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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IFLA

Recent Submissions

Minutes of Meeting: North America Regional Association, 11 May 2026
(International Federation of Library Associations and Institutions (IFLA), 2026-05-11) IFLA North America Regional Division
Meeting of the North America Regional Division held on 11 May 2026. The Library Map of the World was presented to participants by headquarters' staff. The group also discussed results of the advocacy priorities survey sent to the committee. Update were given on the upcoming American Libraries' Association workshop, the WLIC and committee work.
Minutes of Meeting: North America Regional Association, 8 June 2026
(International Federation of Library Associations and Institutions (IFLA), 2026-06-08) IFLA North America Regional Division
Meeting of the North America Regional Division held on 8 June 2026. Members discussed the Library Map of the World project and the upcoming session at the American Library Association. Committee updates included increased social media presence and other communications items. Committee discussed submitting a proposal for the Charleston Conference, and an update from the Regional Divisions Council included discussion of school libraries.
Beyond the Data: A Multi-Dimensional Framework for Rethinking Library Users Through Archetypes and Behavioral Design
(International Federation of Library Associations and Institutions (IFLA), 2026-08-26) Arango Vásquez, María Alejandra; Cubaque, Anderson
Traditional library metrics tell us what users do, but rarely why. Usage data and satisfaction indicators, while valuable, often miss the richer picture: learning styles, emotional drivers, and motivations that shape how people engage with knowledge in library spaces. This poster presents a user research initiative developed at the Alfonso Borrero Cabal, S.J. Library of the Pontificia Universidad Javeriana in Bogotá. In response, the Library designed an original methodology that shifts the analytical lens from service use to meaningful experience. A central element is the incorporation of Meaningful Learning Experiences (MLEs) as a mechanism to activate deeper engagement and knowledge appropriation. To operationalize this approach, we developed a multidimensional archetype framework structured around three pillars: personality, informed by Jungian archetypes; learning models, based on Kolb and Felder–Silverman; and behavioural interaction with the Library. Together, these dimensions allow libraries to move beyond the generic concept of the “user” and design for people with diverse cognitive styles, behaviours, and motivations. The findings point to a broader challenge: users arrive with curiosity and a desire to learn, yet library services are not always designed to activate these dispositions. This poster invites the library community to view user research not only as a diagnostic tool, but also as a foundation for designing experiences that respond to human complexity.
From Hallucination to Critical Thinking: Developing an AI-MIL Framework in Korean School Libraries
(International Federation of Library Associations and Institutions (IFLA), 2026-08-26) Kim, Eunhyun; Kim, Seohyun
When students accept ChatGPT's answers uncritically, AI hallucination silently erodes the foundation of learning. But what if that very hallucination could become a powerful teaching tool for critical thinking? As generative AI reshapes information seeking, information literacy has shifted from "finding information" to "designing questions and verifying AI-generated answers." Yet existing instructional models have not caught up. Six school librarians from six Korean high schools collaboratively developed the AI-MIL (Artificial Intelligence–Media and Information Literacy) Framework, redesigning the traditional Big6 model by integrating UNESCO MIL competencies and Computational Thinking. In school library sessions, students progressively refined their prompts through a Question Continuum model and directly detected hallucinations and biases in AI outputs using the SIFT strategy—turning verification itself into a vehicle for critical thinking. Where empirical evidence of generative AI literacy education in K–12 school libraries remains globally scarce, a pilot study with 33 students (32 completing both surveys) using paired t-tests confirmed significant improvements in search strategy (p=.015) and evaluation skills (p=.021). Students demonstrated habitual cross-verification and evidence-demanding behaviours. Designed to ensure equitable AI literacy regardless of socioeconomic context, this framework offers a scalable, ready-to-implement model for school libraries worldwide.
The children’s library as a safe space for safeguarding the human rights of migrants and asylum seekers in Costa Rica
(International Federation of Library Associations and Institutions (IFLA), 2026-08-26) Soto, Sharon Ugalde; Vindas, Bryan
The Miriam Álvarez Brenes Children's Library (BIMAB) of the National University (UNA), in partnership with the United Nations High Commissioner for Refugees (UNHCR), presents the initiative "Libraries Know No Borders." This initiative, launched in 2023, focuses on developing literacy and social action strategies in border communities, as well as awareness-raising and training programs on human rights for migrant and refugee families in the country. The objective of this process is to highlight the role of the children's library as a key agent in raising awareness of human rights, especially in contexts of human mobility. The Children's Library is a 30-year-old project belonging to the School of Library Science, Documentation and Information, it is the only children's library in the country, likely in central America. The methodology for this initiative is based on the systematization of experiences developed between 2023 and 2026, including reading mediation programs, storytelling, play-based learning activities, and dialogue spaces with refugee and migrant families. As a space for student engagement, a positive impact has been observed within the university student community, as they have taken a leading role in implementing the aforementioned actions.