CC BY 4.0Mrázová, MichaelaJavorčík, Tomáš2026-08-122026-08-122026-08-12https://2026.ifla.orghttps://repository.ifla.org/handle/20.500.14598/7233Rapid digitisation of library services requires librarians to continuously develop their digital competencies, yet training provision in Czechia remains fragmented, non-personalised, and lacks a shared competency reference framework. No validated, role-specific digital competency model exists for Czech library staff, nor a platform that systematically adapts learning to individual needs and entry level. Digitorium addresses this gap through a mixed-methods design. Multi-phase content analysis of DigComp 3.0, DigCompEdu and DigCompOrg, cross-referenced with Czech national qualification standards (NSK), underpins a competency model for three job profiles: frontline librarian, senior librarian–methodologist, and library director. The model is validated by expert panel and operationalised in an adaptive microlearning platform: entry-level self-assessment and format preference generate a personalised learning pathway of short, role-specific modules, followed by post-assessment, learning analytics and semi-structured interviews. Outputs are a validated role-specific competency model with behavioural indicators, a diagnostic self-assessment instrument, and a functional adaptive learning environment designed for scalability across the Czech public library network. The poster presents the framework's construction and the platform architecture, inviting comparison with parallel initiatives internationally. Keywords: digital competencies, continuing professional development, microlearning, adaptive learning, DigComp, public librariesenghttps://creativecommons.org/licenses/by/4.0/Digital library servicesTrainingContinuing professional developmentWorkplace learningPublic librariesPostersMrázová, MichaelaJavorčík, Tomáš