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Chapter 7
Promoting the Use of
Electronic Resources in
International Schools:
A Case Study of ESF King George
V School in Hong Kong

Kwok Chun Wong

The University of Hong Kong, Hong Kong

Dickson K. W. Chiu
https://orcid.org/0000-0002-7926-9568
The University of Hong Kong, Hong Kong

ABSTRACT
The Learning Resource Centre (LRC) of ESF King George V School (KGV) decided to enhance the
awareness of students’ use of electronic databases and e-books. This study explores how LRC promotes
electronic resources to students effectively. The authors 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.

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;

DOI: 10.4018/978-1-6684-8292-6.ch007

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Promoting the Use of Electronic Resources in International Schools

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 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 mar-
keting 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 Baccalau-
reate 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 experi-
ences 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 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.

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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. Ken-
nedy (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 technologi-
cal 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 communica-
tion on social media (Lo et al., 2018; Peacemaker et al., 2016).

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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 learn-
ing 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 se-
nior 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’ market-
ing strategy (Silva, 2019).

HONEYCOMB MODEL ANALYSIS ON LRC’S MARKETING STRATEGY

The Honeycomb Model is 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, as explained
in this section (Hanlon, 2022).

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.

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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, custom-
ers 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 volun-
teers 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 con-
tent 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 al-
lows 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 econom-
ics, 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.

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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 vari-
ous 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 relation-
ships. 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 data-
bases 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 social-
ity 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 stu-
dents 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).

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Reputation

Reputation refers to how much users can identify one anothers’ standing in a social media setting (Ki-
etzann 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 re-
sources. 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

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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. Mar-
keters 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 vari-
ous 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 busi-
ness, 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 partici-
pants. 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).

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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 be-
tween 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.

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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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KEY TERMS AND DEFINITIONS

Honeycomb Model: A model designed to assist brands with reviewing their social media market-
ing 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.

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