IFLA Repository

The IFLA Repository was established to collect and disseminate works by the global IFLA community. Here you can explore IFLA Standards, key publications, core documents and much more. Items in the repository are integrated with our main website, IFLA.org, as “Resources” and displayed in a separate Resources page of the website, as well as in relevant unit or topic pages.

If you have questions about this site, please contact repository@ifla.org.

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Recent Submissions

Knowledge and perceptions of the use of artificial intelligence among students of the Bachelor's Degree in Documentation and Information Sciences and Technologies (ISCAP-P. Porto, Portugal)
(International Federation of Library Associations and Institutions (IFLA), 2026-08-27) Carvalho, Milena; Martins, Susana
This paper presents an exploratory case study of how future information professionals perceive Artificial Intelligence (AI) applications, required competences, and associated risks in libraries and information services. The study involved 54 students enrolled in the Bachelor's Degree in Documentation and Information Sciences and Technologies at ISCAP – P.PORTO, Portugal. Data were collected in March–April 2025 through a 45-item Likert-scale questionnaire adapted from Subaveerapandiyan et al. (2023). Descriptive statistics, reliability analysis, and K-means clustering (k = 3) were applied. The adapted scale showed high internal consistency (Cronbach's α = .939). Students perceived AI as an emerging infrastructure for information services, particularly for finding scholarly articles, chatbots, reference support, data management, indexing, and decision support, with mean scores ranging from 3.6 to 4.2. AI- and data-related competences were considered essential, while current skill gaps were perceived as a less significant barrier, suggesting pragmatic confidence. Perceptions of employment threats, energy use, professional replacement, supplier shortages, and budget constraints were more heterogeneous. K-means clustering identified three exploratory profiles: moderate pragmatists, engaged utilitarians, and reflective pragmatists. The findings have implications for Information Science education and curriculum design, although generalisation is limited by the small, single-programme sample, reliance on self-reported perceptions, single institutional context, and exploratory clustering analysis.
Transforming Access: Library‑Led Support for Students with Special Educational Needs
(International Federation of Library Associations and Institutions (IFLA), 2026-08-27) Chan, Tsz Ching (Alice)
Academic libraries are increasingly expected to advance equity and inclusion in higher education. This poster presents a library-led approach to supporting students with Special Educational Needs (SEN), illustrating how libraries can power transformation through inclusive and sustainable service design. As personal technologies enable students to access information through their own devices, library support must evolve beyond fixed locations and specialist equipment. The University of Hong Kong Libraries is moving from reactive provision towards a flexible ecosystem connecting accessible spaces, assistive and mainstream technologies, resources and services, staff capacity, and institutional partnerships. The poster introduces a five-stage transformation journey and a four-pillar model covering accessible spaces, technologies, resources and services, and people and partnerships. A central online guide connects students with relevant facilities, technologies, resources, and support while enabling greater choice and independent access. Rather than replacing dedicated facilities, personal technologies complement accessible library spaces and specialist support. The model demonstrates how accessibility can be embedded across physical and digital environments and offers transferable principles for academic libraries seeking to respond to evolving technologies and user needs.
Innovating for Inclusive Access: Transforming Library Spaces for Regional, Rural and Remote Communities
(International Federation of Library Associations and Institutions (IFLA), 2026-08-27) Hounslow, Liz; Walkley Hall, Liz
Flinders University Library has undertaken a strategic transformation to address persistent inequities experienced by Regional, Rural and Remote (RRR) students, researchers, and staff across South Australia and the Northern Territory. In 2025, the Library developed and implemented a Regional, Rural and Remote Framework aligned with the University’s strategy, Around the Campfire: Connecting Our People, to reimagine how library spaces, services, and staff engagement can better support underrepresented communities. The framework reconceptualises the library as a flexible, culturally responsive network of virtual, pop-up, and community-embedded spaces, rather than a single physical location. These approaches are supported through online learning, demand-driven services, and outreach delivered by staff embedded within RRR communities. Central to this work are principles of equity, cultural respect, and collaboration, including partnerships with Aboriginal and Torres Strait Islander communities to support culturally safe and locally relevant practice. This poster demonstrates how libraries can transform spaces and service models to foster belonging, strengthen community connection, and enable meaningful access beyond metropolitan campuses. It offers practical insights for libraries internationally seeking to respond to changing user needs, expand engagement, and design inclusive services for geographically dispersed communities.
Entrepreneurship Curriculum as a Catalyst for Transformation and Sustainability of Libraries Beyond Borders: Practices from Library and Informatics Science Education in Indonesia
(International Federation of Library Associations and Institutions (IFLA), 2026-08-27) Ragil, Tri Atmi; Fitri, Mutia; Vina, Amelia Maharani
Libraries in Indonesia face complex challenges, including digital disruption, changing user expectations, and a widening gap between traditional library education and workplace competency demands. This poster presents the implementation of entrepreneurship based curriculum in the Department of Information and Library Science (LIS) Universitas Airlangga. The curriculum is delivered through three integrated components. First, classroom learning introduces students to business model development, product design, and library service marketing. Second, students gain hands on experience by creating and commercially selling information based products. Third, field visits to business sectors and media organizations broaden students' entrepreneurial perspectives in real world settings. Based on curriculum analysis and program implementation, this poster argues that entrepreneurship integration into LIS education is not merely a response to limited job opportunities. Rather, it is a strategic approach to transforming libraries into more innovative, adaptive, and sustainable institutions in the digital age. Graduates with an entrepreneurial mindset are better prepared to initiate service innovation and develop new information business models. The Universitas Airlangga model can be adapted by LIS programs across the Global South. This supports the subtheme of Shaping Future Leaders: Professional Development for Future Focused Libraries.
Tear-off Calendars as Catalysts for Change: A Pilot Study on Atypical Reading Mediums in Elderly Reminiscence Care
(International Federation of Library Associations and Institutions (IFLA), 2026-08-27) Wu, Yu-Fan; Hou, Yi-Zhen
This pilot study examines the impact of a daily micro-reading intervention on older adults using Reminiscence Therapy principles. Participants aged 65–70 who are information science experts read daily tear-off calendars featuring historical United Daily News content. Through qualitative observations and in-depth interviews—incorporating the GDS-15 and social network scales—the study evaluated feasibility, cognitive responses, and methodological design. Results show that historical news prompts long-term memory retrieval, self-identity, and social motivation. The physical action of tearing pages created a stabilizing daily ritual, enhancing temporal awareness and motor activity. While no dramatic shifts in depression were observed among these healthy participants, the model triggered a significant implicit impact on positive emotions and cognitive satisfaction. Expert feedback helped refine the intervention workflow and content selection criteria. Overall, this research offers innovative thinking and novel approaches for library services dedicated to older adults, laying a strong foundation for future large-scale implementations.