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

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    Is Your Library a Climate Information Integrity Leader?
    (International Federation of Library Associations and Institutions (IFLA), 2025-11-19) International Federation of Library Associations and Institutions (IFLA)
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    Self Assessment Tool Worksheet: Take your work to the next level
    (International Federation of Library Associations and Institutions (IFLA), 2025-11-19) International Federation of Library Associations and Institutions (IFLA)
    IFLA is committed to involving the global library field in the 2025 COP30 Action Agenda, which activates multi-stakeholder climate action in support of the Paris Agreement. We want to help mobilise libraries everywhere to become champions for climate change information integrity. Use this self-assessment worksheet to help you consider how to advance your work on climate action, and access resources that guide you along the way.
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    Minutes of Meeting: National Libraries Section, 18 September 2025
    (International Federation of Library Associations and Institutions (IFLA), 2025-11-18) IFLA National Libraries Section Standing Committee; Tan, Huism; Butigan, Tamara; Yeo, Alicia
    Minutes of Business Meeting held on 18 September 2025 via Teleconference (MS Teams) Time: 8:00 AM (Washington) / 2:00 PM (CEST) / 3:00 PM (Doha) / 8:00 PM (Singapore)
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    Libraries Empowering Society through Digital Literacy
    (De Gruyter Saur, 2026) Schmidt, Janine; Todd, Heather; Dalrymple, Prudence W.; Marquardt, Luisa; Zou, Ning; Shahid, Syeda Hina; Aslam, Tabassum; Mahmood, Munazza; Burns, Elizabeth A.; Chaudhary, Saloni; Singh, Anand Kumar; Evans, Sarah A.; Molina, Lacy; Moore, Jennifer; Smith, Daniella; Tudor, Alissa; Schultz-Jones, Barbara; Cooper Moore, David; Wong, Amy; Lim, Bee Ang; Lim, Hwa Shan; Seng, Ruby; Chu, Francine; Tan, Sharon; Cameron, Ruth; Davidsson, Sara; Cain, Kat; Newton, Kristy; Ratcliffe, Wendy; Chapman, Emma; Cham, Kwang Meng; Kruesi, Lisa; Celeste, Tania; Hennessey, Trent; Chaparro, Sergio; Robinson, Laura A.; Nyitray, Kristen J.; Reijerkerk, Dana; Peterson, Ashley; Ali, Ibraheem; Solodkaya, Alexandra; Varma, Varsha; Murari, Durga; Lagos, Anna; Oates, Julie; Sato, Marianne; Baylen, Danilo Madayag; Thompson, Jessica; Farmer, Lesley S.J.; Mutev, Viktor; Krahmer, Ana; Feeney, Mary; Gitonga M’Mbijjewe, Gitonga; Oyange-Ngando, Elizabeth; Gitonga, Augustine; Riga, Andrea; Toerien, Darryl; De Gruyter Saur
    The origins of this book lie in a proposal submitted several years ago to produce a book on the topic of transliteracy, which sought to address the issues of the multiple literacies required for successful information use. The world changed. Information and communications technology developments with high-speed connectivity, massive growth in social media, huge computer storage capacity locally and remotely, ubiquity of mobile devices, and the emergence of artificial intelligence led to new ways of human and machine interaction. Sustainability issues came to the fore, and the pandemic brought social and economic disruption. There was a growing realization that sophisticated skills were required to deal with information access and use in an online world with a surfeit of information, vast quantities of user-generated content—particularly by so-called influencers—and multiple means of digital communication. An overabundance of fake news, misinformation, and disinformation, along with the many platforms being used for the transmission of information, has led to disquiet about the ability of individuals to discover and evaluate the information needed for daily living, participation in the workforce, and scholarly endeavors. Community and individual information needs have changed. Digital natives, who have grown up using computers and smartphones; digital immigrants, who were raised before the ubiquity of information technology and have acquired skills over time; and digital refugees, who have lost jobs due to the emergence of new technology or who are unable or unwilling to use it effectively, have different needs, capabilities, and ways of learning. These differences require librarians and educators to adapt their collections, teaching approaches, and services to reach and engage with these communities. The difficulties of locating, evaluating, and applying the right information at the right time have brought new attention to library values of authority, credibility, veracity, and equitable access to information, and a wider use of the term digital literacy.
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    RDA’s AI Strategy and the Future Development of RDA
    (International Federation of Library Associations and Institutions (IFLA), 2025-10) Behrens, Renate
    This presentation outlines how RDA is addressing the increasing influence of artificial intelligence on cataloguing practices. It introduces the Joint RDA Board and RSC Working Group on AI, established to support libraries facing operational and economic challenges and to guide the responsible integration of AI into RDA workflows. The presentation and the white paper outline the general direction of the RDA's strategy in this area and a set of guiding principles for developing it. (presented on 15 August 2025, at "Institutional Responses to AI: Libraries, Standards Bodies and Bibliographic Agencies in Transition" session)