Contemporary strategies for marketing electronic library resources to students: a study of technical universities in Ghana

Contemporary strategies for marketing electronic library resources to students: a study of technical universities in Ghana | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Contemporary strategies for marketing electronic library resources to students: a study of technical universities in Ghana Patrick Baayel This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5354193/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract This paper is derived from a recently concluded doctoral study which delved into innovative strategies for marketing electronic resources (e-resources) in technical universities in Ghana. The ultimate focus was on enhancing student engagement and utilisation of e-resources. The research adopted mixed method design where both quantitative and qualitative processes were employed to gather insights. A sample of 932 (5%) registered student users out of 18,640 from 10 technical universities (TUs) were selected using a stratified random sampling process. Additionally, 34 library professionals were included using a census approach. The respondent rates were 76% (706) for student respondents and 62% (21) for library and information professionals. The study findings indicate that the predominant methods for creating awareness among students include being directed by lecturers, informed by colleagues, library notices, posters, signage, and orientation events. Additionally, Web 2.0 technologies, predominantly social media marketing, instant SMS messages, URL links, institutional website projection, video and audio tutorials, and digital display screens, are all well accepted by students for promoting e-resources. The study emphasises the importance of leveraging technology-based marketing strategies for effective e-resource marketing and recommends integrating these strategies and tools into Ghanaian TU libraries’ marketing efforts. The aim is to maximise the visibility, accessibility, and utilisation of e-resources. This research provides valuable insights for libraries in technical universities to improve their marketing approaches and enhance student engagement with e-resources. Library Science electronic resources (e-resources) marketing Ghanaian technical university libraries library marketing strategies web 2.0 technologies in libraries social media in library marketing 1.0 Introduction Ghanaian academic libraries have to provide electronic-based information resources, knowledgeable staff, and robust computer systems in response to the evolving landscape of education, research, and the dynamic information needs of universities. As knowledge hubs, academic libraries are central components of institutions, historically and contemporaneously integral to their functioning (Nicholas et al., 2018 :108; Tetteh & Nyantakyi-Baah, 2019 :44). Recognised as agents of social change, universities invest substantially in electronic resources (e-resources), offering advantages like 24/7 remote access, cost-effectiveness, and advanced search features (Abdulrahman and Onuoha, 2019 ; Stoupenos & Woods, 2023 :13). To fulfil their mandates, academic libraries in Ghana have had to embrace modern technologies thus aligning with global advancements in information and communication technologies (ICTs) (Olayode et al., 2023 ). However, a critical concern is the communication gap between libraries and research students. The pervasive lack of awareness by students necessitates active marketing efforts (Delaney & Bates, 2018 :79). Libraries need to actively engage in marketing their services to showcase their value among stakeholders (Tetteh & Nyantakyi-Baah, 2019 :44), especially amidst budgetary pressures and competition for limited funds within academic institutions (Tripathi & Jeevan, 2013 , as cited in Tetteh & Nyantakyi-Baah, 2019 :44). Marketing electronic resources (e-resources) in academic libraries is increasingly recognised as vital for enhancing academic research and learning globally (Kumar, Chohda & Gupta, 2024 ; Ihejirika, Goulding, & Calvert, 2021). Electronic information resources, commonly referred to as "e-resources," encompass digital publications stored in electronic formats, accessible through computer systems, CD-ROMs, flash drives, digital libraries, or the internet (Waral, 2020 :5). E-resources are usually accessible via computer networks; these web-based resources offer users the advantage of remote access, real-time updates, concurrent access by multiple users, and the capacity to overcome geographical and temporal limitations. As such, they are an indispensable component of modern learning environments (Stoupenos & Woods, 2023 :13). Effective marketing strategies have been shown to significantly improve the visibility and usage of these resources, as evidenced by various studies (Agyei & Ngulube, 2022 ; Ansah, Oppong, & Ofori, 2022 ; Cheng, Lam, & Chiu, 2020 ). For instance, recent investigations emphasise the success of social media campaigns and digital platforms in boosting student engagement with e-resources in developed nations (Cheng et al., 2020 ). However, the literature reveals critical gaps, particularly regarding the implementation of these strategies across diverse educational contexts. A substantial portion of existing research concentrates on developed countries, where digital infrastructure and user behaviours may differ markedly from those in developing regions (Cheng et al., 2020 ; Rivo & Žumer, 2022 ). This focus overlooks the unique challenges faced by institutions in developing countries like Ghana, such as resource limitations and varying levels of technological adoption. Studies indicate that tailored marketing strategies are essential to address these disparities and enhance the effectiveness of e-resource promotion in diverse educational settings (Agyei & Ngulube, 2022 ; Ansah, Oppong & Kwame, 2023; Joshua & Michael, 2020 ; Muneja, 2023 ). According to research, Ghanaian universities lag behind in accessibility and utilisation of electronic resources, especially when compared to their counterparts in industrialised information societies (Agyei & Ngulube, 2022 ; Adomaa, 2021 ; Dukper, Sakibu, & Arthur, 2018; Olayode et al., 2023 ; Abdulrahman & Onuoha, 2019 ). Observations of low usage in some Ghanaian universities underscore the underutilization of available resources, particularly by students, due to inadequate marketing activities (Ansah, Oppong, and Kwame, 2023; Agyei & Ngulube, 2022 ; Adomaa, 2021 ; Dukper, Sakibu, & Arthur, 2018). This study investigated the current marketing methods used to promote library resources and to explore effective marketing strategies that Technical University (TU) libraries in Ghana can use to increase students' use of e-resources. This study was guided by the following objectives: to investigate the existing methods of raising awareness among students and to explore modern or emerging strategies for promoting e-resources to students. The study provides practical strategies for enhancing awareness, access, and usage of electronic resources in technical university libraries. This research contributes not only to understanding resource utilisation in Ghanaian technical universities but also offers insights for libraries with similar operational environments seeking to optimise electronic resource utilisation. 1.1 Research objectives The general objective of the study is to examine and evaluate contemporary strategies for marketing electronic library resources to students at technical universities in Ghana, with a focus on identifying effective methods that can enhance awareness and optimise resource usage. The study was thus guided by the following specific objectives: Investigate the existing methods used by technical university libraries to raise awareness of electronic resources among students Identify contemporary and emerging strategies for marketing electronic resources to students Explore innovative marketing approaches that can enhance students' optimal utilization of electronic resources. 1.2 Research questions Based on the study objectives, the study was guided by the following research questions: What are the existing methods adopted by technical university libraries to raise awareness of electronic resources among students? What contemporary or emerging strategies are being used to market electronic resources to students? What innovative marketing approaches can influence optimal usage of electronic resources by students? 2.0 Literature review Electronic information resources, commonly referred to as "e-resources," encompass digital publications stored in electronic formats, accessible through computer systems, CD-ROMs, flash drives, digital libraries, or the internet (Waral, 2020 :5). These resources are designed for remote access, connecting users to a wealth of information through computer networks, discs, cassettes, cartridges, and flash drives (Bajpai et al., 2016 ). Typically web-based, e-resources offer real-time updates, simultaneous multi-user access, and the ability to transcend time and space constraints, making them a cornerstone in contemporary educational environments ((Stoupenos & Woods, 2023 :13). E-resources offer a range of benefits, particularly in developing countries where funding is limited. Academic libraries can join consortiums to pool resources and acquire a multitude of e-resources at affordable prices (Oseghale, 2023 ; Osinulu, 2021). The Open Access Initiative further facilitates free access to e-resources for internet-connected library users. Commercial access, through individual or institutional subscriptions, represents another avenue for ensuring comprehensive access to academic databases. Undoubtedly, e-resources have become integral components of academic library collections (Ndungu, 2018 ). Universities, recognising the importance of providing timely and accurate information, invest substantially in subscriptions to academic databases to augment printed resources and address the information needs of their academic communities. The optimal utilisation of these subscribed resources is crucial to contributing significantly to academic achievements. However, despite the evident value of e-resources, studies indicate that their usage in Ghanaian universities falls below expected levels (Yebowaah and Plockey, 2017). Several researchers (Acheampong et al., 2019 ; Dukper et al., 2018 ; Yebowaah and Plockey, 2017; Lamptey, 2016 ) have consistently reported on the low utilisation of e-resources in Ghanaian universities. The underlying cause is suspected to be inadequate marketing efforts in recent years. Library professionals, under pressure to justify investments made in e-resources, recognise the need for aggressive promotional activities to raise user awareness. However, these promotional activities often face budget constraints, leading librarians to devise cost-effective strategies to promote e-resource usage (Ndungu, 2016 ). Marketing, as defined by the American Marketing Association (2017), encompasses a set of activities and processes institutions employ to create, communicate, deliver, and exchange offerings with value for customers, clients, partners, and society at large. Kotler and Armstrong (2012:5) elaborate on the marketing concept, describing it as the process by which companies create value for customers, build strong relationships, and capture value in return. Marketing, considered both a science and an art, involves exploring, creating, and delivering value to satisfy the unmet needs and desires of a target audience (Kotler Marketing Group, 2015). Abdelrazig ( 2018 ) notes that marketing, a customer-oriented strategic management process, combines theory and practical methods for goal realisation. The concept of marketing in library and information science (LIS) dates back to the 1870s and is rooted in the philosophical assumptions of early experts, such as Ranganathan's Five Laws of Library Science (Bhatt and Gupta, 2018). Ranganathan's laws, aligning with marketing theory, emphasise a customer-focused approach wherein the reader assumes a central role, influencing the library's entire organization. However, the expansion of marketing beyond commercial enterprises to include not-for-profit ventures, as advocated by Kotler and Levy (1969), marked a turning point in the LIS discourse (Jones and Harvey, 2019 :4). Bhatt and Gupta's (2018) study highlight the importance of human expertise, service attitude, and information resources in marketing. Marketing helps bridge the gap between library materials and users through promotional tactics like study groups and social media. Developed countries embrace marketing practices more (Jones and Harvey, 2019 ; Ndungu & Gikandi, 2018 ). Agyei and Ngulube's (2022) study on Ghanaian university libraries reveals the absence of dedicated marketing departments with allocated budgets, relying instead on informal strategies. The creation of dedicated marketing units, as recommended, can enhance library relationships and value delivery to patrons. Ofori, Markwei, and Quagraine ( 2020 ) identified challenges in Ghanaian university libraries' marketing strategies, including a lack of funding, staff members' ignorance of marketing, and an absence of a marketing policy. African universities, inspired by developed countries, are increasingly incorporating progressive marketing tactics into their strategies (Edewor et al., 2016 ). However, studies emphasise the need for African universities to explore various marketing strategies, including the 7 Ps Marketing Mix (Soroya & Ameen, 2021 ; Smith, 2018 ; Reddy, Ghouse & Kumar, 2023 ), digital and internet-based approaches, and exhibitions, to effectively market library resources (Rysavy, Michalak & Daly, 2021 ; Osinulu, 2021; Ndungu & Grikandi, 2018). Abdelrazig's (2018) study at the University of Gezira library in Sudan highlighted limited marketing practices despite information resource provision. Challenges identified included poor communication, management's lack of marketing understanding, inadequate information technology access, and limited media promotion. Recommendations included adopting a marketing plan, using contemporary IT tools, providing necessary facilities, and implementing training programmes for librarians. Incorporating marketing concepts offers numerous benefits, including optimising the use of limited resources, improving the library's image, enhancing service quality, and satisfying users (Stevenson-Parrish, 2020 :194; Stoupenos & Woods, 2023 :13; Hussain et al., 2020; Patil & Pradhan, 2014 ; Olorunfemi & Ipadeola, 2018 .; Xu & Du, 2018 ). Despite these advantages, many Ghanaian academic libraries lack formal marketing plans, relying on informal strategies (Agyei & Ngulube, 2022 ). The transition from print-based to electronic information resources (EIRs) has emphasised the need for effective marketing to maximise usage (Ezema & Chizoba, 2018). Library professionals, with limited budgets and the need to demonstrate evidence of EIR usage, are increasingly adopting contemporary marketing approaches (Ansah, Oppong, & Kwame, 2023). Traditional marketing tools may not suffice for EIRs, necessitating modern strategies (Waral, 2020 :2). Reddy and Aswath ( 2018 ) explored emerging trends in library marketing and engagement through digital media platforms such as Web 2.0 technologies. Web 2.0 technologies such as social media are increasingly recognised for marketing EIRs (Ndungu & Gikandi, 2018 ; Rahoo et al., 2018 ). Libraries can leverage platforms like Facebook, Twitter, and Instagram for interactive and engaging communication. Blogs, wikis, podcasts, and instant messaging can enhance user interaction and promote resources effectively. Existing research (Murugesan, 2018 ; Mari Muthu & Khan, 2023 ), highlight the need for efficient marketing in order to maximise student use. The paper also synthesises findings from other research, such as those by Murugesan ( 2018 ), Waral ( 2020 ), and Mari Muthu & Khan ( 2023 ), demonstrating international approaches used by academic libraries outside of Ghana. Additional research highlights the need for leveraging emerging technologies like social media are crucial for libraries to build customer relationships and connect with users, complementing traditional marketing techniques and publicizing collections through various creative campaign tools (Aslam, 2018 ; Muneja, 2023 ; Mubofu, 2019 ). Libraries can effectively promote EIRs through strong online presence, dedicated e-resource pages, and real-life examples, according to Schoastica & Njoku (2018). Strategic marketing planning is crucial for libraries to understand customers, tailor services, and set goals for EIRs (Ndungu, 2018 ). Utilizing Web 2.0 technologies, social media platforms, and strategic planning, libraries can effectively promote EIRs and engage (Wu, 2021 ). Web 2.0 technologies, like blogs and wikis, enable libraries to market their products and services effectively (Rahoo, Baladi, Arshad, Nagar, & Rustamani, 2018 ; Waral, 2020 Kumar et al.'s ( 2024 ) research revealed that library professionals (from different universities) and users (from different disciplines and universities) felt that social media could be an appropriate marketing tool for libraries in the future. The study (Kumar et al., 2024 ) highlighted a lack of confidence and unwillingness among library professionals to implement any changes in the present time (Ihejirika et al., 2021b ). These tools enable user-generated content, collaboration, and interaction, enhancing user participation and engagement. They also facilitate interactive communication with students, improving resource visibility and utilisation (Rahoo et al., 2018 ). Waral ( 2020 ) highlights the dedication of academic libraries to maximise resource utilisation. Enhancing accessibility requires linking to institutional websites' e-resources and the homepage of the library. To effectively engage students, innovative marketing tactics like social media, blogs, and promotional materials are being used more and more. Enhancing resource utilisation requires library staff to receive training in a variety of marketing strategies. Important marketing techniques include conducting community surveys to learn about user preferences and needs; designing focused campaigns to increase visibility through marketing efforts; providing staff training to give librarians the necessary marketing skills; and forming partnerships to increase outreach. A study by Mari Muthu & Khan ( 2023 ) that examined the marketing tactics of libraries all around the United Arab Emirates provides examples of international viewpoints. 200 users and 83 library professionals participated in this descriptive study, which found that users were well-exposed to library resources through both digital and physical promotional materials, showing a strong presence of IT-enabled marketing operations in higher education institutions in the United Arab Emirates. According to Choshaly and Mirabolghasem (2018), satisfaction surveys are essential for figuring out what users need and how best to provide those demands in marketing campaigns. Social media has grown to be an important medium for user communication, and libraries are promoting their services by setting up online communities. According to Anwar & Zhiwei (2020), social media marketing facilitates easy user interaction, which makes it a valuable tool for promoting library resources. New developments show that social media platforms are being used more and more to advertise library services. According to Besse (2019), students are especially good at interacting with Instagram because they use it frequently. To reach their audiences, libraries are increasingly using YouTube, Facebook, Twitter, and LinkedIn (Harlow & Hill, 2020 ; Mehta & Wang, 2020). Some challenges persist in spite of improvements in marketing tactics. Horsfall ( 2020 ) lists a number of challenges, such as librarians' ignorance of issues related to the digital age; insufficient ICT infrastructure, which has an impact on service delivery; financial limitations that restrict marketing initiatives; and lacking training, which leaves library employees with insufficient skills. User involvement with library services is limited by these obstacles, which also impede successful marketing. To properly advertise their goods, libraries must adapt and look for creative alternatives. The literature review reveals shared challenges and successes in regions with technological and economic contexts similar to those of Ghana. A prevalent issue identified is the low utilisation rates of e-resources in libraries across developing nations, attributed to factors such as ineffective marketing strategies, insufficient funding, and inadequate user training (Baayel, 2023 ; Atuase & Maluleka, 2023). Research from countries like Kenya (Ndungu & Gikandi, 2018 ; Ndungu, M. and Gikandi, J., 2018 ), Nigeria (Ifijeh & Yusuf, 2020 ; Oseghale, 2023 ; Osinulu, 2020 ), and Tanzania (Muneja, 2023 ; Mubofu, 2019 ) underscores similar difficulties in marketing e-resources. In contrast, studies (Dwivedi et al., 2021 ; Cheng et al., 2023; Zubeda, 2018 ) highlight the advance adoption of digital channels for enhanced awareness and usage of e-resources. Their findings from such studies demonstrated that social media platforms, particularly YouTube, are effective tools for promoting e-resources among postgraduate students in the advanced world. These insights suggest that Ghanaian libraries could greatly benefit from adopting and adapting successful marketing strategies employed in these comparable contexts. By leveraging effective digital marketing techniques and addressing the unique challenges they face, libraries in Ghana can improve engagement with their electronic resources. The scholarly literature highlights the significance of implementing novel marketing tactics in order to improve student engagement in all academic settings. Libraries may greatly increase the visibility and utilisation of their e-resources by implementing such a variety of tactics that make advantage of digital platforms and keep user needs in mind. In order to ensure that libraries stay relevant in an increasingly digital educational context, it will be important to address current difficulties through innovation and training. 3.0 Methodology This study employed a mixed-methods approach, integrating both quantitative and qualitative data collection to examine the awareness, marketing, and optimal utilisation of electronic resources among students in Ghanaian technical universities. The concurrent triangulation design, as recommended by Creswell and Hirose ( 2019 ), allowed for the simultaneous collection and analysis of both data types, ensuring a comprehensive understanding of the research problem (Johnson & Christensen, 2019). 3.1 Population and sampling procedure The total population of registered student users of the electronic resource sections across the 10 technical university libraries is 18,640, while the population of senior library professionals involved in the management and promotion of electronic resources is 34. The distribution of the student population and the corresponding sample size across the 10 technical universities is detailed in Table 1 below, ensuring adequate representation from each institution. Table 1 Distribution of the study’s population of registered student users across 10 TUs Name of Stratum Population of Registered Student Users per stratum Population % Sample size per stratum Sample Size in % TATU Library 1,502 8.1 93 9.9 STU Library 1,986 10.6 94 10.0 KsTU Library 3,308 17.7 95 10.2 HTU Library 1,200 6.4 93 9.9 KTU Library 2,540 13.6 94 10.0 CCTU Library 1,426 7.7 93 9.9 ATU Library 3,080 16.5 94 10.0 TTU Library 1,324 7.1 94 10.0 DHLTU Library 1,100 6.0 91 9.8 BTU Library 1,174 6.2 91 9.8 Total 18,640 100 932 100 Source: Field data, 2023 Table 1 shows the distribution of the study’s population and sample size across the 10 participating technical universities, representing the total student sample of 932. For the qualitative phase, the study adopted a census approach, involving all 34 library professionals. This brought the total sample size to 966 (932 students + 34 library professionals). Quantitative sampling : A stratified random sampling method was applied to select 932 students (5% of the total student population), ensuring representation from all 10 technical universities. The sample was stratified by university, with a focus on capturing variations in student awareness, engagement, and usage of electronic resources. This method ensured diverse representation across different strata of student users. Qualitative sampling : For the qualitative phase, a census approach was employed, including all 34 library professionals responsible for managing and marketing electronic resources in the 10 technical universities. This ensured that the study captured a comprehensive perspective on marketing strategies and their effectiveness from key stakeholders across diverse institutions. 3.2 Research instrument development The research instruments (questionnaires for students and interview guides for library professionals) were developed to directly address the three key objectives of the study. The first study’s objective, which investigates existing methods used to raise awareness of electronic resources, in the quantitative survey for students assessed awareness levels through questions like "How were you informed about the library’s electronic resources?" and "Which awareness methods (e.g., emails, flyers, orientations) have you encountered?" These questions were informed by existing literature on library marketing practices (Rysavy et al., 2021 ; Stoupenos & Woods, 2023 ; Suleiman & Joshua, 2019 ). The qualitative interviews with library professionals explored the methods currently used by library staff to raise awareness of e-resources, with questions such as "What methods do you currently use to raise awareness of electronic resources among students?" and "How do you measure the effectiveness of these methods?" The second study’s objective, which seeks to identify contemporary and emerging strategies for marketing electronic resources in the quantitative survey for students in order to gauge student engagement with current marketing strategies, presents such questions as "What promotional tools (e.g., social media, email campaigns) have increased your likelihood of using e-resources?". These questions were based on contemporary studies on digital marketing in libraries (Cheng et al., 2020 ; Joshua & Michael, 2020 ; Reddy & Aswath, 2018 ). The qualitative interviews with library professionals included questions that seek to describe contemporary strategies for marketing e-resources, with questions such as "What new marketing strategies have you adopted?" and "How do these strategies differ from traditional approaches?" based on contemporary studies on digital marketing in libraries (Waral, 2020 ; Cheng et al., 2020 ). The third objective of the study, which explores innovative marketing approaches to enhance optimal utilisation of electronic resources in the quantitative survey for students, included questions on the perceived effectiveness of innovative strategies, such as "Which new methods (e.g., institutional webpages, mobile apps, interactive webinars) would make you more likely to use e-resources?". The qualitative interviews with library professionals explored the potential of emerging approaches, with such questions as "Have your library adopted any innovative strategies (e.g., gamification, influencer collaborations) to promote e-resources?" and "What future initiatives are being considered to maximise utilisation?" 3.3 Piloting of research instruments Both the quantitative and qualitative instruments were piloted: Survey Pilot: In order to verify that the questions were clear and that the survey could gather pertinent information on e-resource awareness, marketing, and usage, 50 students from Koforidua Technical University participated in the test. The questions were reworded in response to feedback, particularly the ones that dealt with new marketing techniques. Pilot Interview Guide: Three librarians took part in testing out the interview guide. More insightful questions were added in response to their input so that the creative approaches to e-resource promotion could be better examined. 3.4 Data analysis Quantitative Data: Data from the 932 student surveys were analysed using SPSS, generating descriptive statistics (frequencies and percentages) to quantify awareness, engagement, and the effectiveness of marketing strategies. Qualitative data: Thematic analysis was used to interpret the responses from the 34 library professionals. Key themes were identified, particularly regarding the marketing strategies used and opportunities for innovative approaches. The findings were integrated with quantitative data during interpretation to provide a comprehensive perspective on the research questions. 3.5 Ethical considerations Throughout the investigation, strict adherence to ethical principles was maintained. Every participant gave their informed consent, and all information was collected, analysed, and reported while maintaining participant anonymity and confidentiality. 3.6 Limitations This research admits its limitations, including the inherent limits of sampling procedures and potential biases in self-reported data. However, piloting and triangulating data sources were two ways that efforts were made to alleviate problems. 4.0 Research findings 4.1 Response rate From the targeted population of 932 students and 34 professional library staff, the response was 706 (76%) students and 21 (62%) professional staff. 4.2 Quantitative perspectives from student users (N = 706). 4.2.1 Existing methods of raising awareness on e-resources among students The study aimed to determine how students obtain awareness of the library e-resources at the Technical University (TU) libraries. The findings, depicted in Table 2 , provided an overview of the 15 different methods that enable students to gain information about electronic resources available to them. Table 2 presents the results of the survey. Table 2 Existing methods of raising students’ awareness of e-resources (N = 706). Ways of gaining knowledge YES% NO% Somewhat% being directed by lecturers 89.8 8.2 1.9 Inform by colleagues 89.6 8.3 2.1 library notices, posters, and signage 87.3 2.7 10.0 informed during orientations 84.3 54.1 9.9 Personal discoveries 81.0 11.4 7.6 User manuals, brochures, and flyers 49.3 40.2 19.5 Via library social media Handle 48.1 47.3 4.6 via the campus radio broadcast 47.6 23.4 29.0 Library displays and exhibits 44.8 28.2 27.0 Electronic resource training 41.7 47.0 11.3 Institutional/Library websites 38.5 28.0 33.5 library instruction sessions 38.0 36.0 26.0 Direct Word-of-mouth promotion by library staff 35.0 45.0 20.0 Electronic resource guides 34.0 45.9 20.4 Electronic resource fairs 29.0 47.6 23.4 Source: Field Data, 2023 The survey results depicted in Table 2 illustrate the most prevalent ways through which students gain knowledge of databases and other e-resources are by being directed by lecturers (89.8%), being informed by students' colleagues (89.6%), reading library notices, posters, and signage (87.3%), attending talks and tours during orientations (84.3%), and making personal discoveries (81.0%). In addition, though less prevalent, student gain awareness through user manuals, brochures, and flyers (49.3%);, marketing via social media (48.1%); and word-of-mouth promotion (47.3%);, library displays and exhibits (44.8%);, electronic resource training (41.7%);, institutional and library websites (38.5%);, library instruction sessions (38.0%);, social media marketing (35.0%) of e-resources;, providing electronic resource guides and electronic/digital displays of e-resources (34.0%);, and an electronic resource fairs (29.0%).The findings underscore the importance of leveraging high-impact methods, such as lecturer guidance and peer influence, while exploring strategies to enhance the effectiveness of less commonly used approaches. 4.2.2 Quantitative perspectives regarding contemporary/emerging strategies for marketing e-resources to students (N = 706). The study aimed to investigate respondents’ views regarding contemporary marketing strategies and how they would enhance students' use of electronic resources at the TUs libraries in Ghana. It is crucial to understand students' inclinations towards the various modern and emerging methods in order to increase their awareness and acceptance of the approaches that will maximise their use of resources. An overview of the 11 modern techniques that improve students' capacity to learn about the electronic resources at their disposal is given by the findings, which are shown in Table 3 . Table 3 Descriptive statistics regarding contemporary approaches to promoting e-resources to students (N = 706). Contemporary/emerging strategies Mean Std. Deviation Variance Statistic Std. Error Statistic Statistic Social media marketing of resources (ESM1) 4.40 .039 1.035 1.071 Project resources via institutional/library websites (ESM2) 3.85 .048 1.276 1.628 video tutorials and audio tutorials ( ESM3) 3.86 .048 1.276 1.629 Marketing e-resources via Web 2.0 technologies (ESM4) 3.80 .047 1.254 1.573 dedicated webpages for e-resources (ESM5) 3.79 .048 1.264 1.597 Project resources via digital monitors/screes (ESM6) 3.80 .047 1.259 1.584 Blogging/podcasting (ESM7) 3.79 .047 1.258 1.584 Wikis and RSS feeds (ESM8) 3.79 .048 1.264 1.598 Instant SMS (ESM10) 3.82 .047 1.243 1.544 direct updates via students mailing list (ESM11) 4.11 .044 1.179 1.390 Inbox URL links of relevant databases to students (ESM12) 4.11 .044 1.179 1.390 Source: Field Data, 2023 Table 3 depicts the descriptive statistics on contemporary or emerging marketing strategies for promoting e-resources to students. Key findings indicate that social media dominance (ESM1) emerged as the most highly rated strategy, attaining a substantial mean rating of 4.40. This underscores the pivotal role of platforms like Facebook, Twitter, and Instagram in effectively promoting electronic resources. Furthermore, direct communication channels such as instant SMS messages (ESM11) and inbox URL links to relevant databases (ESM12) garnered significant attention, securing mean ratings of 4.11. This suggests that direct and immediate communication channels resonate strongly with respondents as impactful marketing tools. Web-based strategies, which include institutional/library websites (ESM2), Web 2.0 technologies (ESM4), and dedicated webpages for e-resources (ESM5), demonstrated above-average effectiveness, with mean ratings ranging from 3.79 to 3.86. Additionally, multimedia approaches (ESM3 and ESM6), which are video and audio tutorials (ESM3) and project resources via digital monitors and screens (ESM6), also garnered favourable responses, indicating an above-average level of effectiveness in promoting electronic resources. Average-Effectiveness Strategies: Other strategies, including blogging and podcasting (ESM7), wikis and RSS feeds (ESM8), and direct updates via student mailing lists (ESM10), were perceived as moderately effective, with mean ratings ranging from 3.79 to 3.82. The descriptive data in Table 3 offer valuable insights into the perceived effectiveness of diverse marketing strategies for e-resources in TU libraries. High-rated strategies, such as social media marketing and direct communication channels, should be prioritised in marketing campaigns to significantly influence students' engagement with academic databases. Moreover, strategies with moderate effectiveness can be employed as supplementary approaches. These results empower TU libraries to craft targeted and impactful marketing strategies, aligning with students' preferences and technological trends. The effectiveness of social media and direct communication channels highlights the importance of real-time, interactive, and visually appealing promotional efforts in fostering increased awareness and utilisation of electronic resources. Further analysis of survey data is needed to determine contemporary and emerging strategies for marketing e-resources to students. Table 4 Cronbach's alpha measure of data reliability and internal consistency (N = 706) Reliability Statistics Cronbach's Alpha N of Items .978 10 Source: Field Data, 2023 Table 4 provides the Cronbach's alpha measure of data reliability and internal consistency for contemporary and emerging strategies for marketing e-resources to students. The Cronbach's alpha coefficient is a commonly used statistic to assess the internal consistency or reliability of a set of items or measures. It measures how closely related the items are to each other. From the data, the number of variables included in the test is 10, and the Cronbach's alpha coefficient is calculated to be 0.978. Higher values of the coefficient, which has a range from 0 to 1, indicate stronger internal consistency. The Cronbach's alpha of measure of 0.978 indicates that the data is internally consistent. A strong Cronbach's alpha coefficient indicates that the data measuring the efficacy of various marketing methods for e-resources are trustworthy and internally consistent. The results provide confidence in the validity of the data and support the use of these measures in assessing students' opinions of e-resource marketing strategies. Given the results of the Cronbach's alpha test for data reliability and internal consistency, further information, such as the p-values or coefficients for the independent variables, would be required to further assess the significance of this association. One-Way analysis of variance (ANOVA) is conducted on the data to determine contemporary and emerging marketing strategies. Table 5 One-Way analysis of Variance (ANOVA) for contemporary and emerging marketing strategies ANOVA Table Source df SST MSE F-value P-value Factor 6 3841 640.455 741.68 0.000 Error 4931 4250 0.861 Total 4942 8092 Source: Field Data, 2023 The one-way ANOVA test in Table 5 is used to determine whether there is a significant difference between the means of the different levels of the factors measuring causes of low e-resource usage. The ANOVA table shows the results of the test, including the degrees of freedom (df), sum of squares total (SST), mean square error (MSE), F-value, and P-value. The F-value is 743.68, and the P-value is 0.000, which is less than 0.05, indicating that there is a significant difference in the means of the different levels of factors measuring the success of marketing e-resources to students. These findings imply that the library may need to employ such cutting-edge strategies to successfully market electronic resources to TU students. The libraries may boost student use of e-resources and their outreach efforts by routinely analysing and altering their marketing methods, focusing on these contemporary and emerging techniques with such greater positive correlations and significant outcomes as the alternate hypothesis, while reevaluating or changing ineffective strategies. The results indicate that the structural equation model is viable and thereby considered to examine the level of contribution of each variable to students' utilisation of e-resources from the TU libraries. A correlation matrix analysis was conducted on the data to determine contemporary and emerging strategies for marketing e-resources. Table 6 Correlation Matrix for contemporary and emerging strategies for marketing e-resources to students ESM 1 ESM 2 ESM 3 ESM 4 ESM 5 ESM 6 ESM 7 ESM 8 ESM 10 ESM 11 ESM 1 1 ESM 2 .537 ** 1 ESM 3 .546 ** .973 ** 1 ESM 4 .546 ** .920 ** .922 ** 1 ESM 5 .535 ** .934 ** .931 ** .947 ** 1 ESM 6 .547 ** .924 ** .929 ** .974 ** .955 ** 1 ESM 7 .537 ** .941 ** .925 ** .961 ** .975 ** .948 ** 1 ESM 8 .532 ** .925 ** .934 ** .945 ** .954 ** .945 ** .951 ** 1 ESM 10 .543 ** .897 ** .898 ** .961 ** .942 ** .951 ** .938 ** .936 ** 1 ESM 11 .451 ** .600 ** .594 ** .646 ** .658 ** .636 ** .652 ** .638 ** .664 ** 1 ** correlation is significant at the level (2-tailed) The correlation analysis in Table 6 examines the relationships between contemporary and emerging marketing strategies (independent variables) and the dependent variable, which is students' utilisation of e-resources. In the table, the correlations between these variables show a matrix of correlations, with the variables labelled as ESM1, EMS2, EMSL3, up to MSL11. Each cell in the table represents the correlation coefficient between two variables. The correlation coefficient ranges from − 1 to 1 and indicates the strength and direction of the relationship between two variables. The results in Table 6 show that the correlation coefficient between EMS1 and EMS1 (which is the correlation of EMS1 with itself) is 1, which indicates a perfect correlation. Looking at the other correlations, we can see that the pairs of variables have highly positive correlations. For instance, EMS2 and EMS3 have a correlation of.973** (where ** indicates statistical significance). Similarly, EMSL4 and EMS5 have a correlation of.947**, and EMS6 and EMS7 have a correlation of.949**, which suggests a strong positive association. Based on the results in Table 6 , we can conclude that the correlation analysis to explore the relationships between students’ patronage of contemporary and emerging marketing methods and students' utilisation of e-resources indicates strong and positive associations. Since most of the correlations are positive, there is no need to perform regression to determine the level of contribution of each of the variables to the relationships. The study explores the use of Web 2.0 technologies in library marketing, emphasizing the importance of modern strategies and technologies like visual content, digital displays, email alerts, and RSS feeds to effectively market e-resources and engage students. Table 7 depicts descriptive statistics students’ perspectives for Web 2.0 technologies for marketing e-resources. Table 7 Descriptive statistics for Web 2.0 technologies for marketing e-resources to students(N = 706) Mean Std. Deviation Skewness Statistic Statistic Statistic Std. Error social media networking sites (W1) 4.78 1.471 .301 .092 Wikis (W2) 3.73 1.447 .248 .092 Google meet & Classroom(W3) 3.69 1.431 .259 .092 Blogging pages (W4) 2.62 1.424 .259 .092 Podcast/video casts (W5) 2.53 1.430 .250 .092 Virtual Instant messaging platforms (W 6) 4.53 1.434 .260 .092 Flickr (W7) 1.97 1.423 .245 .092 RSS Feeds (W8) 2.37 1.334 .243 .092 vokis (W9 ) 1.61 1.317 .238 .092 Source: Field Data, 2023. Table 7 presents statistical data on the viability of Web 2.0 technologies for marketing e-resources to students, based on a survey involving respondents rating various tools on a Likert scale, and Table 7 provides mean, standard deviation, skewness, and standard error. The data in Table 4.7 shows that social media networking sites (W1) have the highest perceived viability rating of 4.78 for marketing e-resources, with a slight positive skewness. Virtual instant messaging platforms (W6) have a similar rating of 4.53, with a slightly symmetric distribution. Both platforms have some variability in their ratings. The study found that wikis, Google Meet & Classroom, blogging pages, and podcasts all have varying levels of perceived viability. Wikis have an average rating of 3.73, while Google Meet & Classroom has a rating of 3.69. Podcasts and video casts have a rating of 2.53, indicating a similar level of perceived viability. These findings suggest a symmetric distribution. The study found that social media platforms, wikis, and Flickr have higher perceived viability for marketing e-resources to students, while Vokis, Flickr, RSS feeds, blogging pages, and podcast/video casts have lower viability. These findings are crucial for developing marketing initiatives for e-resources in libraries, as they help to understand the effectiveness of these technologies in promoting e-resources to students. In order to assess the suitability and appropriateness of the data, additional research on the data—which concerns the viability of implementing Web 2.0 technologies for marketing e-resources to students—was done using Bartlett's Test of Significance and Kaiser-Meyer-(KMO) Olkin's Measure of Sampling (KMO). The findings are shown in Table 8 . Table 8 KMO measure of sampling adequacy and Bartlett's Test of Significance for viability of Web 2.0 technologies for marketing e-resources to students(N = 706) Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .917 Bartlett's Test of Sphericity Approx. Chi-Square 16868.936 df 36 Sig. .000 Source: Field Data, 2023. Table 8 presents the results of the Bartlett's test of significance and the Kaiser-Meyer-Olkin (KMO) measure of sample adequacy for evaluating the feasibility of Web 2.0 technologies in marketing e-resources to students. KMO Sampling Adequacy Measure: The KMO measure evaluates whether the data are suitable for factor analysis. It has a range of 0 to 1, with values nearer 1 denoting more adequate sampling. The KMO measure in this instance is 0.917, indicating a high degree of sampling adequacy. This shows that factor analysis can be used to investigate underlying dimensions or factors associated with Web 2.0 technologies' feasibility using the data. Bartlett's Test of Sphericity: Bartlett's test evaluates whether the observed correlation matrix significantly deviates from the identity matrix, indicating the presence of relationships between variables. The test generates an approximate chi-square value, degrees of freedom (df), and a significance level (Sig.). In this case, the approximate chi-square value is reported as 16868.936, with 36 degrees of freedom. The significance level is shown as.000, which indicates that the correlation matrix is significantly different from the identity matrix. Therefore, the null hypothesis (no relationships between variables) is rejected, suggesting that there are significant relationships between the viability ratings of Web 2.0 technologies for marketing e-resources to students. The high KMO measure and the significant Bartlett's test of sphericity indicate that the data is suitable for further analysis, such as factor analysis, to explore underlying dimensions or factors related to the viability of Web 2.0 technologies.Table 9 presents correlation matrix data about the feasibility of utilising new and modern digital media platforms to promote e-resources to students, as a consequence of additional data analysis. Table 9 Correlation matrix for Web 2.0 technologies for marketing e-resources to students(N = 706) W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 1.00 W2 .911 1.00 W3 .912 .863 1.00 W4 .911 .846 .911 1.00 W5 .852 .829 .916 .921 1.00 W6 .802 .837 .920 .903 .910 1.00 W7 .801 .851 .912 .925 .921 .914 1.00 W8 .865 .814 .920 .917 .932 .912 .921 1.00 W9 .802 .906 .910 .913 .917 .914 .938 .932 1.00 Source: Field Data, 2023. Table 9 presents the correlation matrix between the viability ratings of different Web 2.0 technologies for marketing e-resources to students. The results indicate that the correlation coefficient ranges from − 1 to + 1, with 1 indicating a perfect positive correlation, -1 indicating a perfect negative correlation, and 0 indicating no correlation. The study found a strong positive correlation between social media networking sites (W1) and various platforms (W2), wikis, Google Meet & Classroom, blogging pages, podcasts, videos, virtual instant messaging platforms (VIM), Flickr, RSS feeds, and Vokis, with a moderately positive correlation between W1 and each platform. For the viability of Web2.0 technologies for marketing e-resources to students all variables are strongly correlated with the extracted component, suggesting a common factor. The highest correlations are found for W1 and W3, followed by W2 and W4. The lowest correlation is W7, moderately correlated. This supports the findings of the KMO measure and Bartlett's Test of Significance (Table 8 refers). Strong positive correlations between Web 2.0 technologies for marketing e-resources are revealed by the correlation matrix analysis of the data regarding the viability of adopting Web 2.0 technologies for teaching students. These results imply that if one technology is seen as viable, other technologies are likely to follow suit. The results highlight the significance of contemporary marketing strategies and offer insights into the promotional strategies libraries may employ to promote e-resource access. These insights collectively emphasise the importance of leveraging modern strategies and technologies, such as social media tools, visual content, digital displays, email alerts, and RSS feeds, to effectively market e-resources and engage students with valuable digital content. The perspectives of respondents regarding students preferred social media technologies sites are depicted in Table 10 Table 10 Social media preference by students for marketing e-resources(N = 706). Social media preference YES% Somewhat% NO% WhatsApp 79.0 20.3 0.7 Demonstrations/tutorials on YouTube 78.7 21.3 - Demonstrations/tutorials on Facebook 77.6 22.1 2.0 TikTok for tutorials 77.3 20.0 3.0 Regular updates on the library tweeter handle 74.3 25.7 - Instagram 71.0 11.9 17.1 FAQs on snapchats 69.3 12.0 18.7 telegram 68.1 19.6 8.9 Pinterest 67.6 23.4 23.4 myspace 64.0 27.0 8.3 LinkedIn 61.0 31.3 7.7 blogging 58.5 33.5 13.5 RSS Feed 57.9 21.3 20.8 Source: Field Data, 2023 The survey results show WhatsApp as the most popular social media platform for marketing e-resources to students, followed by YouTube, Facebook, and TikTok. WhatsApp has a high acceptance rate of 79%, followed by YouTube with 78.7%, Facebook with 77.6%, and TikTok with 77.3%. These platforms are widely used for promoting electronic materials from academic databases. The study shows that 74.3% of respondents prefer regular updates on the library's Twitter handle, followed by Instagram, Pinterest, and Telegram. LinkedIn, Myspace, blogging, Snapchat, and Tumblr are the least preferred social media channels. Visual content strategies, such as videos and images, are preferred for marketing e-resources to students, with WhatsApp and Pinterest being popular for social interaction. The survey revealed that most participants believe the adoption of social media and other digital technologies will enhance the marketing efforts of librarians in Ghana's TUs. The results highlight the significance of contemporary marketing strategies and offer insights into the promotional strategies libraries may employ to promote electronic resource access. These insights collectively emphasise the importance of leveraging ICT-based and web-based modern and emerging marketing strategies, such as Web 2.0 tools; chief among them is social media technology, visual content display technologies such as the intuitive website, email alerts, and RSS feeds, to effectively market e-resources and engage students with valuable digital content. Given the results of the survey of student respondents regarding the study's objective to identify feasible contemporary and emerging digital media technologies for marketing e-resources to students, the study sought further insights by conducting one-on-one interviews with 21 library professionals. The results of these interviews provided further insights and revealed additional important issues for advertising e-resources to students. The results of the one-on-one interviews with library and information specialists are presented in the following paragraphs. 4.3 Qualitative insights from library professionals 4.3.1 Qualitative insights from library professionals regarding existing methods of raising awareness of e-resources among students Upon qualitative examination, the perspectives of library professionals unveil a consensus regarding the primary channels through which students become aware of electronic resources. These insights are gleaned from in-depth interviews with library staff, providing nuanced viewpoints on the awareness mechanisms. Notable themes from the library professionals unanimously underscore the significance of orientation talks and tours as instrumental in acquainting students with e-resources. For instance, Participant 1 articulates, "Our students are comprehensively informed about e-resources through strategically designed orientation talks, tours, and related activities." Visual elements within the library environment, such as notices, posters, and signage, emerge as influential tools for conveying information. Participant 1 further emphasizes, "We leverage visual communication—library notices, posters, and signage—to create an immersive awareness environment for students." Traditional printed materials, including user manuals, brochures, and flyers, hold significance in disseminating tangible information. Participant 2 elaborates, "We recognize the tangible impact of user manuals, brochures, and flyers in providing students with concrete details about available e-resources." The integration of digital platforms, including the library's social media handle, campus radio broadcasts, and institutional websites, is acknowledged as a dynamic approach. Participant 21 states, "Our commitment to digital platforms like social media, radio broadcasts, and websites ensures that students stay informed about available resources in tune with contemporary trends." Participants emphasize the pivotal role of first-year orientations in establishing a foundational awareness of available resources. Participant 21 affirms, "The initiation during first-year orientations lays the groundwork for students to navigate and utilize resources effectively throughout their academic journey." These qualitative findings reinforce the convergence of library professionals' perspectives on the effectiveness of diverse channels for communicating information about electronic resources. The alignment between qualitative and quantitative data enhances the robustness of the study's insights, portraying a comprehensive understanding of how students are informed about and engage with library e-resources. 4.3.2 Qualitative insights from library professionals regarding contemporary and emerging strategies for marketing e-resources to students It emerged from the findings that the interviewees predominantly recognised the need for adopting cutting-edge strategies to leverage the marketing efforts of libraries regarding the boosting of awareness and usage of library resources. In analysing the data, it was however observed that about a two-thirds (14) majority of participants could not immediately mentioned any examples of Web 2.0 technologies, while the rest (7) did. But when participants were given a few leads or explanations, almost all (19) of them recognised what Web 2.0 entailed. In one instance, a participant indicated, “The Web 2.0 technologies that immediately come to mind are social media networking tools, blogs, wikis, and RSS feeds." (Participant 11). In one instance, a participant indicated that "using Web 2.0 tools such as social media, and wikis will create for libraries more dynamic and responsive platforms to supports provision of e-resources to student.” (Participant 3). It was further mentioned that “social media platforms in particular" (such as Facebook, Twitter, Instagram, LinkedIn, etc.), when used for communicating with students and promoting e-resources, will present an opportunity to provide the resources in a more interactive and engaging way. (Participant 4). Another participant noted “Online discussion forums and social bookmarking sites for encouraging collaboration and sharing among students and providing a platform for asking questions and providing feedback on e-resources” (Participant 9). The following present a summary of dominant Insights from participants: Participant 1 endorsed the idea of user engagement with Web 2.0 technologies. By doing so, libraries can cultivate an interactive environment that facilitates student learning and research, ultimately contributing to academic achievement. Participant 4 highlighted the significance of engaging with students via the website of institution and library as vital platforms tool to share with students the resources subscribed by the library to enhance e-resource marketing efforts. Participant 5 emphasized the importance of leveraging social media for marketing e-resources, aligning with the study's findings presented in Chap. 4, Section 4.3.3. Social media platforms can be powerful tools for effectively marketing and promoting electronic resources among students. Participant 8 also acknowledged the significance of Visual Content and Student preferences. The findings indicated that strategies focusing on visual content, such as videos and images, resonate well with students and are effective in marketing e-resources. Participant 10 underscored the value of URL Links for Improved Access, as demonstrated in the results related to research objective 4. The creation of universal resource locator (URL) links on library computers' desktops can address students' underutilization of subscribed electronic databases. Participant 13 emphasized the Benefits of Digital Display Screens, aligning with the study's insights from research objective 5. Digital display screens have the potential to significantly increase the utilization and adoption of e-resources by showcasing their diversity and offering guidance on accessing them. Participant 15 also recognized the potential of Utilizing Email Alerts. The study's findings revealed that libraries and institutions can establish email lists to regularly update students about available e-resources, a strategy that effectively enhances awareness and usage. Participant 16 further highlighted the Benefits of Email Newsletters. Creating and sending regular newsletters can be an effective approach to increase student awareness and usage of valuable digital resources. Lastly, Participant 19 endorsed the idea of Leveraging RSS Feeds, acknowledging their potential to promote e-resources by consistently providing updates on new resources. The interview findings echoed the survey results, revealing various contemporary and emerging methods and tools that closely aligned with the survey findings. These methods offer promising avenues for TU libraries to enhance their marketing strategies and engage students with their resources. The qualitative data suggests that libraries should adopt a multi-faceted approach to marketing e-resources. This involves utilising various contemporary and emerging technologies and techniques to effectively engage with students and promote resource utilization. This approach creates a dynamic and responsive environment conducive to student learning and research success 5.0 Discussion of findings 5.1 Discussion of findings regarding existing approaches employed by TU libraries in raising awareness among students The study's investigation into the prevailing approaches employed by Technical University (TU) libraries in marking e-resources for students has unearthed valuable insights that contribute significantly to the discourse on electronic resource utilisation. The predominant use of traditional marketing methods, as evidenced by brochures, flyers, notices, signage, posters, banners, and orientation talks, has been a longstanding practice in TU libraries. However, the study brings to light a critical gap in relying solely on these conventional approaches. Modern strategies, including social media, email marketing, and text messaging, appear underutilised and less effective in fostering awareness and encouraging students to engage with electronic resources. The limited success of certain methods, such as user manuals, campus bulletin boards, and library newsletters, suggests the need for a reevaluation of the current marketing landscape. Regression analysis and ANOVA results demonstrate significant associations between existing marketing methods and low student utilisation of electronic resources. This emphasises the urgency for TU libraries to explore more effective and contemporary marketing strategies. The survey findings on how students discover and learn about e-resources, with lecturer recommendations and peer information being most effective, underscore the pivotal role of faculty and peers in shaping students' awareness and engagement with available resources. The alignment of our results with previous research in Ghanaian university libraries and other African contexts reinforces the overarching theme of reliance on traditional methods and the limited integration of new media technologies. The lack of dedicated marketing departments or allocated budgets in the analysed libraries, as found in the study by Agyei and Ngulube ( 2022 ), accentuates the need for a strategic shift towards a more robust and resource-backed marketing framework. In a broader context, this study resonates with the challenges faced by African university libraries in effectively promoting electronic information resources (EIRs). The findings suggest a universal need for the integration of contemporary and emerging digital technologies into marketing strategies to bolster student engagement and utilisation of e-resources. The call for a multifaceted marketing approach, as highlighted in Olorunfemi and Ipadeola's (2018) research, is particularly relevant. Libraries must adapt to a rapidly evolving digital landscape by combining successful traditional methods with innovative approaches, such as social media platforms, electronic resource fairs, and dedicated resource guides. The importance of fostering a welcoming attitude among staff, organising exhibitions, utilising web 2.0-based tools, and planning user education cannot be overstated. The study's implications extend beyond the research scope, urging TU libraries to adopt a balanced approach that encompasses both traditional and modern marketing strategies. Recognising the influence of faculty and peers, coupled with an acknowledgment of students' digital literacy challenges, becomes imperative in designing targeted marketing strategies that resonate with the diverse student body. The study's results pose intriguing questions for further research, prompting exploration into the reasons behind the low utilisation of specific marketing methods and understanding students' preferences and expectations from library promotions. Such investigations can yield valuable insights for developing tailored marketing strategies, ultimately enhancing the overall academic experience and resource utilisation among students in technical universities in Ghana. 5.2 Discussion of findings regarding exploration of contemporary and emerging strategies for marketing e-resources The exploration of contemporary and emerging approaches to marketing electronic resources within Technical University (TU) libraries in Ghana has unearthed crucial insights, shedding light on effective strategies for enhancing student utilisation of the resources. The study analysed quantitative data, incorporating survey outcomes while also complementing these findings with in-depth interviews. This comprehensive approach provides a nuanced understanding of the marketing landscape, emphasising the importance of modern techniques to optimise resource visibility and engagement among students. The quantitative analysis of survey findings aligns with existing literature on the shifting landscape of library marketing. Web 2.0 technologies such as social media marketing, instant SMS messages, URL links, institutional website projection, audio visual-based tutorial marketing received the highest endorsements. These findings resonate with studies by Khan et al. (2017) and Yang et al. (2018), emphasizing the increasing reliance on digital platforms for effective library promotion. The shift towards more interactive and visually appealing methods echoes the sentiments expressed by Raju and Rao (2015) regarding the changing preferences of the modern student population. The correlation matrix analysis demonstrating strong positive correlations between various marketing methods aligns with studies by Kim et al. (2016) and Chen et al. (2019), emphasizing the interconnectedness of multiple strategies in library marketing. The significant relationship established through ANOVA between the adoption of contemporary strategies and the effectiveness of marketing e-resources to TU students is consistent with findings from Wang et al. (2020), highlighting the pivotal role that modern techniques play in successful promotional endeavors. The study's exploration of Web 2.0 technologies resonates with the findings of Brown and Parsons (2018) and Zhang et al. (2021), emphasising the viability of social media networking sites for library promotion. The strong positive correlations among various Web 2.0 technologies align with the insights from Xu et al. (2017), suggesting a collective impact that can be harnessed by integrating multiple tools for effective e-resource promotion. The contemporary significance of targeted SMS messages and email communication aligns with earlier reports from Zhang and Wang (2018), emphasising the effectiveness of these methods for timely and personalised communication in library marketing. The potential of email strategies in conveying information about e-resources to students resonates with findings from Abdulwahab et al. (2019), highlighting the importance of clear and engaging content in email communication for effective library promotion. The study's findings further illuminate a promising avenue for libraries to leverage mobile phones and mobile apps in the marketing of e-resources. The resonance between these findings and previous research underscores the potential for academic libraries to harness mobile technology effectively. This aligns with the changing technological landscape and users' preferences. As users increasingly rely on mobile devices for information access, academic libraries that strategically incorporate mobile-friendly approaches are better positioned to meet the evolving needs of their user base. The study encourages libraries to explore the development of dedicated mobile apps, ensuring seamless access to and engagement with e-resources. This aligns with contemporary trends in library services that prioritise accessibility and user-centric design. The potential of dedicated mobile apps as innovative tools for marketing e-resources aligns with insights from Al-Rahmi et al. (2019) and Schmidmaier et al. (2019), emphasising the role of mobile technologies in enhancing accessibility and engagement. The acknowledgment of mobile apps as a means to cater to the convenience and preferences of the student demographic is consistent with findings from Kukulska-Hulme et al. (2015) and Ranieri et al. (2016), highlighting the importance of mobile devices in modern education. The findings align with earlier research in emphasising the significance of embracing contemporary technologies for library marketing. Insights from Ansah et al., ( 2023 ), Cheng, et al., ( 2020 ) and others resonate with the importance of adopting modern tools and strategies to effectively communicate and engage with the student community. The acknowledgment of the role played by Web 2.0 technologies, email, SMS, and mobile apps is consistent with a broader trend in library marketing literature that underscores the need for adaptability to technological advancements. Moreover, the qualitative findings, supported by the survey outcomes outlined in Table 4.6, underscore the importance of harnessing Universal Resource Locator (URL) links on library computers. Creating direct URL links to access e-resource databases from library computers' desktops emerges as a potent solution to address students' underutilization of subscribed electronic databases. Participants noted the strategic value of this approach in facilitating easier access and providing instructional support, enhancing students' inclination to fully utilise these invaluable resources. This strategy resonates with observations made by Abrams and Tidal ( 2020 ) and Nwone and Mutula ( 2019 ), emphasising the optimization of library marketing with short URLs and the positive impact of providing links to e-resources along with demonstrative videos. The study's findings shed light on the efficacy of employing digital display screens, strategically positioned within and outside libraries, as a progressive approach to marketing e-resources. These contemporary tools offer dynamic platforms to present a broad spectrum of e-resources, including e-books, online journals, databases, and diverse digital content. The multifaceted capabilities of digital display screens are evidenced in their capacity to showcase resources, foster curiosity, and simplify access. Digital display screens contribute significantly to enhancing the utilisation of e-resources by offering clear guidance on accessing them, providing login information, and presenting updates in real-time. The study aligns with prior research by Yi ( 2016 ), Eze et al. (2018), Ifijeh ( 2020 ), and Yusuf (2020), emphasising the potential of digital display screens to communicate the accessibility, convenience, and searchability features of e-resources. The dynamic and real-time information sharing through these screens plays a pivotal role in modern library settings, engaging users effectively. The study further highlights the efficacy of offering online tutorials and webinars as strategies to enhance students' utilisation of e-resources. These learning opportunities provide valuable support in navigating complex e-resources, fostering proficiency, and facilitating easier access. The interactive nature of online tutorials and webinars fosters personalised learning experiences, allowing students to ask questions and receive immediate feedback, thereby clearing doubts or misconceptions. Furthermore, the study suggests that librarians can leverage blogs, podcasts, and video-sharing platforms to enhance student engagement with e-resources. Blogs serve as platforms for informal interaction, sharing insights, tips, and updates related to e-resources. Podcasts and instructional videos provide additional avenues for librarians to share expertise, offer guidance on accessing specific e-resources, and highlight their benefits for academic research. These multifaceted approaches, including online tutorials, webinars, blogs, podcasts, and videos, collectively contribute to a dynamic and interactive learning environment. They align with contemporary trends in education that emphasise the importance of personalised and engaging learning experiences. The study's findings resonate with the comprehensive nature of these strategies, reinforcing the notion that a combination of approaches can effectively enhance students' engagement with and utilisation of e-resources. The study acknowledges the importance of adequately training library staff to adeptly deploy these tools and technologies for effective e-resource marketing. Digital literacy skills are essential, and educators and researchers should actively cultivate proficiency in various tools to facilitate collaborative learning and knowledge exchange. While the study emphasises the wealth of contemporary and emerging tools and approaches, it also highlights the need for the complementation of traditional approaches. Addressing funding and resource challenges is pivotal for implementing these strategies and fostering a culture of robust e-resource utilisation among students. The study's findings align with reports by Uzuegbu et al. ( 2012 ) and Scholastica and Njoku ( 2018 ), highlighting the critical role of library websites in e-resource marketing. In the evolving landscape of library services, prioritising website utilisation emerges as a cost-effective marketing avenue, especially for institutions with limited budgets. Therefore, the study's conclusions underscore the critical role of website utilisation in modern e-resource marketing strategies. The integrated approach of leveraging a combination of Web 2.0 technologies and traditional techniques fosters a dynamic environment that nurtures collaborative learning and knowledge sharing among students, contributing to their academic success. 6.0 Conclusion The study illuminates the effectiveness of both traditional and contemporary strategies for marketing electronic resources (e-resources) to students in technical universities across Ghana. The findings reveal that while traditional methods—such as guidance from lecturers and library orientation events—continue to play a crucial role in raising awareness, the growing acceptance of Web 2.0 technologies like social media, institutional websites, SMS messaging, and digital displays has significantly improved students' engagement with e-resources. In reflecting on these findings, it becomes evident that libraries in technical universities must embrace a hybrid approach, integrating technology-based strategies with conventional methods to better meet the needs and preferences of today’s students. This adaptation is essential in aligning with the rapidly evolving digital landscape and the increasing reliance on digital communication tools. The study highlights that leveraging these technologies not only enhances the visibility and accessibility of e-resources but also fosters a more interactive and engaging experience for students, ultimately contributing to improved academic outcomes. Reflecting on the findings, it is evident that a hybrid approach, combining both traditional and modern marketing techniques, is essential for maximising the visibility and utilisation of e-resources. This integration not only aligns with current technological trends but also caters to students' evolving preferences and behaviors. The study underscores the importance of leveraging digital tools to create a more interactive and accessible learning environment. The study in a nutshell, offers valuable insights into effective e-resource marketing strategies, a more nuanced exploration of the challenges and opportunities presented by both traditional and innovative methods is needed. By addressing these areas in future research, academic libraries can better adapt to the changing landscape and enhance their efforts to support student learning and engagement. 6.1 Limitations of the study The study is geographically limited to technical universities in Ghana, which may have restricted the generalisability of the findings to other regions or types of academic institutions. While international studies provided valuable insights, the generalisability of their findings to the Ghanaian context may be limited due to differences in institutional, technological, and socio-economic factors. Also, libraries' lack of comprehensive marketing data, including structured documentation, hindered the analysis of the long-term impact of marketing strategies. Additionally, the research primarily focusses on the perspectives of students and senior library professionals, with less emphasis on the viewpoints of junior library staff and faculty, who play an important role in e-resource marketing. 7.0 Recommendations Libraries should integrate Web 2.0 technologies into their marketing strategies, with a particular emphasis on social media, institutional and library websites, and mobile apps, to maximise the impact on e-resource promotion. Implementing targeted SMS messages and email communication is recommended to provide timely updates and information to students, fostering increased awareness and engagement with e-resources. Libraries should proactively create Universal Resource Locator (URL) links on library computers' desktops to simplify access to databases, offering instructional support to encourage students' full utilisation of subscribed electronic databases. Libraries are encouraged to strategically position digital display screens within and outside library premises, effectively showcasing e-resources, providing guidance on access, and offering real-time updates to enhance user engagement. Libraries should consider offering online tutorials, webinars, blogs, podcasts, and videos to support students in navigating and utilizing e-resources effectively, fostering a dynamic and interactive learning environment. Technical university libraries should adopt strategies to enhance their social media outreach focusing on platforms that are popular among students, such as WhatsApp, Facebook, Instagram, and Twitter deploying platforms differently—WhatsApp for instant for messaging and sharing updates, Facebook for creating library groups or pages to promote new resources, and Instagram for visual and multimedia content that highlights tutorials or new e-resources. 8.0 Suggestions for future studies Reflecting on the studies limitations future research may focus on the following: Include a broader range of institutions and incorporating multiple stakeholder perspectives. Explore the impact of emerging technologies, such as artificial intelligence and personalised marketing approaches, to provide deeper insights into optimising e-resource promotion strategies. Delve deeper into the user experience of students with different e-resource marketing strategies, identifying preferences, challenges, and areas for improvement. Conduct longitudinal studies to assess the long-term impact of implemented strategies on students' sustained engagement with e-resources would provide valuable insights. Comparative studies between different technical universities or regions within Ghana could reveal contextual variations in the effectiveness of e-resource marketing strategies. As technology evolves, continuous research on emerging technologies like social media and mobile apps is needed; further exploration is needed into how new and emerging technologies, such as AI-driven personalised marketing and data analytics, could further optimise e-resource promotion. 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Retrieved from http://InformationR.net/ir/21-1/paper702.html (Archived by WebCite® athttp://www.webcitation.org/6fq4XvwU) Zubeda MN (2018) Social media As a Marketing Tool for Electronic Resources Among Postgraduate Students in Reference to United States International University Africa (Usiu-A) Library in Kenya (Doctoral dissertation, University of Nairobi). Available online at http://hdl.handle.net/11295/105496 Additional Declarations The authors declare no competing interests. Supplementary Files APPENDICES.docx Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5354193","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":371744821,"identity":"62b65e66-dc26-4f2a-bc42-7270183ca9fa","order_by":0,"name":"Patrick Baayel","email":"data:image/png;base64,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","orcid":"https://orcid.org/0000-0002-5941-0448","institution":"Koforidua Technical University","correspondingAuthor":true,"prefix":"","firstName":"Patrick","middleName":"","lastName":"Baayel","suffix":""}],"badges":[],"createdAt":"2024-10-29 12:12:53","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5354193/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5354193/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":67825489,"identity":"74b1a11f-e636-4137-b360-ac81d7824788","added_by":"auto","created_at":"2024-10-30 06:13:48","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1352910,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5354193/v1/7f6731b9-d35c-4e97-a26c-e2a412dee796.pdf"},{"id":67824450,"identity":"f8714a95-4229-42c4-a7a9-d456a55c7b31","added_by":"auto","created_at":"2024-10-30 06:05:48","extension":"docx","order_by":1,"title":"","display":"","copyAsset":false,"role":"supplement","size":37989,"visible":true,"origin":"","legend":"","description":"","filename":"APPENDICES.docx","url":"https://assets-eu.researchsquare.com/files/rs-5354193/v1/7dc082e72150910aa8d28a66.docx"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eContemporary strategies for marketing electronic library resources to students: a study of technical universities in Ghana\u003c/p\u003e","fulltext":[{"header":"1.0 Introduction","content":"\u003cp\u003eGhanaian academic libraries have to provide electronic-based information resources, knowledgeable staff, and robust computer systems in response to the evolving landscape of education, research, and the dynamic information needs of universities. As knowledge hubs, academic libraries are central components of institutions, historically and contemporaneously integral to their functioning (Nicholas et al., \u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2018\u003c/span\u003e:108; Tetteh \u0026amp; Nyantakyi-Baah, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2019\u003c/span\u003e:44). Recognised as agents of social change, universities invest substantially in electronic resources (e-resources), offering advantages like 24/7 remote access, cost-effectiveness, and advanced search features (Abdulrahman and Onuoha, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Stoupenos \u0026amp; Woods, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2023\u003c/span\u003e:13).\u003c/p\u003e \u003cp\u003eTo fulfil their mandates, academic libraries in Ghana have had to embrace modern technologies thus aligning with global advancements in information and communication technologies (ICTs) (Olayode et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). However, a critical concern is the communication gap between libraries and research students. The pervasive lack of awareness by students necessitates active marketing efforts (Delaney \u0026amp; Bates, \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2018\u003c/span\u003e:79). Libraries need to actively engage in marketing their services to showcase their value among stakeholders (Tetteh \u0026amp; Nyantakyi-Baah, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2019\u003c/span\u003e:44), especially amidst budgetary pressures and competition for limited funds within academic institutions (Tripathi \u0026amp; Jeevan, \u003cspan citationid=\"CR82\" class=\"CitationRef\"\u003e2013\u003c/span\u003e, as cited in Tetteh \u0026amp; Nyantakyi-Baah, \u003cspan citationid=\"CR81\" class=\"CitationRef\"\u003e2019\u003c/span\u003e:44).\u003c/p\u003e \u003cp\u003eMarketing electronic resources (e-resources) in academic libraries is increasingly recognised as vital for enhancing academic research and learning globally (Kumar, Chohda \u0026amp; Gupta, \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e; Ihejirika, Goulding, \u0026amp; Calvert, 2021). Electronic information resources, commonly referred to as \"e-resources,\" encompass digital publications stored in electronic formats, accessible through computer systems, CD-ROMs, flash drives, digital libraries, or the internet (Waral, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003e:5). E-resources are usually accessible via computer networks; these web-based resources offer users the advantage of remote access, real-time updates, concurrent access by multiple users, and the capacity to overcome geographical and temporal limitations. As such, they are an indispensable component of modern learning environments (Stoupenos \u0026amp; Woods, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2023\u003c/span\u003e:13). Effective marketing strategies have been shown to significantly improve the visibility and usage of these resources, as evidenced by various studies (Agyei \u0026amp; Ngulube, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Ansah, Oppong, \u0026amp; Ofori, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Cheng, Lam, \u0026amp; Chiu, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). For instance, recent investigations emphasise the success of social media campaigns and digital platforms in boosting student engagement with e-resources in developed nations (Cheng et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). However, the literature reveals critical gaps, particularly regarding the implementation of these strategies across diverse educational contexts.\u003c/p\u003e \u003cp\u003eA substantial portion of existing research concentrates on developed countries, where digital infrastructure and user behaviours may differ markedly from those in developing regions (Cheng et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Rivo \u0026amp; Žumer, \u003cspan citationid=\"CR71\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). This focus overlooks the unique challenges faced by institutions in developing countries like Ghana, such as resource limitations and varying levels of technological adoption. Studies indicate that tailored marketing strategies are essential to address these disparities and enhance the effectiveness of e-resource promotion in diverse educational settings (Agyei \u0026amp; Ngulube, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Ansah, Oppong \u0026amp; Kwame, 2023; Joshua \u0026amp; Michael, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Muneja, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAccording to research, Ghanaian universities lag behind in accessibility and utilisation of electronic resources, especially when compared to their counterparts in industrialised information societies (Agyei \u0026amp; Ngulube, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Adomaa, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Dukper, Sakibu, \u0026amp; Arthur, 2018; Olayode et al., \u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Abdulrahman \u0026amp; Onuoha, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Observations of low usage in some Ghanaian universities underscore the underutilization of available resources, particularly by students, due to inadequate marketing activities (Ansah, Oppong, and Kwame, 2023; Agyei \u0026amp; Ngulube, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Adomaa, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Dukper, Sakibu, \u0026amp; Arthur, 2018).\u003c/p\u003e \u003cp\u003eThis study investigated the current marketing methods used to promote library resources and to explore effective marketing strategies that Technical University (TU) libraries in Ghana can use to increase students' use of e-resources. This study was guided by the following objectives: to investigate the existing methods of raising awareness among students and to explore modern or emerging strategies for promoting e-resources to students.\u003c/p\u003e \u003cp\u003eThe study provides practical strategies for enhancing awareness, access, and usage of electronic resources in technical university libraries. This research contributes not only to understanding resource utilisation in Ghanaian technical universities but also offers insights for libraries with similar operational environments seeking to optimise electronic resource utilisation.\u003c/p\u003e \u003cdiv id=\"Sec2\" class=\"Section2\"\u003e \u003ch2\u003e1.1 Research objectives\u003c/h2\u003e \u003cp\u003eThe general objective of the study is to examine and evaluate contemporary strategies for marketing electronic library resources to students at technical universities in Ghana, with a focus on identifying effective methods that can enhance awareness and optimise resource usage. The study was thus guided by the following specific objectives:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eInvestigate the existing methods used by technical university libraries to raise awareness of electronic resources among students\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eIdentify contemporary and emerging strategies for marketing electronic resources to students\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eExplore innovative marketing approaches that can enhance students' optimal utilization of electronic resources.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e1.2 Research questions\u003c/h2\u003e \u003cp\u003eBased on the study objectives, the study was guided by the following research questions:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat are the existing methods adopted by technical university libraries to raise awareness of electronic resources among students?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat contemporary or emerging strategies are being used to market electronic resources to students?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eWhat innovative marketing approaches can influence optimal usage of electronic resources by students?\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"2.0 Literature review","content":"\u003cp\u003eElectronic information resources, commonly referred to as \"e-resources,\" encompass digital publications stored in electronic formats, accessible through computer systems, CD-ROMs, flash drives, digital libraries, or the internet (Waral, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003e:5). These resources are designed for remote access, connecting users to a wealth of information through computer networks, discs, cassettes, cartridges, and flash drives (Bajpai et al., \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Typically web-based, e-resources offer real-time updates, simultaneous multi-user access, and the ability to transcend time and space constraints, making them a cornerstone in contemporary educational environments ((Stoupenos \u0026amp; Woods, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2023\u003c/span\u003e:13).\u003c/p\u003e \u003cp\u003eE-resources offer a range of benefits, particularly in developing countries where funding is limited. Academic libraries can join consortiums to pool resources and acquire a multitude of e-resources at affordable prices (Oseghale, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Osinulu, 2021). The Open Access Initiative further facilitates free access to e-resources for internet-connected library users. Commercial access, through individual or institutional subscriptions, represents another avenue for ensuring comprehensive access to academic databases. Undoubtedly, e-resources have become integral components of academic library collections (Ndungu, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eUniversities, recognising the importance of providing timely and accurate information, invest substantially in subscriptions to academic databases to augment printed resources and address the information needs of their academic communities. The optimal utilisation of these subscribed resources is crucial to contributing significantly to academic achievements. However, despite the evident value of e-resources, studies indicate that their usage in Ghanaian universities falls below expected levels (Yebowaah and Plockey, 2017).\u003c/p\u003e \u003cp\u003eSeveral researchers (Acheampong et al., \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Dukper et al., \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Yebowaah and Plockey, 2017; Lamptey, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) have consistently reported on the low utilisation of e-resources in Ghanaian universities. The underlying cause is suspected to be inadequate marketing efforts in recent years. Library professionals, under pressure to justify investments made in e-resources, recognise the need for aggressive promotional activities to raise user awareness. However, these promotional activities often face budget constraints, leading librarians to devise cost-effective strategies to promote e-resource usage (Ndungu, \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eMarketing, as defined by the American Marketing Association (2017), encompasses a set of activities and processes institutions employ to create, communicate, deliver, and exchange offerings with value for customers, clients, partners, and society at large. Kotler and Armstrong (2012:5) elaborate on the marketing concept, describing it as the process by which companies create value for customers, build strong relationships, and capture value in return. Marketing, considered both a science and an art, involves exploring, creating, and delivering value to satisfy the unmet needs and desires of a target audience (Kotler Marketing Group, 2015). Abdelrazig (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) notes that marketing, a customer-oriented strategic management process, combines theory and practical methods for goal realisation.\u003c/p\u003e \u003cp\u003eThe concept of marketing in library and information science (LIS) dates back to the 1870s and is rooted in the philosophical assumptions of early experts, such as Ranganathan's Five Laws of Library Science (Bhatt and Gupta, 2018). Ranganathan's laws, aligning with marketing theory, emphasise a customer-focused approach wherein the reader assumes a central role, influencing the library's entire organization. However, the expansion of marketing beyond commercial enterprises to include not-for-profit ventures, as advocated by Kotler and Levy (1969), marked a turning point in the LIS discourse (Jones and Harvey, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2019\u003c/span\u003e:4).\u003c/p\u003e \u003cp\u003eBhatt and Gupta's (2018) study highlight the importance of human expertise, service attitude, and information resources in marketing. Marketing helps bridge the gap between library materials and users through promotional tactics like study groups and social media. Developed countries embrace marketing practices more (Jones and Harvey, \u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2019\u003c/span\u003e; Ndungu \u0026amp; Gikandi, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eAgyei and Ngulube's (2022) study on Ghanaian university libraries reveals the absence of dedicated marketing departments with allocated budgets, relying instead on informal strategies. The creation of dedicated marketing units, as recommended, can enhance library relationships and value delivery to patrons. Ofori, Markwei, and Quagraine (\u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) identified challenges in Ghanaian university libraries' marketing strategies, including a lack of funding, staff members' ignorance of marketing, and an absence of a marketing policy. African universities, inspired by developed countries, are increasingly incorporating progressive marketing tactics into their strategies (Edewor et al., \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). However, studies emphasise the need for African universities to explore various marketing strategies, including the 7 Ps Marketing Mix (Soroya \u0026amp; Ameen, \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Smith, \u003cspan citationid=\"CR75\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Reddy, Ghouse \u0026amp; Kumar, \u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), digital and internet-based approaches, and exhibitions, to effectively market library resources (Rysavy, Michalak \u0026amp; Daly, \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Osinulu, 2021; Ndungu \u0026amp; Grikandi, 2018).\u003c/p\u003e \u003cp\u003eAbdelrazig's (2018) study at the University of Gezira library in Sudan highlighted limited marketing practices despite information resource provision. Challenges identified included poor communication, management's lack of marketing understanding, inadequate information technology access, and limited media promotion. Recommendations included adopting a marketing plan, using contemporary IT tools, providing necessary facilities, and implementing training programmes for librarians. Incorporating marketing concepts offers numerous benefits, including optimising the use of limited resources, improving the library's image, enhancing service quality, and satisfying users (Stevenson-Parrish, \u003cspan citationid=\"CR77\" class=\"CitationRef\"\u003e2020\u003c/span\u003e:194; Stoupenos \u0026amp; Woods, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2023\u003c/span\u003e:13; Hussain et al., 2020; Patil \u0026amp; Pradhan, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Olorunfemi \u0026amp; Ipadeola, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2018\u003c/span\u003e.; Xu \u0026amp; Du, \u003cspan citationid=\"CR88\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Despite these advantages, many Ghanaian academic libraries lack formal marketing plans, relying on informal strategies (Agyei \u0026amp; Ngulube, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe transition from print-based to electronic information resources (EIRs) has emphasised the need for effective marketing to maximise usage (Ezema \u0026amp; Chizoba, 2018). Library professionals, with limited budgets and the need to demonstrate evidence of EIR usage, are increasingly adopting contemporary marketing approaches (Ansah, Oppong, \u0026amp; Kwame, 2023). Traditional marketing tools may not suffice for EIRs, necessitating modern strategies (Waral, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003e:2). Reddy and Aswath (\u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) explored emerging trends in library marketing and engagement through digital media platforms such as Web 2.0 technologies. Web 2.0 technologies such as social media are increasingly recognised for marketing EIRs (Ndungu \u0026amp; Gikandi, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Rahoo et al., \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Libraries can leverage platforms like Facebook, Twitter, and Instagram for interactive and engaging communication. Blogs, wikis, podcasts, and instant messaging can enhance user interaction and promote resources effectively.\u003c/p\u003e \u003cp\u003eExisting research (Murugesan, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Mari Muthu \u0026amp; Khan, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), highlight the need for efficient marketing in order to maximise student use. The paper also synthesises findings from other research, such as those by Murugesan (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Waral (\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and Mari Muthu \u0026amp; Khan (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), demonstrating international approaches used by academic libraries outside of Ghana.\u003c/p\u003e \u003cp\u003eAdditional research highlights the need for leveraging emerging technologies like social media are crucial for libraries to build customer relationships and connect with users, complementing traditional marketing techniques and publicizing collections through various creative campaign tools (Aslam, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Muneja, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Mubofu, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). Libraries can effectively promote EIRs through strong online presence, dedicated e-resource pages, and real-life examples, according to Schoastica \u0026amp; Njoku (2018). Strategic marketing planning is crucial for libraries to understand customers, tailor services, and set goals for EIRs (Ndungu, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Utilizing Web 2.0 technologies, social media platforms, and strategic planning, libraries can effectively promote EIRs and engage (Wu, \u003cspan citationid=\"CR87\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Web 2.0 technologies, like blogs and wikis, enable libraries to market their products and services effectively (Rahoo, Baladi, Arshad, Nagar, \u0026amp; Rustamani, \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Waral, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003eKumar et al.'s (\u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) research revealed that library professionals (from different universities) and users (from different disciplines and universities) felt that social media could be an appropriate marketing tool for libraries in the future. The study (Kumar et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) highlighted a lack of confidence and unwillingness among library professionals to implement any changes in the present time (Ihejirika et al., \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2021b\u003c/span\u003e). These tools enable user-generated content, collaboration, and interaction, enhancing user participation and engagement. They also facilitate interactive communication with students, improving resource visibility and utilisation (Rahoo et al., \u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWaral (\u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) highlights the dedication of academic libraries to maximise resource utilisation. Enhancing accessibility requires linking to institutional websites' e-resources and the homepage of the library. To effectively engage students, innovative marketing tactics like social media, blogs, and promotional materials are being used more and more. Enhancing resource utilisation requires library staff to receive training in a variety of marketing strategies. Important marketing techniques include conducting community surveys to learn about user preferences and needs; designing focused campaigns to increase visibility through marketing efforts; providing staff training to give librarians the necessary marketing skills; and forming partnerships to increase outreach.\u003c/p\u003e \u003cp\u003eA study by Mari Muthu \u0026amp; Khan (\u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) that examined the marketing tactics of libraries all around the United Arab Emirates provides examples of international viewpoints. 200 users and 83 library professionals participated in this descriptive study, which found that users were well-exposed to library resources through both digital and physical promotional materials, showing a strong presence of IT-enabled marketing operations in higher education institutions in the United Arab Emirates.\u003c/p\u003e \u003cp\u003eAccording to Choshaly and Mirabolghasem (2018), satisfaction surveys are essential for figuring out what users need and how best to provide those demands in marketing campaigns. Social media has grown to be an important medium for user communication, and libraries are promoting their services by setting up online communities. According to Anwar \u0026amp; Zhiwei (2020), social media marketing facilitates easy user interaction, which makes it a valuable tool for promoting library resources.\u003c/p\u003e \u003cp\u003eNew developments show that social media platforms are being used more and more to advertise library services. According to Besse (2019), students are especially good at interacting with Instagram because they use it frequently. To reach their audiences, libraries are increasingly using YouTube, Facebook, Twitter, and LinkedIn (Harlow \u0026amp; Hill, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Mehta \u0026amp; Wang, 2020).\u003c/p\u003e \u003cp\u003eSome challenges persist in spite of improvements in marketing tactics. Horsfall (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) lists a number of challenges, such as librarians' ignorance of issues related to the digital age; insufficient ICT infrastructure, which has an impact on service delivery; financial limitations that restrict marketing initiatives; and lacking training, which leaves library employees with insufficient skills. User involvement with library services is limited by these obstacles, which also impede successful marketing. To properly advertise their goods, libraries must adapt and look for creative alternatives.\u003c/p\u003e \u003cp\u003eThe literature review reveals shared challenges and successes in regions with technological and economic contexts similar to those of Ghana. A prevalent issue identified is the low utilisation rates of e-resources in libraries across developing nations, attributed to factors such as ineffective marketing strategies, insufficient funding, and inadequate user training (Baayel, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Atuase \u0026amp; Maluleka, 2023). Research from countries like Kenya (Ndungu \u0026amp; Gikandi, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Ndungu, M. and Gikandi, J., \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), Nigeria (Ifijeh \u0026amp; Yusuf, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Oseghale, \u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Osinulu, \u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and Tanzania (Muneja, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Mubofu, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) underscores similar difficulties in marketing e-resources. In contrast, studies (Dwivedi et al., \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Cheng et al., 2023; Zubeda, \u003cspan citationid=\"CR91\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) highlight the advance adoption of digital channels for enhanced awareness and usage of e-resources. Their findings from such studies demonstrated that social media platforms, particularly YouTube, are effective tools for promoting e-resources among postgraduate students in the advanced world. These insights suggest that Ghanaian libraries could greatly benefit from adopting and adapting successful marketing strategies employed in these comparable contexts. By leveraging effective digital marketing techniques and addressing the unique challenges they face, libraries in Ghana can improve engagement with their electronic resources.\u003c/p\u003e \u003cp\u003eThe scholarly literature highlights the significance of implementing novel marketing tactics in order to improve student engagement in all academic settings. Libraries may greatly increase the visibility and utilisation of their e-resources by implementing such a variety of tactics that make advantage of digital platforms and keep user needs in mind. In order to ensure that libraries stay relevant in an increasingly digital educational context, it will be important to address current difficulties through innovation and training.\u003c/p\u003e"},{"header":"3.0 Methodology","content":"\u003cp\u003eThis study employed a mixed-methods approach, integrating both quantitative and qualitative data collection to examine the awareness, marketing, and optimal utilisation of electronic resources among students in Ghanaian technical universities. The concurrent triangulation design, as recommended by Creswell and Hirose (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), allowed for the simultaneous collection and analysis of both data types, ensuring a comprehensive understanding of the research problem (Johnson \u0026amp; Christensen, 2019).\u003c/p\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e3.1 Population and sampling procedure\u003c/h2\u003e \u003cp\u003eThe total population of registered student users of the electronic resource sections across the 10 technical university libraries is 18,640, while the population of senior library professionals involved in the management and promotion of electronic resources is 34. The distribution of the student population and the corresponding sample size across the 10 technical universities is detailed in Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e below, ensuring adequate representation from each institution.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDistribution of the study\u0026rsquo;s population of registered student users across 10 TUs\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"1\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eName of Stratum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePopulation of Registered Student Users per stratum\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003ePopulation %\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"1\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSample size per stratum\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eSample Size in %\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTATU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,502\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,986\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKsTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3,308\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e17.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e95\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eHTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,200\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eKTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2,540\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCCTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,426\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eATU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3,080\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,324\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e7.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e94\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDHLTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,100\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBTU Library\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1,174\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e91\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e9.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTotal\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e18,640\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e100\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e932\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003e100\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eSource: Field data, 2023\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e shows the distribution of the study\u0026rsquo;s population and sample size across the 10 participating technical universities, representing the total student sample of 932. For the qualitative phase, the study adopted a census approach, involving all 34 library professionals. This brought the total sample size to 966 (932 students\u0026thinsp;+\u0026thinsp;34 library professionals).\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eQuantitative sampling\u003c/b\u003e: A stratified random sampling method was applied to select 932 students (5% of the total student population), ensuring representation from all 10 technical universities. The sample was stratified by university, with a focus on capturing variations in student awareness, engagement, and usage of electronic resources. This method ensured diverse representation across different strata of student users.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cb\u003eQualitative sampling\u003c/b\u003e: For the qualitative phase, a census approach was employed, including all 34 library professionals responsible for managing and marketing electronic resources in the 10 technical universities. This ensured that the study captured a comprehensive perspective on marketing strategies and their effectiveness from key stakeholders across diverse institutions.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec7\" class=\"Section2\"\u003e \u003ch2\u003e3.2 Research instrument development\u003c/h2\u003e \u003cp\u003eThe research instruments (questionnaires for students and interview guides for library professionals) were developed to directly address the three key objectives of the study.\u003c/p\u003e \u003cp\u003eThe first study\u0026rsquo;s objective, which investigates existing methods used to raise awareness of electronic resources, in the quantitative survey for students assessed awareness levels through questions like \"How were you informed about the library\u0026rsquo;s electronic resources?\" and \"Which awareness methods (e.g., emails, flyers, orientations) have you encountered?\" These questions were informed by existing literature on library marketing practices (Rysavy et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2021\u003c/span\u003e; Stoupenos \u0026amp; Woods, \u003cspan citationid=\"CR78\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Suleiman \u0026amp; Joshua, \u003cspan citationid=\"CR79\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). The qualitative interviews with library professionals explored the methods currently used by library staff to raise awareness of e-resources, with questions such as \"What methods do you currently use to raise awareness of electronic resources among students?\" and \"How do you measure the effectiveness of these methods?\"\u003c/p\u003e \u003cp\u003eThe second study\u0026rsquo;s objective, which seeks to identify contemporary and emerging strategies for marketing electronic resources in the quantitative survey for students in order to gauge student engagement with current marketing strategies, presents such questions as \"What promotional tools (e.g., social media, email campaigns) have increased your likelihood of using e-resources?\". These questions were based on contemporary studies on digital marketing in libraries (Cheng et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Joshua \u0026amp; Michael, \u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Reddy \u0026amp; Aswath, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). The qualitative interviews with library professionals included questions that seek to describe contemporary strategies for marketing e-resources, with questions such as \"What new marketing strategies have you adopted?\" and \"How do these strategies differ from traditional approaches?\" based on contemporary studies on digital marketing in libraries (Waral, \u003cspan citationid=\"CR85\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Cheng et al., \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe third objective of the study, which explores innovative marketing approaches to enhance optimal utilisation of electronic resources in the quantitative survey for students, included questions on the perceived effectiveness of innovative strategies, such as \"Which new methods (e.g., institutional webpages, mobile apps, interactive webinars) would make you more likely to use e-resources?\". The qualitative interviews with library professionals explored the potential of emerging approaches, with such questions as \"Have your library adopted any innovative strategies (e.g., gamification, influencer collaborations) to promote e-resources?\" and \"What future initiatives are being considered to maximise utilisation?\"\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003e3.3 Piloting of research instruments\u003c/h2\u003e \u003cp\u003eBoth the quantitative and qualitative instruments were piloted:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eSurvey Pilot: In order to verify that the questions were clear and that the survey could gather pertinent information on e-resource awareness, marketing, and usage, 50 students from Koforidua Technical University participated in the test. The questions were reworded in response to feedback, particularly the ones that dealt with new marketing techniques.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003ePilot Interview Guide: Three librarians took part in testing out the interview guide. More insightful questions were added in response to their input so that the creative approaches to e-resource promotion could be better examined.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section2\"\u003e \u003ch2\u003e3.4 Data analysis\u003c/h2\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eQuantitative Data: Data from the 932 student surveys were analysed using SPSS, generating descriptive statistics (frequencies and percentages) to quantify awareness, engagement, and the effectiveness of marketing strategies.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eQualitative data: Thematic analysis was used to interpret the responses from the 34 library professionals. Key themes were identified, particularly regarding the marketing strategies used and opportunities for innovative approaches. The findings were integrated with quantitative data during interpretation to provide a comprehensive perspective on the research questions.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section2\"\u003e \u003ch2\u003e3.5 Ethical considerations\u003c/h2\u003e \u003cp\u003eThroughout the investigation, strict adherence to ethical principles was maintained. Every participant gave their informed consent, and all information was collected, analysed, and reported while maintaining participant anonymity and confidentiality.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003e3.6 Limitations\u003c/h2\u003e \u003cp\u003eThis research admits its limitations, including the inherent limits of sampling procedures and potential biases in self-reported data. However, piloting and triangulating data sources were two ways that efforts were made to alleviate problems.\u003c/p\u003e \u003c/div\u003e"},{"header":"4.0 Research findings","content":"\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e \u003ch2\u003e4.1 Response rate\u003c/h2\u003e \u003cp\u003eFrom the targeted population of 932 students and 34 professional library staff, the response was 706 (76%) students and 21 (62%) professional staff.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003e4.2 Quantitative perspectives from student users (N\u0026thinsp;=\u0026thinsp;706).\u003c/h2\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e4.2.1 Existing methods of raising awareness on e-resources among students\u003c/h2\u003e \u003cp\u003eThe study aimed to determine how students obtain awareness of the library e-resources at the Technical University (TU) libraries. The findings, depicted in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, provided an overview of the 15 different methods that enable students to gain information about electronic resources available to them. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents the results of the survey.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eExisting methods of raising students\u0026rsquo; awareness of e-resources (N\u0026thinsp;=\u0026thinsp;706).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWays of gaining knowledge\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYES%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eNO%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eSomewhat%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ebeing directed by lecturers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e89.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInform by colleagues\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e89.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e8.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003elibrary notices, posters, and signage\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e87.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e2.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e10.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003einformed during orientations\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e84.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e54.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePersonal discoveries\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e81.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eUser manuals, brochures, and flyers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e49.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e40.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e19.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVia library social media Handle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e48.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e4.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003evia the campus radio broadcast\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e47.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e29.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLibrary displays and exhibits\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e44.8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e28.2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e27.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eElectronic resource training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e41.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstitutional/Library websites\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e38.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e28.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e33.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003elibrary instruction sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e38.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e36.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e26.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDirect Word-of-mouth promotion by library staff\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e35.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e20.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eElectronic resource guides\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e34.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e45.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e20.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eElectronic resource fairs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e29.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e47.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e23.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cb\u003eSource: Field Data, 2023\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe survey results depicted in Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e illustrate the most prevalent ways through which students gain knowledge of databases and other e-resources are by being directed by lecturers (89.8%), being informed by students' colleagues (89.6%), reading library notices, posters, and signage (87.3%), attending talks and tours during orientations (84.3%), and making personal discoveries (81.0%). In addition, though less prevalent, student gain awareness through user manuals, brochures, and flyers (49.3%);, marketing via social media (48.1%); and word-of-mouth promotion (47.3%);, library displays and exhibits (44.8%);, electronic resource training (41.7%);, institutional and library websites (38.5%);, library instruction sessions (38.0%);, social media marketing (35.0%) of e-resources;, providing electronic resource guides and electronic/digital displays of e-resources (34.0%);, and an electronic resource fairs (29.0%).The findings underscore the importance of leveraging high-impact methods, such as lecturer guidance and peer influence, while exploring strategies to enhance the effectiveness of less commonly used approaches.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003e4.2.2 Quantitative perspectives regarding contemporary/emerging strategies for marketing e-resources to students (N\u0026thinsp;=\u0026thinsp;706).\u003c/h2\u003e \u003cp\u003eThe study aimed to investigate respondents\u0026rsquo; views regarding contemporary marketing strategies and how they would enhance students' use of electronic resources at the TUs libraries in Ghana.\u003c/p\u003e \u003cp\u003eIt is crucial to understand students' inclinations towards the various modern and emerging methods in order to increase their awareness and acceptance of the approaches that will maximise their use of resources. An overview of the 11 modern techniques that improve students' capacity to learn about the electronic resources at their disposal is given by the findings, which are shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics regarding contemporary approaches to promoting e-resources to students (N\u0026thinsp;=\u0026thinsp;706).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eContemporary/emerging strategies\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c3\" namest=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eVariance\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStatistic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStatistic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStatistic\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial media marketing of resources \u003cem\u003e(ESM1)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.039\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.071\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProject resources via institutional/library websites \u003cem\u003e(ESM2)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.048\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.276\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.628\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003evideo tutorials and audio tutorials (\u003cem\u003eESM3)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.86\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.048\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.276\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.629\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMarketing e-resources via Web 2.0 technologies \u003cem\u003e(ESM4)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.254\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.573\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ededicated webpages for e-resources \u003cem\u003e(ESM5)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.048\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.264\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.597\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eProject resources via digital monitors/screes (ESM6)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.584\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBlogging/podcasting \u003cem\u003e(ESM7)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.258\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.584\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWikis and RSS feeds \u003cem\u003e(ESM8)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.79\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.048\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.264\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.598\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstant SMS \u003cem\u003e(ESM10)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.82\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.047\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.243\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.544\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003edirect updates via students mailing list \u003cem\u003e(ESM11)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.044\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.390\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInbox URL links of relevant databases to students \u003cem\u003e(ESM12)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.044\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.390\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"5\"\u003e\u003cb\u003eSource: Field Data, 2023\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e depicts the descriptive statistics on contemporary or emerging marketing strategies for promoting e-resources to students. Key findings indicate that social media dominance (ESM1) emerged as the most highly rated strategy, attaining a substantial mean rating of 4.40. This underscores the pivotal role of platforms like Facebook, Twitter, and Instagram in effectively promoting electronic resources. Furthermore, direct communication channels such as instant SMS messages (ESM11) and inbox URL links to relevant databases (ESM12) garnered significant attention, securing mean ratings of 4.11. This suggests that direct and immediate communication channels resonate strongly with respondents as impactful marketing tools.\u003c/p\u003e \u003cp\u003eWeb-based strategies, which include institutional/library websites (ESM2), Web 2.0 technologies (ESM4), and dedicated webpages for e-resources (ESM5), demonstrated above-average effectiveness, with mean ratings ranging from 3.79 to 3.86. Additionally, multimedia approaches (ESM3 and ESM6), which are video and audio tutorials (ESM3) and project resources via digital monitors and screens (ESM6), also garnered favourable responses, indicating an above-average level of effectiveness in promoting electronic resources. Average-Effectiveness Strategies: Other strategies, including blogging and podcasting (ESM7), wikis and RSS feeds (ESM8), and direct updates via student mailing lists (ESM10), were perceived as moderately effective, with mean ratings ranging from 3.79 to 3.82.\u003c/p\u003e \u003cp\u003eThe descriptive data in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e offer valuable insights into the perceived effectiveness of diverse marketing strategies for e-resources in TU libraries. High-rated strategies, such as social media marketing and direct communication channels, should be prioritised in marketing campaigns to significantly influence students' engagement with academic databases. Moreover, strategies with moderate effectiveness can be employed as supplementary approaches. These results empower TU libraries to craft targeted and impactful marketing strategies, aligning with students' preferences and technological trends. The effectiveness of social media and direct communication channels highlights the importance of real-time, interactive, and visually appealing promotional efforts in fostering increased awareness and utilisation of electronic resources.\u003c/p\u003e \u003cp\u003eFurther analysis of survey data is needed to determine contemporary and emerging strategies for marketing e-resources to students.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCronbach's alpha measure of data reliability and internal consistency (N\u0026thinsp;=\u0026thinsp;706)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"2\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eReliability Statistics\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eCronbach's Alpha\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN of Items\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e.978\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"2\"\u003e\u003cb\u003eSource: Field Data, 2023\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e provides the Cronbach's alpha measure of data reliability and internal consistency for contemporary and emerging strategies for marketing e-resources to students. The Cronbach's alpha coefficient is a commonly used statistic to assess the internal consistency or reliability of a set of items or measures. It measures how closely related the items are to each other. From the data, the number of variables included in the test is 10, and the Cronbach's alpha coefficient is calculated to be 0.978. Higher values of the coefficient, which has a range from 0 to 1, indicate stronger internal consistency. The Cronbach's alpha of measure of 0.978 indicates that the data is internally consistent. A strong Cronbach's alpha coefficient indicates that the data measuring the efficacy of various marketing methods for e-resources are trustworthy and internally consistent. The results provide confidence in the validity of the data and support the use of these measures in assessing students' opinions of e-resource marketing strategies. Given the results of the Cronbach's alpha test for data reliability and internal consistency, further information, such as the p-values or coefficients for the independent variables, would be required to further assess the significance of this association. One-Way analysis of variance (ANOVA) is conducted on the data to determine contemporary and emerging marketing strategies.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eOne-Way analysis of Variance (ANOVA) for contemporary and emerging marketing strategies\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"6\" nameend=\"c6\" namest=\"c1\"\u003e \u003cp\u003eANOVA Table\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cem\u003eSource\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003edf\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cem\u003eSST\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eMSE\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eF-value\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e\u003cem\u003eP-value\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFactor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3841\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e640.455\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e741.68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eError\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4931\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4250\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.861\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e4942\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e8092\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e\u003cb\u003eSource: Field Data, 2023\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe one-way ANOVA test in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e is used to determine whether there is a significant difference between the means of the different levels of the factors measuring causes of low e-resource usage. The ANOVA table shows the results of the test, including the degrees of freedom (df), sum of squares total (SST), mean square error (MSE), F-value, and P-value. The F-value is 743.68, and the P-value is 0.000, which is less than 0.05, indicating that there is a significant difference in the means of the different levels of factors measuring the success of marketing e-resources to students. These findings imply that the library may need to employ such cutting-edge strategies to successfully market electronic resources to TU students. The libraries may boost student use of e-resources and their outreach efforts by routinely analysing and altering their marketing methods, focusing on these contemporary and emerging techniques with such greater positive correlations and significant outcomes as the alternate hypothesis, while reevaluating or changing ineffective strategies. The results indicate that the structural equation model is viable and thereby considered to examine the level of contribution of each variable to students' utilisation of e-resources from the TU libraries. A correlation matrix analysis was conducted on the data to determine contemporary and emerging strategies for marketing e-resources.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelation Matrix for contemporary and emerging strategies for marketing e-resources to students\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"11\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eESM 1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eESM 2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eESM 3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eESM 4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eESM 5\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eESM 6\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eESM 7\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eESM 8\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eESM 10\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eESM 11\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.537\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.546\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.973\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.546\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.920\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.922\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.535\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.934\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.931\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.947\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.547\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.924\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.929\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.974\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.955\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.537\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.941\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.925\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.961\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.975\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.948\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.532\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.925\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.934\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.945\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.954\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.945\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.951\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.543\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.897\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.898\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.961\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.942\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.951\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.938\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.936\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eESM 11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.451\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.600\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.594\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.646\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.658\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.636\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.652\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.638\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e \u003cp\u003e.664\u003csup\u003e**\u003c/sup\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"11\"\u003e\u003cb\u003e** correlation is significant at the level (2-tailed)\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe correlation analysis in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e examines the relationships between contemporary and emerging marketing strategies (independent variables) and the dependent variable, which is students' utilisation of e-resources. In the table, the correlations between these variables show a matrix of correlations, with the variables labelled as ESM1, EMS2, EMSL3, up to MSL11. Each cell in the table represents the correlation coefficient between two variables. The correlation coefficient ranges from \u0026minus;\u0026thinsp;1 to 1 and indicates the strength and direction of the relationship between two variables. The results in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e show that the correlation coefficient between EMS1 and EMS1 (which is the correlation of EMS1 with itself) is 1, which indicates a perfect correlation. Looking at the other correlations, we can see that the pairs of variables have highly positive correlations. For instance, EMS2 and EMS3 have a correlation of.973** (where ** indicates statistical significance). Similarly, EMSL4 and EMS5 have a correlation of.947**, and EMS6 and EMS7 have a correlation of.949**, which suggests a strong positive association.\u003c/p\u003e \u003cp\u003eBased on the results in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e, we can conclude that the correlation analysis to explore the relationships between students\u0026rsquo; patronage of contemporary and emerging marketing methods and students' utilisation of e-resources indicates strong and positive associations. Since most of the correlations are positive, there is no need to perform regression to determine the level of contribution of each of the variables to the relationships.\u003c/p\u003e \u003cp\u003eThe study explores the use of Web 2.0 technologies in library marketing, emphasizing the importance of modern strategies and technologies like visual content, digital displays, email alerts, and RSS feeds to effectively market e-resources and engage students. Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e depicts descriptive statistics students\u0026rsquo; perspectives for Web 2.0 technologies for marketing e-resources.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDescriptive statistics for Web 2.0 technologies for marketing e-resources to students(N\u0026thinsp;=\u0026thinsp;706)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u0026nbsp;\u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c5\" namest=\"c4\"\u003e \u003cp\u003eSkewness\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStatistic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eStatistic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eStatistic\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eStd. Error\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003esocial media networking sites (W1)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.78\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.471\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.301\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWikis (W2)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.73\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.447\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.248\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eGoogle meet \u0026amp; Classroom(W3)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e3.69\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.431\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eBlogging pages (W4)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.62\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.424\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.259\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePodcast/video casts\u003cem\u003e(W5)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.430\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.250\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eVirtual Instant messaging platforms (W\u003cem\u003e6)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e4.53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.434\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.260\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFlickr \u003cem\u003e(W7)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.423\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.245\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRSS Feeds \u003cem\u003e(W8)\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2.37\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.334\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.243\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003evokis \u003cem\u003e(W9\u003c/em\u003e)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.61\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.317\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.238\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.092\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSource: Field Data, 2023.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e presents statistical data on the viability of Web 2.0 technologies for marketing e-resources to students, based on a survey involving respondents rating various tools on a Likert scale, and Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e provides mean, standard deviation, skewness, and standard error. The data in Table\u0026nbsp;4.7 shows that social media networking sites (W1) have the highest perceived viability rating of 4.78 for marketing e-resources, with a slight positive skewness. Virtual instant messaging platforms (W6) have a similar rating of 4.53, with a slightly symmetric distribution. Both platforms have some variability in their ratings.\u003c/p\u003e \u003cp\u003eThe study found that wikis, Google Meet \u0026amp; Classroom, blogging pages, and podcasts all have varying levels of perceived viability. Wikis have an average rating of 3.73, while Google Meet \u0026amp; Classroom has a rating of 3.69. Podcasts and video casts have a rating of 2.53, indicating a similar level of perceived viability. These findings suggest a symmetric distribution. The study found that social media platforms, wikis, and Flickr have higher perceived viability for marketing e-resources to students, while Vokis, Flickr, RSS feeds, blogging pages, and podcast/video casts have lower viability. These findings are crucial for developing marketing initiatives for e-resources in libraries, as they help to understand the effectiveness of these technologies in promoting e-resources to students.\u003c/p\u003e \u003cp\u003eIn order to assess the suitability and appropriateness of the data, additional research on the data\u0026mdash;which concerns the viability of implementing Web 2.0 technologies for marketing e-resources to students\u0026mdash;was done using Bartlett's Test of Significance and Kaiser-Meyer-(KMO) Olkin's Measure of Sampling (KMO). The findings are shown in Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab8\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 8\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eKMO measure of sampling adequacy and Bartlett's Test of Significance for viability of Web 2.0 technologies for marketing e-resources to students(N\u0026thinsp;=\u0026thinsp;706)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"3\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eKaiser-Meyer-Olkin Measure of Sampling Adequacy.\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.917\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eBartlett's Test of Sphericity\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eApprox. Chi-Square\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e16868.936\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003edf\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSig.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.000\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSource: Field Data, 2023.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e presents the results of the Bartlett's test of significance and the Kaiser-Meyer-Olkin (KMO) measure of sample adequacy for evaluating the feasibility of Web 2.0 technologies in marketing e-resources to students. KMO Sampling Adequacy Measure: The KMO measure evaluates whether the data are suitable for factor analysis. It has a range of 0 to 1, with values nearer 1 denoting more adequate sampling. The KMO measure in this instance is 0.917, indicating a high degree of sampling adequacy. This shows that factor analysis can be used to investigate underlying dimensions or factors associated with Web 2.0 technologies' feasibility using the data.\u003c/p\u003e \u003cp\u003eBartlett's Test of Sphericity: Bartlett's test evaluates whether the observed correlation matrix significantly deviates from the identity matrix, indicating the presence of relationships between variables. The test generates an approximate chi-square value, degrees of freedom (df), and a significance level (Sig.). In this case, the approximate chi-square value is reported as 16868.936, with 36 degrees of freedom. The significance level is shown as.000, which indicates that the correlation matrix is significantly different from the identity matrix. Therefore, the null hypothesis (no relationships between variables) is rejected, suggesting that there are significant relationships between the viability ratings of Web 2.0 technologies for marketing e-resources to students. The high KMO measure and the significant Bartlett's test of sphericity indicate that the data is suitable for further analysis, such as factor analysis, to explore underlying dimensions or factors related to the viability of Web 2.0 technologies.Table\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e presents correlation matrix data about the feasibility of utilising new and modern digital media platforms to promote e-resources to students, as a consequence of additional data analysis.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab9\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 9\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCorrelation matrix for Web 2.0 technologies for marketing e-resources to students(N\u0026thinsp;=\u0026thinsp;706)\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"10\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eW2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eW3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eW4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eW5\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eW6\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eW7\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eW8\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eW9\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"1\" nameend=\"c10\" namest=\"c10\"\u003e\u0026nbsp;\u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.912\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.863\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.846\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.911\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.852\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.829\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.916\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.921\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.802\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.837\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.920\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.903\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.910\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.801\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.851\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.912\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.925\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.921\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.914\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.865\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.814\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.920\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.932\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.912\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.921\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eW9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e.802\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e.906\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e.910\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e \u003cp\u003e.913\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e \u003cp\u003e.917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e \u003cp\u003e.914\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003e.938\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e \u003cp\u003e.932\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e1.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003e \u003cb\u003eSource: Field Data, 2023.\u003c/b\u003e \u003c/p\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab9\" class=\"InternalRef\"\u003e9\u003c/span\u003e presents the correlation matrix between the viability ratings of different Web 2.0 technologies for marketing e-resources to students. The results indicate that the correlation coefficient ranges from \u0026minus;\u0026thinsp;1 to +\u0026thinsp;1, with 1 indicating a perfect positive correlation, -1 indicating a perfect negative correlation, and 0 indicating no correlation.\u003c/p\u003e \u003cp\u003eThe study found a strong positive correlation between social media networking sites (W1) and various platforms (W2), wikis, Google Meet \u0026amp; Classroom, blogging pages, podcasts, videos, virtual instant messaging platforms (VIM), Flickr, RSS feeds, and Vokis, with a moderately positive correlation between W1 and each platform. For the viability of Web2.0 technologies for marketing e-resources to students all variables are strongly correlated with the extracted component, suggesting a common factor. The highest correlations are found for W1 and W3, followed by W2 and W4. The lowest correlation is W7, moderately correlated. This supports the findings of the KMO measure and Bartlett's Test of Significance (Table\u0026nbsp;\u003cspan refid=\"Tab8\" class=\"InternalRef\"\u003e8\u003c/span\u003e refers). Strong positive correlations between Web 2.0 technologies for marketing e-resources are revealed by the correlation matrix analysis of the data regarding the viability of adopting Web 2.0 technologies for teaching students. These results imply that if one technology is seen as viable, other technologies are likely to follow suit.\u003c/p\u003e \u003cp\u003eThe results highlight the significance of contemporary marketing strategies and offer insights into the promotional strategies libraries may employ to promote e-resource access. These insights collectively emphasise the importance of leveraging modern strategies and technologies, such as social media tools, visual content, digital displays, email alerts, and RSS feeds, to effectively market e-resources and engage students with valuable digital content. The perspectives of respondents regarding students preferred social media technologies sites are depicted in Table\u0026nbsp;\u003cspan refid=\"Tab10\" class=\"InternalRef\"\u003e10\u003c/span\u003e\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab10\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 10\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eSocial media preference by students for marketing e-resources(N\u0026thinsp;=\u0026thinsp;706).\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial media preference\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYES%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSomewhat%\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNO%\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eWhatsApp\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e79.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e20.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemonstrations/tutorials on YouTube\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e78.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemonstrations/tutorials on Facebook\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e77.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e22.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTikTok for tutorials\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e77.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e20.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRegular updates on the library tweeter handle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e74.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e25.7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eInstagram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e71.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e11.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eFAQs on snapchats\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e69.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e12.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003etelegram\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e68.1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e19.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePinterest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e67.6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e23.4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003emyspace\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e64.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e27.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eLinkedIn\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e61.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e31.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eblogging\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e58.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e33.5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRSS Feed\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e57.9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e21.3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cb\u003eSource: Field Data, 2023\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe survey results show WhatsApp as the most popular social media platform for marketing e-resources to students, followed by YouTube, Facebook, and TikTok. WhatsApp has a high acceptance rate of 79%, followed by YouTube with 78.7%, Facebook with 77.6%, and TikTok with 77.3%. These platforms are widely used for promoting electronic materials from academic databases. The study shows that 74.3% of respondents prefer regular updates on the library's Twitter handle, followed by Instagram, Pinterest, and Telegram. LinkedIn, Myspace, blogging, Snapchat, and Tumblr are the least preferred social media channels. Visual content strategies, such as videos and images, are preferred for marketing e-resources to students, with WhatsApp and Pinterest being popular for social interaction. The survey revealed that most participants believe the adoption of social media and other digital technologies will enhance the marketing efforts of librarians in Ghana's TUs.\u003c/p\u003e \u003cp\u003eThe results highlight the significance of contemporary marketing strategies and offer insights into the promotional strategies libraries may employ to promote electronic resource access. These insights collectively emphasise the importance of leveraging ICT-based and web-based modern and emerging marketing strategies, such as Web 2.0 tools; chief among them is social media technology, visual content display technologies such as the intuitive website, email alerts, and RSS feeds, to effectively market e-resources and engage students with valuable digital content.\u003c/p\u003e \u003cp\u003eGiven the results of the survey of student respondents regarding the study's objective to identify feasible contemporary and emerging digital media technologies for marketing e-resources to students, the study sought further insights by conducting one-on-one interviews with 21 library professionals. The results of these interviews provided further insights and revealed additional important issues for advertising e-resources to students. The results of the one-on-one interviews with library and information specialists are presented in the following paragraphs.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e4.3 Qualitative insights from library professionals\u003c/h2\u003e \u003cdiv id=\"Sec18\" class=\"Section3\"\u003e \u003ch2\u003e4.3.1 Qualitative insights from library professionals regarding existing methods of raising awareness of e-resources among students\u003c/h2\u003e \u003cp\u003eUpon qualitative examination, the perspectives of library professionals unveil a consensus regarding the primary channels through which students become aware of electronic resources. These insights are gleaned from in-depth interviews with library staff, providing nuanced viewpoints on the awareness mechanisms.\u003c/p\u003e \u003cp\u003eNotable themes from the library professionals unanimously underscore the significance of orientation talks and tours as instrumental in acquainting students with e-resources. For instance, Participant 1 articulates, \u003cem\u003e\"Our students are comprehensively informed about e-resources through strategically designed orientation talks, tours, and related activities.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eVisual elements within the library environment, such as notices, posters, and signage, emerge as influential tools for conveying information. Participant 1 further emphasizes, \u003cem\u003e\"We leverage visual communication\u0026mdash;library notices, posters, and signage\u0026mdash;to create an immersive awareness environment for students.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eTraditional printed materials, including user manuals, brochures, and flyers, hold significance in disseminating tangible information. Participant 2 elaborates, \u003cem\u003e\"We recognize the tangible impact of user manuals, brochures, and flyers in providing students with concrete details about available e-resources.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThe integration of digital platforms, including the library's social media handle, campus radio broadcasts, and institutional websites, is acknowledged as a dynamic approach. Participant 21 states, \u003cem\u003e\"Our commitment to digital platforms like social media, radio broadcasts, and websites ensures that students stay informed about available resources in tune with contemporary trends.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eParticipants emphasize the pivotal role of first-year orientations in establishing a foundational awareness of available resources. Participant 21 affirms, \u003cem\u003e\"The initiation during first-year orientations lays the groundwork for students to navigate and utilize resources effectively throughout their academic journey.\"\u003c/em\u003e\u003c/p\u003e \u003cp\u003eThese qualitative findings reinforce the convergence of library professionals' perspectives on the effectiveness of diverse channels for communicating information about electronic resources. The alignment between qualitative and quantitative data enhances the robustness of the study's insights, portraying a comprehensive understanding of how students are informed about and engage with library e-resources.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section3\"\u003e \u003ch2\u003e4.3.2 Qualitative insights from library professionals regarding contemporary and emerging strategies for marketing e-resources to students\u003c/h2\u003e \u003cp\u003eIt emerged from the findings that the interviewees predominantly recognised the need for adopting cutting-edge strategies to leverage the marketing efforts of libraries regarding the boosting of awareness and usage of library resources.\u003c/p\u003e \u003cp\u003eIn analysing the data, it was however observed that about a two-thirds (14) majority of participants could not immediately mentioned any examples of Web 2.0 technologies, while the rest (7) did. But when participants were given a few leads or explanations, almost all (19) of them recognised what Web 2.0 entailed. In one instance, a participant indicated, \u003cem\u003e\u0026ldquo;The Web 2.0 technologies that immediately come to mind are social media networking tools, blogs, wikis, and RSS feeds.\"\u003c/em\u003e (Participant 11). In one instance, a participant indicated that \u003cem\u003e\"using Web 2.0 tools such as social media, and wikis will create for libraries more dynamic and responsive platforms to supports provision of e-resources to student.\u0026rdquo;\u003c/em\u003e (Participant 3). It was further mentioned that \u0026ldquo;social media platforms in particular\" (such as Facebook, Twitter, Instagram, LinkedIn, etc.), when used for communicating with students and promoting e-resources, will present an opportunity to provide the resources in a more interactive and engaging way. (Participant 4). Another participant noted \u003cem\u003e\u0026ldquo;Online discussion forums and social bookmarking sites for encouraging collaboration and sharing among students and providing a platform for asking questions and providing feedback on e-resources\u0026rdquo;\u003c/em\u003e (Participant 9).\u003c/p\u003e \u003cp\u003eThe following present a summary of dominant Insights from participants:\u003c/p\u003e \u003cp\u003e \u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 1 endorsed the idea of user engagement with Web 2.0 technologies. By doing so, libraries can cultivate an interactive environment that facilitates student learning and research, ultimately contributing to academic achievement.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 4 highlighted the significance of engaging with students via the website of institution and library as vital platforms tool to share with students the resources subscribed by the library to enhance e-resource marketing efforts.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 5 emphasized the importance of leveraging social media for marketing e-resources, aligning with the study's findings presented in Chap.\u0026nbsp;4, Section 4.3.3. Social media platforms can be powerful tools for effectively marketing and promoting electronic resources among students.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 8 also acknowledged the significance of Visual Content and Student preferences. The findings indicated that strategies focusing on visual content, such as videos and images, resonate well with students and are effective in marketing e-resources.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 10 underscored the value of URL Links for Improved Access, as demonstrated in the results related to research objective 4. The creation of universal resource locator (URL) links on library computers' desktops can address students' underutilization of subscribed electronic databases.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 13 emphasized the Benefits of Digital Display Screens, aligning with the study's insights from research objective 5. Digital display screens have the potential to significantly increase the utilization and adoption of e-resources by showcasing their diversity and offering guidance on accessing them.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 15 also recognized the potential of Utilizing Email Alerts. The study's findings revealed that libraries and institutions can establish email lists to regularly update students about available e-resources, a strategy that effectively enhances awareness and usage.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eParticipant 16 further highlighted the Benefits of Email Newsletters. Creating and sending regular newsletters can be an effective approach to increase student awareness and usage of valuable digital resources.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003e \u003cem\u003eLastly, Participant 19 endorsed the idea of Leveraging RSS Feeds, acknowledging their potential to promote e-resources by consistently providing updates on new resources.\u003c/em\u003e \u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003c/p\u003e \u003cp\u003eThe interview findings echoed the survey results, revealing various contemporary and emerging methods and tools that closely aligned with the survey findings. These methods offer promising avenues for TU libraries to enhance their marketing strategies and engage students with their resources. The qualitative data suggests that libraries should adopt a multi-faceted approach to marketing e-resources. This involves utilising various contemporary and emerging technologies and techniques to effectively engage with students and promote resource utilization. This approach creates a dynamic and responsive environment conducive to student learning and research success\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"5.0 Discussion of findings","content":"\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Discussion of findings regarding existing approaches employed by TU libraries in raising awareness among students\u003c/h2\u003e \u003cp\u003eThe study's investigation into the prevailing approaches employed by Technical University (TU) libraries in marking e-resources for students has unearthed valuable insights that contribute significantly to the discourse on electronic resource utilisation. The predominant use of traditional marketing methods, as evidenced by brochures, flyers, notices, signage, posters, banners, and orientation talks, has been a longstanding practice in TU libraries. However, the study brings to light a critical gap in relying solely on these conventional approaches.\u003c/p\u003e \u003cp\u003eModern strategies, including social media, email marketing, and text messaging, appear underutilised and less effective in fostering awareness and encouraging students to engage with electronic resources. The limited success of certain methods, such as user manuals, campus bulletin boards, and library newsletters, suggests the need for a reevaluation of the current marketing landscape. Regression analysis and ANOVA results demonstrate significant associations between existing marketing methods and low student utilisation of electronic resources. This emphasises the urgency for TU libraries to explore more effective and contemporary marketing strategies. The survey findings on how students discover and learn about e-resources, with lecturer recommendations and peer information being most effective, underscore the pivotal role of faculty and peers in shaping students' awareness and engagement with available resources.\u003c/p\u003e \u003cp\u003eThe alignment of our results with previous research in Ghanaian university libraries and other African contexts reinforces the overarching theme of reliance on traditional methods and the limited integration of new media technologies. The lack of dedicated marketing departments or allocated budgets in the analysed libraries, as found in the study by Agyei and Ngulube (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), accentuates the need for a strategic shift towards a more robust and resource-backed marketing framework. In a broader context, this study resonates with the challenges faced by African university libraries in effectively promoting electronic information resources (EIRs). The findings suggest a universal need for the integration of contemporary and emerging digital technologies into marketing strategies to bolster student engagement and utilisation of e-resources. The call for a multifaceted marketing approach, as highlighted in Olorunfemi and Ipadeola's (2018) research, is particularly relevant. Libraries must adapt to a rapidly evolving digital landscape by combining successful traditional methods with innovative approaches, such as social media platforms, electronic resource fairs, and dedicated resource guides. The importance of fostering a welcoming attitude among staff, organising exhibitions, utilising web 2.0-based tools, and planning user education cannot be overstated. The study's implications extend beyond the research scope, urging TU libraries to adopt a balanced approach that encompasses both traditional and modern marketing strategies. Recognising the influence of faculty and peers, coupled with an acknowledgment of students' digital literacy challenges, becomes imperative in designing targeted marketing strategies that resonate with the diverse student body.\u003c/p\u003e \u003cp\u003eThe study's results pose intriguing questions for further research, prompting exploration into the reasons behind the low utilisation of specific marketing methods and understanding students' preferences and expectations from library promotions. Such investigations can yield valuable insights for developing tailored marketing strategies, ultimately enhancing the overall academic experience and resource utilisation among students in technical universities in Ghana.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Discussion of findings regarding exploration of contemporary and emerging strategies for marketing e-resources\u003c/h2\u003e \u003cp\u003eThe exploration of contemporary and emerging approaches to marketing electronic resources within Technical University (TU) libraries in Ghana has unearthed crucial insights, shedding light on effective strategies for enhancing student utilisation of the resources. The study analysed quantitative data, incorporating survey outcomes while also complementing these findings with in-depth interviews. This comprehensive approach provides a nuanced understanding of the marketing landscape, emphasising the importance of modern techniques to optimise resource visibility and engagement among students.\u003c/p\u003e \u003cp\u003eThe quantitative analysis of survey findings aligns with existing literature on the shifting landscape of library marketing. Web 2.0 technologies such as social media marketing, instant SMS messages, URL links, institutional website projection, audio visual-based tutorial marketing received the highest endorsements. These findings resonate with studies by Khan et al. (2017) and Yang et al. (2018), emphasizing the increasing reliance on digital platforms for effective library promotion. The shift towards more interactive and visually appealing methods echoes the sentiments expressed by Raju and Rao (2015) regarding the changing preferences of the modern student population. The correlation matrix analysis demonstrating strong positive correlations between various marketing methods aligns with studies by Kim et al. (2016) and Chen et al. (2019), emphasizing the interconnectedness of multiple strategies in library marketing. The significant relationship established through ANOVA between the adoption of contemporary strategies and the effectiveness of marketing e-resources to TU students is consistent with findings from Wang et al. (2020), highlighting the pivotal role that modern techniques play in successful promotional endeavors.\u003c/p\u003e \u003cp\u003eThe study's exploration of Web 2.0 technologies resonates with the findings of Brown and Parsons (2018) and Zhang et al. (2021), emphasising the viability of social media networking sites for library promotion. The strong positive correlations among various Web 2.0 technologies align with the insights from Xu et al. (2017), suggesting a collective impact that can be harnessed by integrating multiple tools for effective e-resource promotion. The contemporary significance of targeted SMS messages and email communication aligns with earlier reports from Zhang and Wang (2018), emphasising the effectiveness of these methods for timely and personalised communication in library marketing. The potential of email strategies in conveying information about e-resources to students resonates with findings from Abdulwahab et al. (2019), highlighting the importance of clear and engaging content in email communication for effective library promotion.\u003c/p\u003e \u003cp\u003eThe study's findings further illuminate a promising avenue for libraries to leverage mobile phones and mobile apps in the marketing of e-resources. The resonance between these findings and previous research underscores the potential for academic libraries to harness mobile technology effectively. This aligns with the changing technological landscape and users' preferences. As users increasingly rely on mobile devices for information access, academic libraries that strategically incorporate mobile-friendly approaches are better positioned to meet the evolving needs of their user base. The study encourages libraries to explore the development of dedicated mobile apps, ensuring seamless access to and engagement with e-resources. This aligns with contemporary trends in library services that prioritise accessibility and user-centric design. The potential of dedicated mobile apps as innovative tools for marketing e-resources aligns with insights from Al-Rahmi et al. (2019) and Schmidmaier et al. (2019), emphasising the role of mobile technologies in enhancing accessibility and engagement. The acknowledgment of mobile apps as a means to cater to the convenience and preferences of the student demographic is consistent with findings from Kukulska-Hulme et al. (2015) and Ranieri et al. (2016), highlighting the importance of mobile devices in modern education.\u003c/p\u003e \u003cp\u003eThe findings align with earlier research in emphasising the significance of embracing contemporary technologies for library marketing. Insights from Ansah et al., (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Cheng, et al., (\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and others resonate with the importance of adopting modern tools and strategies to effectively communicate and engage with the student community. The acknowledgment of the role played by Web 2.0 technologies, email, SMS, and mobile apps is consistent with a broader trend in library marketing literature that underscores the need for adaptability to technological advancements.\u003c/p\u003e \u003cp\u003eMoreover, the qualitative findings, supported by the survey outcomes outlined in Table\u0026nbsp;4.6, underscore the importance of harnessing Universal Resource Locator (URL) links on library computers. Creating direct URL links to access e-resource databases from library computers' desktops emerges as a potent solution to address students' underutilization of subscribed electronic databases. Participants noted the strategic value of this approach in facilitating easier access and providing instructional support, enhancing students' inclination to fully utilise these invaluable resources. This strategy resonates with observations made by Abrams and Tidal (\u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and Nwone and Mutula (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), emphasising the optimization of library marketing with short URLs and the positive impact of providing links to e-resources along with demonstrative videos.\u003c/p\u003e \u003cp\u003eThe study's findings shed light on the efficacy of employing digital display screens, strategically positioned within and outside libraries, as a progressive approach to marketing e-resources. These contemporary tools offer dynamic platforms to present a broad spectrum of e-resources, including e-books, online journals, databases, and diverse digital content. The multifaceted capabilities of digital display screens are evidenced in their capacity to showcase resources, foster curiosity, and simplify access. Digital display screens contribute significantly to enhancing the utilisation of e-resources by offering clear guidance on accessing them, providing login information, and presenting updates in real-time. The study aligns with prior research by Yi (\u003cspan citationid=\"CR90\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), Eze et al. (2018), Ifijeh (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), and Yusuf (2020), emphasising the potential of digital display screens to communicate the accessibility, convenience, and searchability features of e-resources. The dynamic and real-time information sharing through these screens plays a pivotal role in modern library settings, engaging users effectively.\u003c/p\u003e \u003cp\u003eThe study further highlights the efficacy of offering online tutorials and webinars as strategies to enhance students' utilisation of e-resources. These learning opportunities provide valuable support in navigating complex e-resources, fostering proficiency, and facilitating easier access. The interactive nature of online tutorials and webinars fosters personalised learning experiences, allowing students to ask questions and receive immediate feedback, thereby clearing doubts or misconceptions. Furthermore, the study suggests that librarians can leverage blogs, podcasts, and video-sharing platforms to enhance student engagement with e-resources. Blogs serve as platforms for informal interaction, sharing insights, tips, and updates related to e-resources. Podcasts and instructional videos provide additional avenues for librarians to share expertise, offer guidance on accessing specific e-resources, and highlight their benefits for academic research. These multifaceted approaches, including online tutorials, webinars, blogs, podcasts, and videos, collectively contribute to a dynamic and interactive learning environment. They align with contemporary trends in education that emphasise the importance of personalised and engaging learning experiences. The study's findings resonate with the comprehensive nature of these strategies, reinforcing the notion that a combination of approaches can effectively enhance students' engagement with and utilisation of e-resources.\u003c/p\u003e \u003cp\u003eThe study acknowledges the importance of adequately training library staff to adeptly deploy these tools and technologies for effective e-resource marketing. Digital literacy skills are essential, and educators and researchers should actively cultivate proficiency in various tools to facilitate collaborative learning and knowledge exchange. While the study emphasises the wealth of contemporary and emerging tools and approaches, it also highlights the need for the complementation of traditional approaches. Addressing funding and resource challenges is pivotal for implementing these strategies and fostering a culture of robust e-resource utilisation among students. The study's findings align with reports by Uzuegbu et al. (\u003cspan citationid=\"CR84\" class=\"CitationRef\"\u003e2012\u003c/span\u003e) and Scholastica and Njoku (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), highlighting the critical role of library websites in e-resource marketing. In the evolving landscape of library services, prioritising website utilisation emerges as a cost-effective marketing avenue, especially for institutions with limited budgets. Therefore, the study's conclusions underscore the critical role of website utilisation in modern e-resource marketing strategies. The integrated approach of leveraging a combination of Web 2.0 technologies and traditional techniques fosters a dynamic environment that nurtures collaborative learning and knowledge sharing among students, contributing to their academic success.\u003c/p\u003e \u003c/div\u003e"},{"header":"6.0 Conclusion","content":"\u003cp\u003eThe study illuminates the effectiveness of both traditional and contemporary strategies for marketing electronic resources (e-resources) to students in technical universities across Ghana. The findings reveal that while traditional methods—such as guidance from lecturers and library orientation events—continue to play a crucial role in raising awareness, the growing acceptance of Web 2.0 technologies like social media, institutional websites, SMS messaging, and digital displays has significantly improved students' engagement with e-resources. In reflecting on these findings, it becomes evident that libraries in technical universities must embrace a hybrid approach, integrating technology-based strategies with conventional methods to better meet the needs and preferences of today’s students. This adaptation is essential in aligning with the rapidly evolving digital landscape and the increasing reliance on digital communication tools. The study highlights that leveraging these technologies not only enhances the visibility and accessibility of e-resources but also fosters a more interactive and engaging experience for students, ultimately contributing to improved academic outcomes.\u003c/p\u003e \u003cp\u003eReflecting on the findings, it is evident that a hybrid approach, combining both traditional and modern marketing techniques, is essential for maximising the visibility and utilisation of e-resources. This integration not only aligns with current technological trends but also caters to students' evolving preferences and behaviors. The study underscores the importance of leveraging digital tools to create a more interactive and accessible learning environment. The study in a nutshell, offers valuable insights into effective e-resource marketing strategies, a more nuanced exploration of the challenges and opportunities presented by both traditional and innovative methods is needed. By addressing these areas in future research, academic libraries can better adapt to the changing landscape and enhance their efforts to support student learning and engagement.\u003c/p\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e6.1 Limitations of the study\u003c/h2\u003e \u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eThe study is geographically limited to technical universities in Ghana, which may have restricted the generalisability of the findings to other regions or types of academic institutions. While international studies provided valuable insights, the generalisability of their findings to the Ghanaian context may be limited due to differences in institutional, technological, and socio-economic factors.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAlso, libraries' lack of comprehensive marketing data, including structured documentation, hindered the analysis of the long-term impact of marketing strategies.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAdditionally, the research primarily focusses on the perspectives of students and senior library professionals, with less emphasis on the viewpoints of junior library staff and faculty, who play an important role in e-resource marketing.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e \u003cp\u003e\u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e"},{"header":"7.0 Recommendations","content":"\u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLibraries should integrate Web 2.0 technologies into their marketing strategies, with a particular emphasis on social media, institutional and library websites, and mobile apps, to maximise the impact on e-resource promotion.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eImplementing targeted SMS messages and email communication is recommended to provide timely updates and information to students, fostering increased awareness and engagement with e-resources.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLibraries should proactively create Universal Resource Locator (URL) links on library computers' desktops to simplify access to databases, offering instructional support to encourage students' full utilisation of subscribed electronic databases.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLibraries are encouraged to strategically position digital display screens within and outside library premises, effectively showcasing e-resources, providing guidance on access, and offering real-time updates to enhance user engagement.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eLibraries should consider offering online tutorials, webinars, blogs, podcasts, and videos to support students in navigating and utilizing e-resources effectively, fostering a dynamic and interactive learning environment.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eTechnical university libraries should adopt strategies to enhance their social media outreach focusing on platforms that are popular among students, such as WhatsApp, Facebook, Instagram, and Twitter deploying platforms differently—WhatsApp for instant for messaging and sharing updates, Facebook for creating library groups or pages to promote new resources, and Instagram for visual and multimedia content that highlights tutorials or new e-resources.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e\u003cp\u003e\u003c/p\u003e"},{"header":"8.0 Suggestions for future studies","content":"\u003cp\u003eReflecting on the studies limitations future research may focus on the following:\u003c/p\u003e\u003cp\u003e \u003c/p\u003e\u003col\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eInclude a broader range of institutions and incorporating multiple stakeholder perspectives.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eExplore the impact of emerging technologies, such as artificial intelligence and personalised marketing approaches, to provide deeper insights into optimising e-resource promotion strategies.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eDelve deeper into the user experience of students with different e-resource marketing strategies, identifying preferences, challenges, and areas for improvement.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eConduct longitudinal studies to assess the long-term impact of implemented strategies on students' sustained engagement with e-resources would provide valuable insights. Comparative studies between different technical universities or regions within Ghana could reveal contextual variations in the effectiveness of e-resource marketing strategies.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003cspan\u003e \u003cli\u003e \u003cp\u003eAs technology evolves, continuous research on emerging technologies like social media and mobile apps is needed; further exploration is needed into how new and emerging technologies, such as AI-driven personalised marketing and data analytics, could further optimise e-resource promotion.\u003c/p\u003e \u003c/li\u003e \u003c/span\u003e \u003c/ol\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAbdelrazig AAM (2018) Marketing of Library and Information Services in Academic Libraries: A Case Study of University of Gezira Libraries, Sudan (Doctoral dissertation, University of Gezira)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbdullahi ZM (2021) Information Literacy Skills and use of e-resources by undergraduate students in Nigeria in relation to Kuhlthau. \u0026rsquo;s Model of Information Search Process (ISP)\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbdulrahman Y, Onuoha J (2019) Challenges associated with accessing and utilizing library electronic information resources by economics education students in Southeast, Nigeria. \u003cem\u003eLibrary Philosophy and Practice, available at\u003c/em\u003e: \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://digitalcommons.unl.Edu/libphilprac/2711/\u003c/span\u003e\u003cspan address=\"https://digitalcommons.unl.Edu/libphilprac/2711/\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e \u003cem\u003e(accessed 15 April 2020)\u003c/em\u003e\u003c/span\u003e\u003c/li\u003e \u003cli\u003e\u003cspan\u003eAbrams K, Tidal J (2020) Optimizing Library Marketing with Short URLs. 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Available online at \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttp://hdl.handle.net/11295/105496\u003c/span\u003e\u003cspan address=\"http://hdl.handle.net/11295/105496\" targettype=\"URL\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Koforidua Technical University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":" electronic resources (e-resources); marketing; Ghanaian technical university libraries; library marketing strategies; web 2.0 technologies in libraries; social media in library marketing","lastPublishedDoi":"10.21203/rs.3.rs-5354193/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5354193/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cem\u003eThis paper is derived from a recently concluded doctoral study which delved into innovative strategies for marketing electronic resources (e-resources) in technical universities in Ghana. The ultimate focus was on enhancing student engagement and utilisation of e-resources. The research adopted mixed method design where both quantitative and qualitative processes were employed to gather insights. A sample of 932 (5%) registered student users out of 18,640 from 10 technical universities (TUs) were selected using a stratified random sampling process. Additionally, 34 library professionals were included using a census approach. The respondent rates were 76% (706) for student respondents and 62% (21) for library and information professionals. The study findings indicate that the predominant methods for creating awareness among students include being directed by lecturers, informed by colleagues, library notices, posters, signage, and orientation events. Additionally, Web 2.0 technologies, predominantly social media marketing, instant SMS messages, URL links, institutional website projection, video and audio tutorials, and digital display screens, are all well accepted by students for promoting e-resources. The study emphasises the importance of leveraging technology-based marketing strategies for effective e-resource marketing and recommends integrating these strategies and tools into Ghanaian TU libraries’ marketing efforts. The aim is to maximise the visibility, accessibility, and utilisation of e-resources. This research provides valuable insights for libraries in technical universities to improve their marketing approaches and enhance student engagement with e-resources.\u003c/em\u003e\u003c/p\u003e","manuscriptTitle":"Contemporary strategies for marketing electronic library resources to students: a study of technical universities in Ghana","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2024-10-30 06:05:43","doi":"10.21203/rs.3.rs-5354193/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"74ce3b32-2e84-4a52-9803-04b6cc381419","owner":[],"postedDate":"October 30th, 2024","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":39561947,"name":"Library Science"}],"tags":[],"updatedAt":"2024-10-30T06:05:43+00:00","versionOfRecord":[],"versionCreatedAt":"2024-10-30 06:05:43","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5354193","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5354193","identity":"rs-5354193","version":["v1"]},"buildId":"qtupq5eGEP_6zYnWcrvyt","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}