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

Newsletter: Asia-Oceania Regional Division, December 2025
(International Federation of Library Associations and Institutions (IFLA), 2025-12-21) IFLA Asia and Oceania Regional Division Committee
The last issue of 2025 of the IFLA Asia and Oceania Regional Division Newsletter includes editorials from the Chair of the Asia-Oceania Regional Division Committee, the Manager of the Regional Office for Asia and Oceania, and news from IFLA, the region and beyond.
Empowering School Libraries
(International Federation of Library Associations and Institutions (IFLA), 2025-12-21) Niwai, Fumie; Inagaki, Tadashi; Maas, Alexander; Noborimoto. Yoko
RefNavi is a digital tool designed to support junior and senior high school students' inquiry-based learning activities and promote collaboration between teachers and librarians. As students use many types of sources—books, databases, websites, and social media—their information-gathering process becomes more complex and often turns into a "black box," meaning teachers and librarians cannot see what kinds of sources students are using or when. This makes it difficult to understand students' progress and give timely support. RefNavi helps students record and organize the bibliographic information of the sources they use. It makes their research process visible and easy to understand. Teachers and librarians can use this information to give advice based on each student's actual needs and stage of inquiry. RefNavi also allows students to share their process with peers, supporting collaborative learning and encouraging information sharing in group work. In addition, it shows how school librarians support students, helping teachers recognize their expertise and the importance of guided information use. This poster introduces RefNavi's key features and shows how it works in real classrooms. RefNavi offers a practical way to make inquiry-based learning more visible, collaborative, and supported
Teaching Digital Literacy in the AI Era: Beyond Search and Click
(International Federation of Library Associations and Institutions (IFLA), 2025-12-21) Yang, Sharon Q.
Artificial intelligence (AI) is being widely adopted and increasingly incorporated into many applications, directly impacting our daily lives. It continues to grow in popularity—even in the face of classroom bans. Teaching users how to evaluate AI-generated content is both a challenge and a necessity, forming a crucial part of digital literacy. This issue warrants serious attention. This paper explores the challenges posed by AI-generated content and highlights the progress librarians and the tech industry have made in addressing them. It discusses the metrics, criteria, and tools that librarians use to evaluate AI content—and examines how effective these methods are. Keywords: AI, digital literacy, evaluation criteria
Towards an Inclusive Digital Literacy Framework
(International Federation of Library Associations and Institutions (IFLA), 2025-12-21) Mwaurah, Naomy
Inclusive digital literacy is essential for effective navigation of a digitized society, extending beyond technical skills to encompass critical thinking, information management, and ethical digital citizenship. Its definitions have evolved from instrumental views to nuanced approaches that acknowledge the interplay between technology, society, and education. The transition into the digital age, accelerated by Industry 4.0 and the COVID-19 pandemic, highlights digital literacy as a primary means of employment and a necessary 21st-century skill. Despite digital inclusivity incentives, adapting remains a challenge for those with limited access or skills. Supporting SDGs 4, 5, and 10, developing an inclusive digital literacy framework is paramount, requiring a multi-faceted approach involving policy, instructional design, and resource allocation to bridge disparities. This paper, through a qualitative literature review, addresses barriers to digital inclusion, assesses existing digital literacy models, and proposes inclusive strategies. Key barriers include the socio-economic divide, the digital divide, educational and skills gaps, and psychological and cultural factors. Existing models, such as the G20 Digital Literacy Simplified Model, DigComp, UNESCO Media and Information Literacy Framework, Digital Literacy Framework for Citizens, Maturity Model for Digital Literacies, Framework for Digital Fluency, and DigiLit Framework, each have strengths in defining competencies but limitations in addressing diverse contexts, foundational skills, or practical implementation for marginalized communities. Proposed inclusive strategies emphasize understanding the landscape of digital literacy by identifying target audiences, assessing needs, analyzing barriers, and reviewing existing resources. An inclusive digital literacy framework, designed with UDL principles, culturally relevant, multilingual, and accessible modular curriculum with real-world applications, is vital for bridging the digital divide. It promotes digital empowerment, adaptable learning, cultural relevance, and equitable access. Successful implementation requires multi-stakeholder collaboration and continuous evaluation to ensure all individuals can participate in the digital age, fostering equity and socio-economic development.
Artificial intelligence as an instrument for smarter cataloguing: a prospective dialogue
(International Federation of Library Associations and Institutions (IFLA), 2025-12-21) Koskas, Mathilde; Roche, Mélanie
Empirical evidence suggests that the hiring, training and retaining of cataloguers is increasingly challenging for libraries. While funding and advocacy with upper management and government agencies that prioritise costs without understanding the intricacies of today’s metadata ecosystem is a factor, a lower interest in the traditional competencies of cataloguers seems to be at play as well. Meanwhile, Artificial Intelligence (AI) and related technologies garner interest from decision-makers for their perceived modernity and economic promises, as well as from information professionals who have developed automated metadata processes for decades. In times of economic constraints and a rapidly-changing workforce, apposite use of AI technology is a major factor, and it is incumbent on us to find how best to harness it as an efficient tool addressing the challenges we face. As far as metadata production is concerned, this could mean finding innovative ways of automating “traditional” tasks that production chains still need but cataloguers are less adept at, freeing them for the new tasks that have emerged as the consequence of the evolution of models and standards and where human intervention remains more than ever indispensable. Drawing on French and international experience, this is a dialogue between two seasoned cataloguing and bibliographic models experts who take a prospective look at the recent technological developments and their potential contribution to the challenges faced by cataloguing as a profession. It is our belief that technological progress should be about freeing human intelligence from repetitive and non-meaningful tasks, the better to bring about a world where cataloguers can focus on value-added, smarter tasks. This is how the cataloguing community has used automation in libraries in the past, and there is no reason why this should stop at the newest technologies.