2022). LRC should note the comments and messages left on the ESF KGV School’s Facebook page,
which can inspire LRC to adjust later posting content to raise students’ interest in the activities (Deng et al.,
2023).
Sharing
Sharing refers to sending and receiving content between users on the same social media platform, such as
photos, comments, and videos. The content of the posts is essential in the Sharing block. If the content is
hilarious, inspiring, and eye-catching, it can increase traffic and engage the audience (Cheng et al., 2020).
Kietzemann et al. (2011) suggested brands should evaluate common sociality objects of their users or identify
new objects that can mediate their shared interests. If brands follow this idea, users are likelier to share posts
they feel strongly about and core to what they believe or enjoy (Josh, 2021).
LRC can create funny and interesting hashtags to encourage more sharing from students, which makes
online content more searchable (Leonhardt, 2015), increase posting reach (Wang et al., 2016), and allows
users to identify postings related to topics of their interest (Jackson & Foucault, 2015). Besides, LRC can post
more content that most students have selected to study for their IBDP, such as economics, business and
finance, and psychology. Together with hashtags, LRC hopes that posts can present electronic resources
subscribed helpful to their study (Tse et al., 2022; Lam et al., 2023). Such content can emphasize more details
of the activities, which attracts them to join.
Presence
Presence means how much users can know, which includes knowing each other in the virtual or real world
(Kietzmann et al., 2011). Various social media sites show the other person’s availability in various ways, such
as using open or hidden status updates (Pietikäinen, 2020). Marketers should therefore need to determine
when the customers respond and decide if the brand creates posts with location tags. Thus, it lets customers
know that the business and related activities exist in real and virtual worlds. Furthermore, the Presence block
links to other blocks in the model, such as conversation and relationships. Notably, social media presence is
influenced by the intimacy and immediacy of the relationship (Kietzmann, 2011; Deng et al., 2023).
LRC can invite teachers, parents, and tutors to participate in the promotional video production for the
activities. Since they have close contact with students, they know students’ interests better, which helps
promote the activities effectively (Dai & Chiu, 2023). They can emphasize the essence of electronic resources
in their studies. For example, teachers and tutors can highlight more about how various databases subscribed
by LRC provide quality academic articles which benefit students’ preparation for EE of IBDP. As teachers
and tutors generally know students’ academic performance, LRC welcomes their comments and suggestions
about the promotional strategy and activities. Students, parents, and interns can also assist in these video
production to relieve the required human resources (Yew et al., 2022; Cheung et al., 2021; Li & Chiu, 2022;
Guo et al., 2022; Tsang & Chiu, 2022). The more collaboration between various stakeholders, the better to
organize the activities that suit students’ information needs.
Relationship
Relationship refers to how people connect on social media platforms (Silva, 2019). Kietzmann et al. (2011)
clarify that two or more users may associate in some ways to lead them to interact, share sociality objects,
meet up, or simply tag one another as friends or fans. Accordingly, there is a drastic varying degree of
relatedness. Facebook, for example, enables users to identify their family members and mutual friends. When
a brand thus wishes to connect with them through social media, it must consider how users manage and create
relationships (Ni et al., 2023; Dong et al., 2021; Wang et al., 2022). Silva et al. (2019) added that when users
“like” a brand via Facebook, they create an impression on others (Hollenbeck & Kaikati, 2012) and enhance
their social involvement (Shu & Chuang, 2011).
By analyzing the composition of Facebook followers, LRC can examine what their followers “like” to
understand the taste and trends of students (Liu et al., 2023a; 2023b). For example, as senior school students
are also interested in exploring humanities and social science, LRC can issue more posts to indicate the
subscription to some humanities and social science databases, such as JSTOR and Gale in Context: Global
Issues. LRC can add posts to introduce outreach and training activities to teach students to use databases
wisely (Zhang et al., 2020; Liu et al., 2022). By issuing posts that address their information needs, students
likely have more interactions and participation. Once they interact more, their mutual friends also receive
LRC’s posts in their news feed which help attract more followers (Yu et al., 2023a; Deng & Chiu, 2023).
Reputation
Reputation refers to how much users can identify one anothers’ standing in a social media setting (Kietzann et
al., 2011; Chiu et al., 2009). According to Kudeshia et al. (2016), online reputation is vital for a brand’s
success, enabling the brand to know the customer’s feelings. Kietzmann et al., 2011 also indicated “reputation
refers not only to people but also their content, which is often evaluated using content voting systems.” For
Facebook, the reputation of posts might be based on “like.” According to Baxi, Panda, and Karani (2016), a
negative comment on the brand’s social media platforms can adversely impact the minds of other community
members. To limit the negative impact, quick responses to every negative comment are required (Silva, 2019).
A key feature of KGV School is to embrace cultural diversity. LRC has acquired several electronic
databases and e-books about global issues and culture. More posts can be made to promote those resources.
Furthermore, LRC should also keep a note of any negative comments or “dislikes” and make appropriate
responses to those comments instantly to maintain the reputation of LRC and posts on its Facebook page that
fit the school’s mission, motto, and values and relevant to the activities (Wang et al., 2022; Liu et al., 2022;
2023).
Groups
Group refers to how far and wide users form communities and subcommunities (Kietzann et al., 2011). Silva
(2019) added that users could also form communities by organizing their friends into different groups.
Consumers can feel interpersonal interaction and intimacy by interacting with a brand through social media
platforms (Hudson et al., 2016). Social interaction is essential to create content in that consumers can connect
with others, experience a sense of community, and feel important (Machado et al., 2016).
LRC tends to respond more actively to “likes” and comments to strengthen bonds with students. Short
demonstrative videos can be posted to highlight how electronic databases and e-books are useful for students’
preparation for examinations and EE of IBDP (Lam et al., 2023). A trailer about the activities can be uploaded
to ESF KGV School’s Facebook page to briefly introduce what outreach and training activities will take
place. These posts can interact vividly with students who find the activities useful and interesting.

RACE PLANNING FRAMEWORK ON LRC’S MARKETING STRATEGY

Reach
Reach aims to generate exposure for your brand, product, or services using both online and offline media. In
other words, any business firm tries to maximize its touch points with its target audience so that traffic is built
toward its main website (Rautela, 2021). Social Networking Sites, such as Facebook and Instagram, provide
firms with innovative and interactive means of communicating with customers during the launch of a new
product (Rautela, 2021; Wu et al., 2023; Xu et al., 2023; Wang et al., 2021).
Apart from its Facebook Page, LRC can also use ESF KGV School’s Instagram page to promote the
activities and to arouse their interest to visit LRC’s e-resource webpage (Chan et al., 2020). More photos and
short clips of videos can better promote the massive volume of information in electronic resources to which
students can get access for accomplishing every assessment of IBDP, including IA, EE, and the examination.
The rundown of the activities can be uploaded to Instagram for students to adjust their time to participate in
various activity sessions.
Act
Act means to interact. This stage of the RACE framework is where marketers should encourage their visitors
and followers to take action when they start accessing a brand’s website or social media page. Chaffey (2022)
explained Act aims to generate online leads for nurturing on the path to purchase. Marketers can then
persuade site visitors to the next stage of the framework: Convert. The Act stage can let netizens know more
about the brand and its products, sign up for a newsletter subscription, read a blog post, or ask for quotations
and pricing (Deng & Chiu, 2023). Act is also about encouraging participation by sharing content via social
media or customer reviews (Chaffey. 2022; Yu et al., 2023a).
LRC’s staff should keep interacting with students who have left comments or given likes. Interaction is
essential for motivating and engaging students with LRC and its electronic resources subscribed (Lam et al.,
2023). Social media has been advocated as an excellent platform for various interactions by various
academicians and researchers (Rathore & Ilavarasan, 2020, Yang et al., 2019; Dong et al., 2021). LRC can
also share posts on ESF KGV School’s Facebook and Instagram pages for further promotion. Meanwhile,
LCR should send event invitations to students who give likes and comments via email or direct messaging.
Convert
In this stage, Convert is getting followers to take the final next step, turning them into paying customers
through online e-commerce transactions or offline channels (Chaffey, 2022). Depending on the business, it
can be buying a product or service or creating a subscription. More importantly, the conversion creates
commercial value for the business (Tutus, 2021). The conversion from a visitor who interacts to one who
purchases is the key and measures marketing and sales skills (Khun, 2020).
LRC provides incentives to attract students to join the activities to maximize the number of participants.
For example, free lunches may be offered to the participants (Lo et al., 2017; Kee & Chiu, 2023). A quiz
session about using electronic resources with prize presentations, such as winning an iPad, Air Pods, etc., is
attractive to the students. Also, teachers are crucial in motivating students to participate in the activities. LRC
can use daily online student bulletin to promote the activities by explaining their purposes.
Engage
Engage refers to developing a long-term relationship with first-time buyers to build loyalty as repeat
purchases using communication, social presence, and direct interactions to boost customers’ lifetime value
(Chaffey, 2022; Chan et al., 2022). Further, the success of engagement can be measured by repeated sales and
sharing content through social media (Liu et al., 2023a; 2023b). Businesses should ensure customers love their
brands, and social media is the preferred channel to spread customer love for young customers. For example,
businesses should respond to positive social media mentions of their brand and products (Erkollar & Oberer,
2017).
LRC should continuously contact participants by sending LRC’s latest news about the activities, work,
and development. For the younger generation, social networks are the most popular platforms for users to
connect by creating personal information profiles, inviting friends and colleagues to access those profiles, and
sending messages to one another (Kaplan & Haenlein, 2009). As such, Facebook and Instagram can be used
continuously by LRC for promotion during the launch of new services later on, as these are the most popular
ones for Hongkongers (Lam et al., 2023).

DISCUSSION
Based on the Honeycomb Model analysis and RACE planning framework analysis, this study suggests three
main strategies for activities and training promotion to enhance students’ use of electronic databases and e-
books for study and research.
Use of social media to stimulate students’ involvement and interaction
ESF KGV School has around 1,500 followers on Facebook and 3,700 followers on Instagram. LRC can use
the School’s Facebook and Instagram pages to know about followers’ likes and comments (Liu et al., 2023a;
2023b). As such, the posts relating to the activity promotion can better suit followers’ needs, preferences, and
interests, especially senior school students (Lam et al., 2023). LRC should interact closely with students who
commented on each post about the campaign’s promotion. LRC can then organize activities that are delightful
and educational. Some incentives, such as free lunch and prizes, should be provided to motivate students to
participate.
Close Teacher-Library Collaboration
According to McPherson (2020), school libraries should develop a library program in collaboration with
teachers so that librarians can integrate the library into the teaching-learning process. In the school library,
librarians provide expertise and advocacy in using technology and resources that assist students in learning
how to learn (Lindsay, 2006). According to Montiel-Overall (2008), the collaboration between librarians and
teachers results in better student achievement. Teacher-library collaboration benefits teachers, students,
librarians, and the entire school.
LRC is keen to establish a close relationship with teachers and tutors, and regular meetings have been
held between the librarian and teachers. Teachers are at the forefront of knowing students’ academic strengths
and weaknesses (Dai et al., 2023; Lo et al., 2015). Participation of teachers would make the campaign more
successful. Teachers can help promote the campaign during the class. LRC can also invite teachers and tutors
to make short promotional video clips for posting to ESF KGV School’s Facebook and Instagram pages (Lam
et al., 2023). They can also provide academic advice on how those electronic resources help students for study
and research. It would help LRC focus on what topics students want to explore via databases and e-books.
School management support and human resources
It is common for universities in Hong Kong to organize E-resources Discovery Week or E-resources
Awareness Week to promote the rich electronic resources available at university libraries (Jiang et al., 2019;
Liu et al., 2022). LRC thus can apply this concept to organize a day-long campaign to promote the subscribed
electronic resources and develop information literacy skills among senior school students, apart from other
activities. To establish related policies, achieve these plans, and carry out these activities, school management
support is vital, as pointed out by various scholars (Kong et al., 2018; Lo et al., 2015).
In general, many schools lack human resources to support library activities, and most teachers have heavy
teaching loads and other administrative duties (Lo et al., 2018; Lo & Chiu, 2015). LRC has only one librarian,
one library information coordinator, and a library assistant. Policies can be established to encourage students,
alums, and parents to volunteer for library support and activities (Kong et al., 2018; Yew et al., 2022).
Students who have served as volunteers for the campaign are eligible to be counted as one CAS, a key
assessment component of IBDP. As such, this can attract more students to assist in better implementing these
activities.

CONCLUSION, LIMITATION, AND FUTURE WORK

There is a shortage of studies regarding students’ use of electronic databases and e-books in international
school libraries. The underuse of electronic resources by senior school students is a concern. It would affect
the future budget, role, and function of LRC. The study has applied the Honeycomb marketing model and
RACE planning framework to develop a strategy for organizing outreach and training activities to promote its
e-resources. We also explore three strategies as a remedy: using social media to stimulate students’
involvement and interaction, advocating teacher-library collaboration, and seeking school management
support. This study provides insights to school libraries on developing strategic plans for promoting their
digital collections and advocates school management, together with other stakeholders, to better support and
participate in library activities.
This research is a case study covering only one Hong Kong international school and focuses on senior
students. It may not adequately reflect the usage of electronic resources and e-books among school students at
other levels. This paper offers a starting point for future electronic resource research in international
secondary school settings. Thus, more diverse studies on different locations and levels are necessary. Further
research can focus on which subjects students most likely use databases for study and which database is the
most popular among students. While this paper focuses on using electronic resources for study and research,
future researchers can evaluate the use of e-books among students for recreational reading and about parents’
views of related issues (Song & Chiu, 2022; Cheung et al., 2022; Dai & Chiu, 2023). Besides, we are
interested in the use of physical learning spaces after libraries and students move toward electronic resources
(Chan et al., 2020; Deng et al., 2019; Ho et al., 2023; Leung et al., 2022; Yip et al., 2019; Lo et al., 2014;
Zhou et al., 2022; Wong & Chiu, 2023). Finally, future research can explore the perception of secondary
students’ views on using electronic resources for study (Niemi & Kousa, 2020; Butnaru et al., 2021).

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ADDITIONAL READING
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KEY TERMS AND DEFINITIONS

Honeycomb Model: a model designed to assist brands with reviewing their social media marketing strategy
and investigating what motivates users to engage with social media. Brands can choose the most
relevant ones depending on their business and concentrate on the seven key functionality blocks:
identity, conversation, sharing, relationship, reputation, and group.
International School: an institution that educates students in an international environment, usually
characterized by students and educators from different nations, multilingual teaching, global-oriented
curricula, and world citizenship cultivation.
RACE Planning Framework: this framework provides companies with a simple structured approach to
develop omnichannel marketing plans that reach and engage online audiences to drive sales online or
offline with four steps: reach, act, convert, and engage.