Since the beginning of the 21st century, China has made significant progress in the development of public libraries and their service systems. However, challenges remain in areas such as regional balance, resource support at the grassroots level, the construction of provincial service systems, and funding investment. The Third Plenary Session of the 20th Central Committee proposed to “optimize the mechanisms for cultural services and cultural product supply”, providing direction for the “15th Five-Year Plan” of public libraries and for tackling current difficulties. The key to optimization lies in improving the public library service system, establishing mechanisms for high-quality resources to reach grassroots levels, enhancing mechanisms for social participation in services, and promoting reforms that separate ownership and usage rights of public cultural facilities. However, it is essential to clarify that public library facilities do not fall under the scope of “reforms separating ownership from usage rights”—their rights are inseparable. During the “15th Five-Year Plan” period, the focus should be on improving mechanisms for involving social forces in the management or operation of public library services to ensure the healthy development of public libraries.

In the era of digital intelligence, information literacy education plays an increasingly vital role, making it imperative to further promote information literacy education for all members of society. This study reviews and analyzes existing information literacy education frameworks both domestically and internationally, summarizing and comparing their focal points, key elements, and target groups. Based on this analysis, the study innovativelyproposes a modular “building-block” theoretical framework for universal information literacy education, composed of general modules, group-specific modules, and contextspecific modules, allowing for flexible combination and adaptation. The framework is further explored using university students as an application example, aiming to provide insights for theoretical research and practical implementation of information literacy education. Ultimately, this research seeks to contribute to the promotion and widespread adoption of digital and information literacy education in China.

As artificial intelligence (AI) technologies become deeply integrated into societal development, AI literacy has become a core competency essential for citizens in the digital and intelligent era. This study systematically deconstructs 40 representative AI literacy frameworks using data sources from domestic and international institutions and academic journals, employing web-based research and content analysis to identify the common elements and distinctive characteristics. The findings indicate that the core components of these frameworks can be categorized into five key dimensions: cognition, skills, application, innovation, and ethics, collectively characterized by technology orientation, tooldriven approaches, innovation expansion, and ethical awareness. Domestic frameworks prioritize systematic knowledge development, cognitive training, technology application, and risk avoidance, while international frameworks focus more on value judgment and social impact, skill cultivation, content creation, and proactive governance. The study concludes with recommen dations for improving AI literacy frameworks, including establishing a balanced content system, strengthening mechanisms for dynamic update, and integrating global perspectives with local relevance. It aims to provide reference for the evolution of China’s AI literacy frameworks.

As an important global initiative for reviewing and celebrating the progress of media and information literacy (MIL) and its education, Global Media and Information Literacy Week has garnered increasing attention from governments, international organizations, media, and the public. This paper systematically reviews the annual themes and focal points of the annual Global Media and Information Literacy Week, analyzes the latest activities and content, and explores the implications for the popularization of digital intelligence literacy and information literacy and its education in China. It aims to provide theoretical and practical references for enhancing the digital intelligence literacy and information literacy among the Chinese public.

While digital intelligence technologies, such as artificial intelligence, are driving a new industrial revolution and fostering breakthrough innovation, they are also reshaping the digital intelligence ecosystem in terms of content creation and dissemination, posing new challenges to the elderly. The article identifies key issues faced by the elderly, such as deepfakes, AI hallucinations, robot internet armies, information cocoons, and internet addiction. It also analyzes the causes of the challenges above from multiple perspectives: physiological and psychological factors, technological development, social environment, and individual differences. On this basis, it proposes countermeasures such as cultivating digital awareness, updating digital knowledge, enhancing digital ability, and promoting digital ethics, in order to improve the digital intelligence literacy of the elderly, ultimately improving their sense of participation, empowerment, and well-being in the digital intelligence age.

Digital rural development is a crucial strategic direction for rural revitalization, and enhancing farmers’ digital literacy represents a key aspect of promoting digital village construction. Developing a digital literacy framework tailored to farmers can provide theoretical and practical guidance for digital literacy education. Based on the “situated cognition theory” and drawing on domestic and international digital literacy frameworks, this study establishes a digital literacy framework for farmers covering three scenarios: daily life, production work, and innovative learning. The framework includes nine domains—digital awareness, basic digital skills, digital security and ethics, digital life, digital production, digital marketing, digital management, digital learning, and digital innovation, comprising 24 constituent elements. Its scenario-based multidimensional design provides theoretical support for cultivating farmers’ digital literacy, and helps build digital villages.

IFLA School Library Manifesto has played a major role in promoting the development of libraries and quality education in schools upon its release. Practice drives the evolution of the manifesto, and the updates of the manifesto in turn drive practice. Through a comparative analysis of different versions of the IFLA School Library Manifesto, the study reveals that each version embodies the specific context and development requirements of the time, with newer versions representing both continuity and innovation. By way of word frequency analysis of the latest two versions, it identifies four core discourses of school library development: community connectivity, professional literacy, information literacy and supportive legislation. Drawing on these findings, the paper outlines key priorities for the development of school libraries in China, including expanding the community connection of school libraries in a global vision, strengthening the professional literacy training for school library staff, fully exploring and leveraging the educational potential of school libraries, and improving the supporting policies and regulations as a guarantee system for school libraries.

This article explores the application of artificial intelligence (AI) in innovating library knowledge services, aiming to reconstruct knowledge management frameworks and provide new perspectives and pathways for library transformation and advancement. A multi-layered AI-driven knowledge service platform has been established, consisting of academic resources, intelligent services, user experience, collaborative environments, and security guarantees. Using the case of Xi’an Jiaotong University library, the study illustrates the development of a comprehensive knowledge management system featuring intelligent knowledge acquisition and discovery, innovative academic support tools, personalized learning center development, and interactive experiences with AI-powered librarians. Artificial intelligence technology is continually changing the understanding, organization, and acquisition of knowledge, thereby assisting libraries in providing more convenient, precise, and personalized knowledge services.

The rapid advancement of the big data era has profoundly reshaped library service models, positioning smart data services as a critical means of enhancing the development, integration, reorganization, and efficient utilization of data resources. Such services not only significantly optimize the efficiency of data resource distribution but also provide strong support for the construction of firstclass disciplines and academic programs. However, university libraries still face numerous difficulties in utilizing emerging technologies to conduct value-added data services, necessitating further research and exploration of feasible approaches. This study employs literature review, case analysis, and empirical research to systematically summarize the best practices of leading international university libraries in the field of data services. Combined with the actual needs of domestic universities, a data service training model tailored for domestic higher education institutions is proposed. This research provides theoretical foundations and actionable strategies for the practice of data services in university libraries, aiming to enrich the conceptual framework of scientific data services, and offer new perspectives and approaches to bridge the gap between theory and practice.

As an important hub for promoting children’s reading, Jiaxing Library focuses on the city’s goal of “becoming a model national child-friendly city”, leverages an integrated urban-rural centralbranch public library service system, and explores the construction of child-friendly libraries from three dimensions: space, resources and services. The paper outlines the development of a localized model for child-friendly libraries with Jiaxing characteristics.

In face of the popularity of light reading and fragmented reading habits, this paper introduces the FRBR family of entity relationship models (including FRBR, FRAD and FRSAD) to construct the bibliographic genealogy of works to support the promotion of in-depth reading. Through literature review and practical case analysis, this paper identifies the existing problems in the promotion of in-depth reading, and proposes three stages of constructing an in-depth reading resource system based on the five task objectives outlined in the Library Reference Model (LRM): constructing and refining a knowledge system, identifying classic works and their related works; uncovering rare editions of classic works; developing an FRBR-based reading system that fosters knowledge association. Case studies on topics such as “Advanced Mathematics”“The Classic of Tea”“Poetry Classics”and “Disaster-Themed
Literature” illustrate the methodologies,practical approaches, and principles for implementing this framework. The paper demonstrates the modeand feasibility of applying the FRBR family framework to support in-depth reading, offering new insightsfor reading promotion efforts.

The advent of the AI era has brought unprecedented transformations to the research and practice of reading promotion. This article, situated in the context of the 2024 China Library Annual Conference sub-forum “AI Empowerment, Education through Reading: Innovative Practices in Reading Promotion”, explores how digital technologies can be leveraged to advance the high-quality development of reading promotion. It examines emerging theoretical perspectives and innovative pathways enabled by AI, offering insights for the continued evolution of reading promotion theory and practice.

Libraries are an important force in organizing themed reading clubs for children. Taking the “Little Seed Reading Club” project at Shanghai Children’s Library as an example, this article deeply explores five key measures: recommending themed booklists, curating themed exhibitions, hosting themed reading sessions, conducting themed meet-and-greets, and implementing themed reading incentive programs. It analyzes characteristics such as novel service models, service environments, booklist development, and the roles of reading facilitators. It further offers recommendations for enhancing children’s reading clubs, including encouraging family involvement, emphasizing creative design, strengthening training, and developing toolkit resources.

Temporal and spatial continuity is one of the core issues in urban heritage research and protection, yet the diversity and dispersion of literature resources often contribute to the spatiotemporal discontinuity. This paper explores methods for integrating and mining thematic and heterogeneous literature resources to address this challenge. Using spatial relationships and spatiotemporal benchmarks as foundational elements, a historical geographic information system (GIS) for modern urban heritage was constructed through digital processing, data transformation, and systematic integration of literaturere sources, enabling the spatiotemporal integration of literature resources. The system supports knowledge discovery through advanced retrieval functions and spatiotemporal analysis to assist research and preservation efforts, demonstrating good potential for resource integration and utilization.

Understanding the factors that influence children’s use of comics in public libraries is helpful for libraries to optimize comic resource development and improve reading promotion service for children. Based on the grounded theory, this paper makes observations and interviews with child users in Henan Province Library (Eastern Area) and the children’s section of the Shanghai Library (Eastern Branch). Drawing on the Stimulus-Organism-Response (S-O-R) model and cognitive development theory, it constructs a conceptual model of influencing factors of children’s comic utilization behavior. The study finds that the combined stimulation of comic-specific factors and internal and external environmental factors triggers interactions between children’s cognitive and emotional responses, which lead to behaviors such as information searching, print reading, and social gaming. Based on these findings, the paper puts forward some pertinent suggestions on the development of comic resources and the promotion service of children’s comic reading in library.

The manuscript of Suiyuan Shihua collected in Tianjin Library, was brought out by Chu Cijin and Chu Xiaofang from Yuan Mei’s former residence (namely Suiyuan) in the 27th year of the Daoguang reign (1847), then collected in Taizhou Xinhua Bookstore and Tianjin Public Library successively. This book is already incomplete and is not divided into volumes. Many places of this book are marked with checkmarks, additions, deletions, and modifications, in addition, there are significant differences, such as appearance, items, and specific text, compared to the current edition.so it can be inferred that this edition of the book maybe a phased original text of Yuan Mei’s compilation of Suiyuan Shihua. This edition of Suiyuan shihua holds considerable academic value for conducting textual research on relevant Qing Dynasty figures, exploring the formation process of Suiyuan Shihua and examining Yuan Mei’s poetic ideas.

The diary Guai Zhai Ri Ji is a manuscript, one volume, which written by Zhang Erqi of the Qing Dynasty, collected in Shanghai Library. Ke Er Ri Ji is one article of the diary which records how Zhang Erqi taught his son from the second year to the sixth year of Tongzhi reign (1863—1867). The diary began to recorded when Zhang Erqi’s son, Zhang Xigong, started to learn how to read. It shows a comprehensive view of the initial stage of Chinese traditional enlightenment education, and also helps us to understand Zhang Xigong as a famous liturgician, his growth experience, and the formation of academic interests. As a record of family education in Qing Dynasty, Zhang Erqi’s Ke Er Ri Ji possesses unique philological value.