IFLA Journal

Selecting an ideal library ambassador for social inclusion requires assessing the key personality traits that influence advocacy and engagement effectiveness. This study examines five critical traits—integrity, persuasion, competence, leadership, and connectivity—among 1364 respondents across Indonesia. Using confirmatory factor analysis and structural equation modeling, all of the indicators significantly contributed to their respective factors, with leadership (presentation: β = .513; inspiration: β = .510) and persuasion (sales ability: β = .492) showing the strongest effects. Fuzzy-set qualitative comparative analysis revealed that high-performing ambassadors combine all five traits configuration: 1,1,1,1,1; score: 3.84, while low performers lack leadership and connectivity, which critically reduces effectiveness. Integrity consistently emerged as a foundational trait driving positive outcomes. The study offers an evidence-based framework for ambassador selection, emphasizing leadership, connectivity, and integrity as the key attributes to strengthen advocacy, promote libraries, and advance Indonesia's literacy movement through inclusive community engagement.

This paper proposes a publicness evaluation model for libraries (PEML) designed in the light of various theoretical approaches and models applied to public spaces. The PEML captures the multidimensional nature of publicness, because it embraces the concept of a vertical and a horizontal structure with geographical and non-geographical, material and non-material dimensions, for a comprehensive understanding. The PEML can be broken down into its component units, so it can be used for individual analysis of each of the ways in which a library is public: as a space, as a collective subject, and as an object of debate and representation. The PEML proposal is a milestone in library evaluation, because it is the first model of its kind and because it is conceived to evaluate all public access libraries, not just government-run libraries.

The present manuscript study aims to examine publication trends, growth patterns, leading authors, collaborative networks, and thematic developments in Arabic, Persian, Ottoman and Sanskrit manuscript studies. Using a bibliometric approach, the study extracted 316 publications from the Scopus database. The study findings indicate that the period 2016–2024 was the most prolific in terms of annual scientific production, accounting for 59.4% of the total. The Journal of Islamic Manuscripts was identified as the leading journal, contributing 18 publications, and Qatar University and the University of Granada were the most productive institutions, each with eight publications. Germany recorded the highest output with 13 articles (multiple country publications [MCP]: 7.7%), followed by the USA with 12 articles. The findings show recent integration of computational techniques, including optical character recognition, image segmentation, metadata extraction, and deep learning, in manuscript scholarship. The study highlights the need for further research to enhance preservation practices, improve access, and guide future research directions.

This mixed-methodology research develops management strategies for innovative libraries to achieve lifelong learning, grounded in the UNESCO framework for sustainable education. An innovative library utilises technology in its services, including 24/7 availability without staff intervention. Data was collected from 408 respondents comprising library managers, staff and users from 136 innovative libraries. The Priority Needs Index Modified was derived, and a SWOT (strengths, weaknesses, opportunities, threats) analysis and TOWS (threats, opportunities, weaknesses, strengths) Matrix were conducted to develop management strategies. The results indicate human resource management as the main deficit area, with Learning to Do and Learning to Live Together as priority lifelong learning dimensions. The constructed strategies include six key strategies, 24 substrategies and 72 executable measures, verified by experts for validity and practicability, providing a vital framework for managing libraries in the digital age.

The role of the public library shifts through generations and how individuals experience it as place shape their relations to it. Through in-depth interviews with 37 individuals of different ethnicities and professions and born between 1961 to 2002, this study examined how individuals experienced Singapore public libraries across historical time. Findings revealed consistencies across intergenerational experiences of the library while highlighting changes in ways of accessing information with technological advancements and different life stage usage. In relation to factors that contributed to sense of place, three key themes emerged: (1) emotional attachments to place and function; (2) the materiality of space; and (3) familiarity through routines. The continued importance of the library as a provider of reading resources and implications for library design for diversity, multiplicity of use, access, wayfinding and thermal comfort are discussed.

When Chinese libraries first competed for the IFLA International Marketing Award in 2012, their presence barely registered internationally. By 2025, Ningbo Library had secured third place while Chinese institutions dominated the shortlists, marking a transformation in library innovation leadership. This study examines how intelligent marketing enabled this breakthrough by analyzing 39 Chinese library projects from 2012–2025 using grounded theory methodology. Through systematic coding, the authors identified 118 concepts, 23 categories, and 6 themes, and constructed a three-tier model: intelligent empowerment–cultural translation–value co-creation. The findings reveal that Chinese libraries strategically deployed intelligent marketing across four dimensions—data-driven insights, algorithm-aided content, platform-integrated channels, and interactive experiences—to overcome cultural barriers. This technological transformation enabled sophisticated cultural translation through diversified subjects, universalized content, and innovative methods while establishing sustainable value co-creation ecosystems. The authors propose the Strategic-Multimedia-Audience-Resonance-Technology (SMART) framework to guide libraries worldwide in enhancing their international communication capabilities.

This study examined the perceived influence of library services on reducing social inequalities and vulnerabilities among users of Kwara State Library Board (KSLB), Ilorin, Nigeria. Findings showed that the library services provided at KSLB reduce social inequalities through access to educational resources, providing skill-building workshops for marginalised communities, bridging digital divides, providing internet access for low-income users and promoting community engagement. The library services were found to reduce social vulnerabilities by fostering community tolerance and resilience, offering safe spaces for vulnerable groups, providing health information and educational programmes, and providing psychosocial support through partnership with social workers. Despite all these benefits, the results indicated that there are several challenges faced in accessing library services among users in KSLB, Ilorin, Nigeria. The study concludes that library services reduced social inequalities and vulnerabilities through provision of educational materials and safe spaces and promoting resilience.

Collaboration is essential for strengthening graduate education in Information Science, particularly within regional academic networks such as the Asia–Pacific iSchools. This study develops a multi-dimensional model of collaboration comprising five dimensions: Vision and Shared Goals; Partnership Agreements; People; Projects and Activities; and Communication and Relationships. Using a descriptive cross-sectional design, data were collected from graduate students and academic staff across six AP iSchools countries. Results show consistently positive perceptions of all five dimensions, with the People and Projects dimensions receiving the highest endorsement. Students emphasized human and activity-based aspects of collaboration, while staff placed greater importance on strategic alignment and formal agreements. These findings highlight the critical role of leadership, digital competencies, intercultural communication, and well-structured joint activities in supporting effective cross-institutional engagement. The study offers a framework and practical insights to guide regional cooperation, enhance program relevance, and prepare graduates for digitally driven and globally connected Information Science environments.

A methodological framework involving multiple sites and cross-culturally conducted in Egypt, Saudi Arabia and the United Arab Emirates was used to analyze the relationship between anxiety levels of Arab librarians and the extent of their utilization of artificial intelligence (AI) within libraries. A rigorous quantitative research design was used to gather a web-based survey from a total of 450 librarians across the three countries. Owing to the international nature of the research, the findings of AI implementation levels and future professional anxiety can be generalized across a variety of cultures. A positive linear correlation exists (R = 0.721; p < 0.001) between anxiety and the level of AI implementation indicating that approximately 52% of the variation in anxiety was explained by changes in AI implementation levels. The level of AI implementation was greatest in the United Arab Emirates (M = 1.99), then in Saudi Arabia (M = 1.85) and lowest in Egypt (M = 1.72). Although a statistically non-significant difference existed between the three locations (F = 1.41; p = 0.25), a statistically significant difference did exist between the three countries with regard to the level of AI implementation (F = 4.49; p = 0.08). Use of radio-frequency identification technology (86.1%) and self-service kiosks (67.1%) comprised the most common uses of technology in the surveyed libraries; however, use of AI technology remained relatively low (41.7%). The major concern regarding economic and technological anxiety of librarians was identified as job security (M = 2.71) followed by economic concerns (M = 2.65). In general, the study points out the need to consider the psychological impacts of evolving technology in libraries. The study also identifies possible avenues through which library administrators and policy makers can develop targeted professional development programs to mitigate technology-related anxiety when implementing AI. Finally, the study provides evidence-based suggestions to address the psychological implications of evolving technologies in libraries.

This study aimed to examine seven factors influencing the digital transformation of library and information services in Vietnamese academic libraries. A quantitative research method was employed, using a questionnaire distributed to library administrators and staff across 10 libraries. A total of 134 valid responses were collected and used for further analysis. The results indicated that all seven identified factors demonstrated strong internal consistency and were suitable for measuring digital transformation efforts. Among them, digital technologies received the highest ratings, followed closely by digital resources and services, as well as the role of digital librarians. The findings of this study offer practical implications regarding the key drivers and challenges influencing the adoption of digital technologies in libraries. They serve as valuable resources for policymakers, librarians and academic institutions in shaping strategic initiatives and implementing effective solutions to enhance service quality.

Climate change education (CCE) is widely recognized as essential for sustainable development and resilience, yet the role of school information specialists remains underexplored. This study examines how information specialists in Omani school learning-resource centres support climate change literacy within the national context of Oman Vision 2040 and sustainability initiatives in basic education. Using a convergent mixed-methods design, it surveyed and collected open-ended responses from 22 information specialists in boys’ and girls’ schools to explore their perceptions, self-reported knowledge, practices and perceived barriers. Findings indicate strong normative support for climate change education and nuanced understandings of climate literacy as cognitive, civic and action-oriented. However, respondents report limited climate-content confidence, scarce specialized resources, minimal training and weak collaboration with teachers, which constrain implementation of participatory, media-rich activities. The study concludes that information specialists are under-utilized climate educators and offers policy, professional-development and school-level recommendations to reposition learning-resource centres as catalysts of climate-literate, resilient communities.

In resource-constrained academic environments like Nigeria, early-career library and information science professionals navigate limited infrastructure, policy gaps and minimal formal training. Traditional models of professional learning explain development through shared practice but do not address the emotional and psychological pressures in such settings. This article presents an extended model that integrates emotional labour and resilience-building to better capture library and information science professionals’ growth in African universities. Based on phenomenological interviews, focus groups and reflective journals, the findings show that informal networks such as WhatsApp groups, peer mentoring and collaborative improvisation serve as both knowledge-sharing platforms and emotional support systems. The participants describe managing institutional neglect, professional invisibility and ethical dilemmas using emotional labour and adaptive resilience. These experiences expand the understanding of professional communities, framing them as sites of learning, survival and transformation. The model offers guidance for curriculum design, policy and professional support, highlighting the intersection of knowledge, identity and well-being in Nigerian Library and Information Science practice.

Links between information behaviour and information literacy are well documented. When preparing an information literacy teaching programme, it may be tempting to pay particular attention to information behaviour models, as each draws together many pertinent issues within a single framework. Such an inclination can be unwise, however. This article explores 10 problematic matters relating to information behaviour models. Specifically, the ideas of writers and readers as to what constitutes a model are often at variance. Models are generally assumed to be diagrammatic and process-oriented. Neither is always the case. The manner in which models have been constructed and how they have emerged from real information situations may not be made explicit. Models are frequently subjective, restricted and associated with limited evidence. There is much talk of the importance of ‘testing’ models. This is simplistic. Finally, although models provide benefits that go beyond those traditionally attributed to them, these are rarely exploited.

This study examines the promotional efforts implemented by Vietnamese public libraries concerning cultural heritage information and explores users’ evaluations of their quality and effectiveness. Using a mixed-methods approach, the study combines in-depth interviews, content analysis, and quantitative data to assess promotional practices from both staff and user perspectives. The findings indicate that libraries employ various methods, including events, social media, and traditional materials. However, these efforts are fragmented and lack strategic coordination. Digital communication remains underutilized, and user engagement with specialized cultural heritage services is limited. While users generally appreciate staff attitudes and some collaborative initiatives, promotional activities fall short in terms of creativity, flexibility, and attractiveness. The study recommends that public libraries adopt integrated marketing strategies combining digital and traditional channels, enhance staff digital competencies, and strengthen long-term partnerships with cultural institutions to improve promotional effectiveness.

This study investigates lifecycle-segmented student voices (voice of the customer; VoC) to inform the redesign and governance of an Information Science curriculum. Using a sequential explanatory mixed-methods design, we analyzed survey data from prospective (n = 988), current (n = 187), and alumni (n = 121) cohorts and integrated semi-structured interviews via a joint-display logic. Confirmatory factor analyses supported a three-factor satisfaction structure (Structure, Support, Brand) for current students and alumni, with weaker convergent evidence for alumni Support. A single-factor expectations model fit prospective/current cohorts but not alumni, indicating greater heterogeneity among graduates. Findings reveal a clear lifecycle-segmented divergence: prospective and current students prioritize employability-oriented features—authentic assessment, portfolio-building, and work-integrated learning (WIL)—while alumni elevate enduring analytical foundations coupled with agile integration of fast-evolving tools. Work-integrated learning emerges as a cross-segment anchor and high-impact practice. We translate these insights into a VoC Alignment Framework and Playbook that (i) fortifies the analytical core, (ii) innovates at the edge through modular, industry-linked offerings, and (iii) cultivates the learning ecosystem by expanding mentoring, WIL capacity, and frictionless support. Cross-segment contrasts are interpreted at the pattern level because multi-group invariance was not established and the alumni expectations model showed poor global fit. The study positions VoC as a governed information asset for decision intelligence in higher education and offers a replicable pathway for curriculum governance in iSchool/Information Science contexts.

The adoption of artificial intelligence in library services introduces significant ethical and privacy challenges, particularly in contexts shaped by emerging data protection regulations. This study examines how librarians in Thailand perceive and navigate ethical issues related to artificial-intelligence-based information services, with particular attention to transparency, fairness, accountability, and data privacy under the Personal Data Protection Act. Using a qualitative approach, semi-structured interviews were conducted with 18 librarians from academic and public libraries. The findings reveal that while artificial intelligence tools enhance service efficiency, librarians face persistent challenges related to limited transparency, unclear governance structures, and insufficient institutional guidance. Privacy concerns—intensified by requirements to comply with the Personal Data Protection Act—emerge as a dominant ethical issue influencing decision-making and user trust. The study contributes empirically by demonstrating how global ethical principles, particularly UNESCO's framework, are interpreted and operationalized in a developing-country context. Based on these findings, the study proposes a contextualized implementation model to support the responsible adoption of artificial intelligence in libraries. The results highlight the need for clearer governance mechanisms, enhanced ethical literacy, and context-sensitive policy development.

Libraries worldwide are increasingly adopting gamified and entertainment-oriented strategies to engage youth readers, sparking an ongoing academic debate about “service alienation”—the risk that innovation-driven programming may drift from the library's core literacy mission. This tension remains largely unresolved at the empirical level: it is unclear whether gamified, “alienated” activities genuinely undermine reading promotion effectiveness, or whether they represent a legitimate and complementary pathway alongside substantive, content-driven approaches. This study investigates which causal configurations of program characteristics produce effective reading promotion, what role gamification and entertainment elements play within those configurations, and how Chinese libraries should strategically balance the two approaches. Using fuzzy-set qualitative comparative analysis (fsQCA) on 30 cases—19 Chinese gamified initiatives and 11 IFLA Marketing Award-winning substantive programs—six key conditions were systematically compared: gamification degree, entertainment elements, social media engagement, deep content relevance, author/expert involvement, and community co-creation. The analysis identifies four distinct configurational pathways to effectiveness: the Pure Gamification, Social-Gamification, Content–Community, and Pure Content-Oriented models. While substantive content and community co-creation remain the primary drivers of sustained engagement, gamification proves effective when integrated with social interaction—and is not inherently alienating. In conclusion, these findings provide library administrators with an evidence-based diagnostic framework to strategically balance attention-grabbing innovations with the core mission of fostering deep and lasting reading habits.

This article examines how library standards and literacy policies are enacted and negotiated in geographically remote settings in Indonesia. Drawing on qualitative research in three remote villages in Nagekeo Municipality, Flores Island, eastern Indonesia, the article analyses how teachers, volunteers and community activists organise reading opportunities in conditions marked by distance, limited connectivity and uneven school resources. Data was drawn from interviews, observations and field notes, with reflexive attention to the author's dual role as researcher and programme facilitator. The findings indicate that libraries are most effective when they operate as bridging institutions – close to children, supported by adults who mediate reading, and organised flexibly rather than through uniform infrastructural models. Children showed increases in motivation, decoding and basic comprehension, although progress remained uneven and context-dependent. The study suggests that challenges stem less from the absence of policy than from misalignment between standardised expectations and the realities of remote communities. The article argues for interpreting standards contextually, prioritising readable print collections and guided pedagogy, and recognising the work of local actors while ensuring sustained institutional backing. The policy implications point to child-centred indicators and context-responsive approaches aimed at realising the right to read in substantive, not merely formal, terms.

This study examines the importance of soft skills in the professional advancement of library and information science students, focusing on communication, teamwork, adaptability and career development. Using a selective sampling strategy, data was acquired from 211 library and information science students, comprising 88.2% from public and 11.8% from private institutions in Bangladesh. The majority of the students (55.5%) were male, and 86.7% indicated awareness of soft skills. The study utilized SmartPLS 4 to assess a self-constructed conceptual framework. The reliability and validity were established via Cronbach's alpha, composite reliability and average variance extracted. The structural model analysis demonstrated strong prediction capabilities (R² and Q² > 0.1). A mediation analysis found significant indirect impacts of soft skills development initiatives on career readiness. This groundbreaking study, although confined to specific universities, offers insights into the soft skills tactics employed by library and information science students. The results can be used to inform the creation of internationally coordinated adaptive library and information science education programmes that address shifting professional requirements.