圖(tu)書特(te)有的(de)(de)文(wen)化(hua)底蘊和文(wen)化(hua)地位，對整個社會的(de)(de)文(wen)化(hua)大發(fa)展，甚(shen)而對經濟、科研(yan)、社會文(wen)明等(deng)方(fang)面的(de)(de)進步起著(zhu)(zhu)舉足輕重的(de)(de)作(zuo)(zuo)用。圖(tu)書館作(zuo)(zuo)為(wei)古今(jin)中外最重要(yao)的(de)(de)藏書場所、文(wen)化(hua)天地，肩負(fu)著(zhu)(zhu)特(te)別的(de)(de)文(wen)化(hua)使命和任(ren)務。高(gao)校圖(tu)書館在(zai)為(wei)教(jiao)學科研(yan)服務的(de)(de)同時，更有著(zhu)(zhu)直接參與文(wen)化(hua)育(yu)人(ren)的(de)(de)重要(yao)使命。

　　技能人才內涵的豐富與育人平臺的擴充

　　培養“復合(he)(he)式創新(xin)(xin)(xin)型高素(su)質高技(ji)能(neng)人(ren)(ren)才(cai)”，是新(xin)(xin)(xin)時(shi)期對職(zhi)業院(yuan)校(xiao)提出的(de)新(xin)(xin)(xin)要求，符合(he)(he)市場(chang)對新(xin)(xin)(xin)型技(ji)能(neng)人(ren)(ren)才(cai)的(de)新(xin)(xin)(xin)變(bian)化(hua)(hua)，也切合(he)(he)技(ji)能(neng)人(ren)(ren)才(cai)未來發(fa)展的(de)方向。全面推進“文化(hua)(hua)育(yu)人(ren)(ren)、復合(he)(he)育(yu)人(ren)(ren)、協同(tong)育(yu)人(ren)(ren)”人(ren)(ren)才(cai)培養模式改革，對職(zhi)業院(yuan)校(xiao)的(de)發(fa)展與(yu)(yu)教(jiao)育(yu)教(jiao)學提出了新(xin)(xin)(xin)的(de)挑戰，也說明了新(xin)(xin)(xin)型技(ji)能(neng)人(ren)(ren)才(cai)培育(yu)的(de)復雜(za)性。作為傳統(tong)的(de)文化(hua)(hua)主體部門、教(jiao)學輔助單(dan)位，圖(tu)書館理當主動參與(yu)(yu)到文化(hua)(hua)育(yu)人(ren)(ren)工作中。

　　從(cong)單一(yi)的(de)(de)(de)(de)(de)(de)專業(ye)要(yao)(yao)(yao)(yao)(yao)求到(dao)(dao)學(xue)科或專業(ye)群要(yao)(yao)(yao)(yao)(yao)求，從(cong)適應崗位到(dao)(dao)工(gong)作創(chuang)新(xin)，從(cong)“工(gong)具”人到(dao)(dao)以人為(wei)本綜合發展(zhan)(zhan)，現代技能人才(cai)的(de)(de)(de)(de)(de)(de)理念與(yu)(yu)(yu)定位有(you)根本性(xing)轉(zhuan)變(bian)，對(dui)高(gao)校(xiao)(xiao)(xiao)圖(tu)(tu)書(shu)(shu)(shu)(shu)館而言，自身(shen)定位與(yu)(yu)(yu)工(gong)作責任必(bi)須進(jin)行變(bian)革。第(di)一(yi)，努力拓展(zhan)(zhan)圖(tu)(tu)書(shu)(shu)(shu)(shu)文(wen)(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)內涵(han)，必(bi)須要(yao)(yao)(yao)(yao)(yao)跳出圖(tu)(tu)書(shu)(shu)(shu)(shu)看(kan)到(dao)(dao)文(wen)(wen)化(hua)(hua)(hua)，創(chuang)新(xin)文(wen)(wen)化(hua)(hua)(hua)升(sheng)(sheng)華(hua)到(dao)(dao)育(yu)(yu)人。圖(tu)(tu)書(shu)(shu)(shu)(shu)館要(yao)(yao)(yao)(yao)(yao)以育(yu)(yu)人為(wei)中(zhong)(zhong)(zhong)心開(kai)(kai)展(zhan)(zhan)資源建設(she)(she)(she)(she)和服(fu)務提(ti)升(sheng)(sheng)，依復合型(xing)、創(chuang)新(xin)型(xing)要(yao)(yao)(yao)(yao)(yao)求來(lai)采購圖(tu)(tu)書(shu)(shu)(shu)(shu)、完(wan)善閱讀環境，開(kai)(kai)展(zhan)(zhan)多層次的(de)(de)(de)(de)(de)(de)個(ge)性(xing)化(hua)(hua)(hua)服(fu)務，更要(yao)(yao)(yao)(yao)(yao)走出圖(tu)(tu)書(shu)(shu)(shu)(shu)館，參與(yu)(yu)(yu)到(dao)(dao)育(yu)(yu)人工(gong)作的(de)(de)(de)(de)(de)(de)第(di)一(yi)線。圖(tu)(tu)書(shu)(shu)(shu)(shu)館可以全程介入教與(yu)(yu)(yu)學(xue)的(de)(de)(de)(de)(de)(de)整個(ge)過程，從(cong)而在(zai)實(shi)踐中(zhong)(zhong)(zhong)使(shi)圖(tu)(tu)書(shu)(shu)(shu)(shu)文(wen)(wen)化(hua)(hua)(hua)轉(zhuan)化(hua)(hua)(hua)書(shu)(shu)(shu)(shu)香文(wen)(wen)化(hua)(hua)(hua)，擴大(da)(da)圖(tu)(tu)書(shu)(shu)(shu)(shu)文(wen)(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)內涵(han)與(yu)(yu)(yu)外延(yan)，著(zhu)力推(tui)動校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)大(da)(da)發展(zhan)(zhan)。第(di)二，著(zhu)力打(da)造(zao)(zao)新(xin)型(xing)的(de)(de)(de)(de)(de)(de)書(shu)(shu)(shu)(shu)香校(xiao)(xiao)(xiao)園(yuan)。文(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人的(de)(de)(de)(de)(de)(de)展(zhan)(zhan)開(kai)(kai)，不(bu)僅是(shi)文(wen)(wen)化(hua)(hua)(hua)素養(yang)課程的(de)(de)(de)(de)(de)(de)開(kai)(kai)設(she)(she)(she)(she)問題，更重要(yao)(yao)(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)是(shi)文(wen)(wen)化(hua)(hua)(hua)大(da)(da)環境與(yu)(yu)(yu)文(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人新(xin)渠道(dao)的(de)(de)(de)(de)(de)(de)建設(she)(she)(she)(she)問題，推(tui)進(jin)書(shu)(shu)(shu)(shu)香校(xiao)(xiao)(xiao)園(yuan)建設(she)(she)(she)(she)，是(shi)一(yi)個(ge)重要(yao)(yao)(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)切入點。要(yao)(yao)(yao)(yao)(yao)讓(rang)學(xue)生(sheng)愛書(shu)(shu)(shu)(shu)、看(kan)書(shu)(shu)(shu)(shu)、戀書(shu)(shu)(shu)(shu)，讓(rang)書(shu)(shu)(shu)(shu)之(zhi)香彌(mi)漫校(xiao)(xiao)(xiao)園(yuan)，使(shi)校(xiao)(xiao)(xiao)園(yuan)人文(wen)(wen)氣息濃郁。第(di)三，不(bu)斷放大(da)(da)文(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人的(de)(de)(de)(de)(de)(de)功能。學(xue)校(xiao)(xiao)(xiao)文(wen)(wen)化(hua)(hua)(hua)建設(she)(she)(she)(she)與(yu)(yu)(yu)創(chuang)新(xin)十(shi)分(fen)重要(yao)(yao)(yao)(yao)(yao)，書(shu)(shu)(shu)(shu)香文(wen)(wen)化(hua)(hua)(hua)是(shi)校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)化(hua)(hua)(hua)重要(yao)(yao)(yao)(yao)(yao)部分(fen)。在(zai)書(shu)(shu)(shu)(shu)香校(xiao)(xiao)(xiao)園(yuan)與(yu)(yu)(yu)文(wen)(wen)化(hua)(hua)(hua)建設(she)(she)(she)(she)中(zhong)(zhong)(zhong)，應該根據(ju)時(shi)代需要(yao)(yao)(yao)(yao)(yao)、學(xue)校(xiao)(xiao)(xiao)特色，組(zu)織各方面的(de)(de)(de)(de)(de)(de)力量，從(cong)不(bu)同角度完(wan)善、充實(shi)、放大(da)(da)文(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人功能。要(yao)(yao)(yao)(yao)(yao)將教學(xue)、研究(jiu)、社(she)(she)會服(fu)務、文(wen)(wen)化(hua)(hua)(hua)創(chuang)新(xin)與(yu)(yu)(yu)學(xue)生(sheng)全面成長相結(jie)合，激勵(li)教師投身(shen)于文(wen)(wen)化(hua)(hua)(hua)創(chuang)新(xin)創(chuang)造(zao)(zao)中(zhong)(zhong)(zhong)來(lai)。抓住德育(yu)(yu)的(de)(de)(de)(de)(de)(de)教育(yu)(yu)主線，用不(bu)同形式(shi)和方法提(ti)高(gao)學(xue)生(sheng)的(de)(de)(de)(de)(de)(de)社(she)(she)會公德、職業(ye)道(dao)德與(yu)(yu)(yu)文(wen)(wen)化(hua)(hua)(hua)品(pin)德。要(yao)(yao)(yao)(yao)(yao)把文(wen)(wen)化(hua)(hua)(hua)凝聚上(shang)升(sheng)(sheng)到(dao)(dao)大(da)(da)學(xue)精(jing)(jing)神(shen)(shen)，以文(wen)(wen)化(hua)(hua)(hua)為(wei)基礎，逐步形成學(xue)校(xiao)(xiao)(xiao)獨(du)有(you)的(de)(de)(de)(de)(de)(de)文(wen)(wen)化(hua)(hua)(hua)品(pin)牌、文(wen)(wen)化(hua)(hua)(hua)特色、文(wen)(wen)化(hua)(hua)(hua)風格與(yu)(yu)(yu)精(jing)(jing)神(shen)(shen)內核，塑(su)造(zao)(zao)學(xue)生(sheng)，提(ti)升(sheng)(sheng)學(xue)生(sheng)文(wen)(wen)化(hua)(hua)(hua)素養(yang)。

　　文化育人的使命與圖書工作的新挑戰

　　深入落實“文化(hua)育人”的人才培養理念(nian)，一方(fang)面(mian)要求圖(tu)書(shu)(shu)文化(hua)升華拓展，衍進到書(shu)(shu)香文化(hua)，進而推動書(shu)(shu)香校(xiao)園，促進校(xiao)園文化(hua)大發(fa)展，另(ling)一方(fang)面(mian)也從文化(hua)建設的角度對圖(tu)書(shu)(shu)館(guan)的具體工作(zuo)提出(chu)了新的要求。

　　1、豐(feng)富文(wen)化(hua)(hua)(hua)(hua)資源——夯實(shi)文(wen)化(hua)(hua)(hua)(hua)根基(ji)。資源建(jian)(jian)設是(shi)(shi)圖書館(guan)永恒的主題，今后(hou)應有三個轉(zhuan)變，一(yi)(yi)是(shi)(shi)重視資源的文(wen)化(hua)(hua)(hua)(hua)內涵，二是(shi)(shi)要優化(hua)(hua)(hua)(hua)結構，三是(shi)(shi)重點(dian)抓好特(te)(te)色資源建(jian)(jian)設。圖書資源建(jian)(jian)設實(shi)則是(shi)(shi)文(wen)化(hua)(hua)(hua)(hua)資源建(jian)(jian)設，是(shi)(shi)書香文(wen)化(hua)(hua)(hua)(hua)與(yu)校(xiao)園(yuan)文(wen)化(hua)(hua)(hua)(hua)發(fa)展的基(ji)礎。為形(xing)成(cheng)(cheng)(cheng)資源的針對(dui)性、有效(xiao)性與(yu)文(wen)化(hua)(hua)(hua)(hua)特(te)(te)色，應進一(yi)(yi)步與(yu)學校(xiao)各部門及校(xiao)外(wai)單位合作，加(jia)強合作資源、特(te)(te)色資源建(jian)(jian)設，加(jia)強文(wen)化(hua)(hua)(hua)(hua)專題如職(zhi)業素養(yang)、地(di)方文(wen)化(hua)(hua)(hua)(hua)、高職(zhi)文(wen)化(hua)(hua)(hua)(hua)的收(shou)藏(zang)，一(yi)(yi)旦形(xing)成(cheng)(cheng)(cheng)規模，就進行歸(gui)納整理，集中收(shou)藏(zang)，建(jian)(jian)立專題文(wen)庫。日常采購中，應有意識地(di)進行專題采購，形(xing)成(cheng)(cheng)(cheng)特(te)(te)色文(wen)化(hua)(hua)(hua)(hua)藏(zang)書。也(ye)可(ke)發(fa)揮博物館(guan)功能，收(shou)集地(di)方文(wen)化(hua)(hua)(hua)(hua)資料、非物質遺(yi)產，接受私人(ren)專題藏(zang)品，形(xing)成(cheng)(cheng)(cheng)專題數據庫或特(te)(te)藏(zang)室。

　　2、優化(hua)(hua)(hua)文(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)——延伸文(wen)化(hua)(hua)(hua)魅力。圖(tu)書(shu)館是服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)機(ji)構(gou)，傳統(tong)圖(tu)書(shu)館的(de)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)比較(jiao)簡單，而(er)現代圖(tu)書(shu)館的(de)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)應更(geng)注(zhu)重文(wen)化(hua)(hua)(hua)性(xing)(xing)(xing)，通過(guo)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)影響師(shi)生，通過(guo)文(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)來育人。優化(hua)(hua)(hua)文(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)關(guan)鍵要(yao)做到服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)的(de)多樣(yang)化(hua)(hua)(hua)、個(ge)性(xing)(xing)(xing)化(hua)(hua)(hua)，日常應建(jian)立一套基本的(de)能滿足讀(du)者需求的(de)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)體系(xi)，在(zai)此(ci)基礎上，要(yao)強化(hua)(hua)(hua)專業圖(tu)書(shu)文(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)，開展文(wen)獻信(xin)(xin)息(xi)(xi)的(de)個(ge)性(xing)(xing)(xing)化(hua)(hua)(hua)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)，滿足教師(shi)或重點團(tuan)隊在(zai)縱深層(ceng)次(ci)的(de)教學科研活動中對文(wen)獻信(xin)(xin)息(xi)(xi)的(de)個(ge)性(xing)(xing)(xing)需求，其次(ci)要(yao)在(zai)服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)細(xi)節、服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)態度、服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)方法上下功夫，引進新技術讓服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)效率(lv)更(geng)高，服(fu)(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)(wu)范圍更(geng)廣，如微博、短信(xin)(xin)、聊(liao)天(tian)群、手機(ji)圖(tu)書(shu)館、虛(xu)擬圖(tu)書(shu)館等(deng)，促進與讀(du)者的(de)信(xin)(xin)息(xi)(xi)交流，文(wen)化(hua)(hua)(hua)互動。

　　3、廣開文(wen)化(hua)(hua)活(huo)動(dong)——拓(tuo)寬(kuan)文(wen)化(hua)(hua)平臺(tai)(tai)。圖(tu)(tu)書(shu)館(guan)是校園(yuan)師生(sheng)(sheng)最重(zhong)要(yao)(yao)的聚集之地。面(mian)向(xiang)(xiang)未(wei)來，我(wo)們提出(chu)除了要(yao)(yao)把圖(tu)(tu)書(shu)館(guan)建成(cheng)資(zi)源信息中心(xin)之外，還要(yao)(yao)建成(cheng)學(xue)習交流中心(xin)、文(wen)化(hua)(hua)活(huo)動(dong)中心(xin)和(he)宣(xuan)傳(chuan)教(jiao)育中心(xin)，實現由傳(chuan)統大學(xue)圖(tu)(tu)書(shu)館(guan)向(xiang)(xiang)一(yi)流、現代、新型(xing)大學(xue)圖(tu)(tu)書(shu)館(guan)的轉型(xing)。這種(zhong)轉型(xing)實際上賦予圖(tu)(tu)書(shu)館(guan)更多的文(wen)化(hua)(hua)功(gong)能(neng)，不斷拓(tuo)寬(kuan)圖(tu)(tu)書(shu)館(guan)的文(wen)化(hua)(hua)活(huo)動(dong)平臺(tai)(tai)，成(cheng)為學(xue)校育人的重(zhong)要(yao)(yao)渠道(dao)。近年來，圖(tu)(tu)書(shu)館(guan)在做好常規(gui)服務的同時(shi)，大量舉(ju)辦(ban)主題文(wen)化(hua)(hua)展覽、館(guan)藏推介、閱(yue)讀(du)(du)沙龍、專(zhuan)題講座、書(shu)評競賽和(he)技能(neng)比賽等(deng)，保持了館(guan)內每月有(you)新的文(wen)化(hua)(hua)展示與(yu)文(wen)化(hua)(hua)活(huo)動(dong)的頻率，通(tong)過教(jiao)師的讀(du)(du)書(shu)俱(ju)樂部與(yu)學(xue)生(sheng)(sheng)的讀(du)(du)者協會(hui)，與(yu)師生(sheng)(sheng)建立(li)了廣泛的聯(lian)系。以(yi)后，圖(tu)(tu)書(shu)館(guan)要(yao)(yao)不斷把館(guan)內各類(lei)文(wen)化(hua)(hua)活(huo)動(dong)搞(gao)(gao)好搞(gao)(gao)精彩，還要(yao)(yao)走(zou)出(chu)館(guan)舍，深入(ru)校園(yuan)，并且走(zou)出(chu)校門，配合教(jiao)學(xue)活(huo)動(dong)或師生(sheng)(sheng)的專(zhuan)題活(huo)動(dong)，開展書(shu)香文(wen)化(hua)(hua)服務。

　　協同創新共同推進圖書文化育人工作

　　文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)育人(ren)與(yu)(yu)協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)育人(ren)、復合育人(ren)是(shi)(shi)緊密聯(lian)系(xi)的(de)(de)(de)(de)(de)(de)。新(xin)(xin)(xin)時(shi)(shi)期圖(tu)書(shu)(shu)館文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)育人(ren)的(de)(de)(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)，關鍵也在(zai)于協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)。協(xie)(xie)，即(ji)協(xie)(xie)調、協(xie)(xie)作(zuo)(zuo)(zuo)(zuo)(zuo)、協(xie)(xie)助(zhu)(zhu)(zhu)(zhu)(zhu)，強調的(de)(de)(de)(de)(de)(de)是(shi)(shi)合作(zuo)(zuo)(zuo)(zuo)(zuo)、互助(zhu)(zhu)(zhu)(zhu)(zhu)、配(pei)(pei)合，是(shi)(shi)相(xiang)互的(de)(de)(de)(de)(de)(de)支(zhi)持與(yu)(yu)補充(chong)。同(tong)(tong)(tong)(tong)(tong)，即(ji)同(tong)(tong)(tong)(tong)(tong)行(xing)、同(tong)(tong)(tong)(tong)(tong)心、同(tong)(tong)(tong)(tong)(tong)力，強調的(de)(de)(de)(de)(de)(de)是(shi)(shi)共(gong)同(tong)(tong)(tong)(tong)(tong)行(xing)動(dong)(dong)(dong)(dong)(dong)(dong)、共(gong)同(tong)(tong)(tong)(tong)(tong)目標(biao)、共(gong)同(tong)(tong)(tong)(tong)(tong)利益，齊心協(xie)(xie)力。協(xie)(xie)與(yu)(yu)同(tong)(tong)(tong)(tong)(tong)結合，注(zhu)重的(de)(de)(de)(de)(de)(de)是(shi)(shi)整(zheng)體(ti)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)，系(xi)統創(chuang)(chuang)(chuang)新(xin)(xin)(xin)，強調的(de)(de)(de)(de)(de)(de)是(shi)(shi)全員力量，相(xiang)互配(pei)(pei)合。協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)圖(tu)書(shu)(shu)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)育人(ren)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)，首(shou)先要(yao)(yao)(yao)(yao)準確定(ding)位(wei)，不(bu)(bu)越位(wei)。在(zai)學(xue)(xue)校(xiao)的(de)(de)(de)(de)(de)(de)總體(ti)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)中，圖(tu)書(shu)(shu)館主(zhu)要(yao)(yao)(yao)(yao)是(shi)(shi)要(yao)(yao)(yao)(yao)做(zuo)(zuo)好(hao)配(pei)(pei)角(jiao)，做(zuo)(zuo)好(hao)圖(tu)書(shu)(shu)信息基礎(chu)資源的(de)(de)(de)(de)(de)(de)保障服(fu)務。能保持清醒(xing)的(de)(de)(de)(de)(de)(de)頭腦(nao)，又持有熱情的(de)(de)(de)(de)(de)(de)態度，認(ren)真(zhen)做(zuo)(zuo)好(hao)自(zi)(zi)身(shen)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)。其次要(yao)(yao)(yao)(yao)謀求(qiu)主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)，不(bu)(bu)被動(dong)(dong)(dong)(dong)(dong)(dong)。創(chuang)(chuang)(chuang)新(xin)(xin)(xin)過程(cheng)是(shi)(shi)一(yi)個(ge)(ge)復雜的(de)(de)(de)(de)(de)(de)相(xiang)互聯(lian)動(dong)(dong)(dong)(dong)(dong)(dong)時(shi)(shi)常(chang)動(dong)(dong)(dong)(dong)(dong)(dong)態變(bian)(bian)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)(de)(de)過程(cheng)，在(zai)某(mou)一(yi)方(fang)面某(mou)一(yi)時(shi)(shi)刻，創(chuang)(chuang)(chuang)新(xin)(xin)(xin)的(de)(de)(de)(de)(de)(de)角(jiao)度、主(zhu)體(ti)可能會發生變(bian)(bian)化(hua)(hua)(hua)(hua)，配(pei)(pei)角(jiao)也可能變(bian)(bian)為主(zhu)角(jiao)。從系(xi)統工(gong)程(cheng)看，任何一(yi)個(ge)(ge)部(bu)分都是(shi)(shi)非常(chang)重要(yao)(yao)(yao)(yao)的(de)(de)(de)(de)(de)(de)，配(pei)(pei)角(jiao)或輔(fu)助(zhu)(zhu)(zhu)(zhu)(zhu)的(de)(de)(de)(de)(de)(de)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)沒(mei)做(zuo)(zuo)好(hao)，必(bi)將影響整(zheng)個(ge)(ge)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)的(de)(de)(de)(de)(de)(de)效果。同(tong)(tong)(tong)(tong)(tong)時(shi)(shi)，在(zai)協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)中還(huan)有一(yi)個(ge)(ge)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)態度問題，對配(pei)(pei)角(jiao)或輔(fu)助(zhu)(zhu)(zhu)(zhu)(zhu)單位(wei)來說，我(wo)們應當持一(yi)種主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)、積(ji)極的(de)(de)(de)(de)(de)(de)態度參與(yu)(yu)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)。圖(tu)書(shu)(shu)資源建設應當是(shi)(shi)主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)溝通教學(xue)(xue)科研(yan)人(ren)員，主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)聽(ting)取(qu)使用(yong)主(zhu)體(ti)意見(jian)，主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)建設。對外服(fu)務應當主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)走出(chu)去(qu)，主(zhu)動(dong)(dong)(dong)(dong)(dong)(dong)、熱情為讀者服(fu)務。再次要(yao)(yao)(yao)(yao)內(nei)外聯(lian)動(dong)(dong)(dong)(dong)(dong)(dong)，不(bu)(bu)亂動(dong)(dong)(dong)(dong)(dong)(dong)，相(xiang)互協(xie)(xie)作(zuo)(zuo)(zuo)(zuo)(zuo)配(pei)(pei)合。圖(tu)書(shu)(shu)館在(zai)館內(nei)要(yao)(yao)(yao)(yao)把(ba)各(ge)項工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)做(zuo)(zuo)好(hao)，提高(gao)效率(lv)，增(zeng)進活(huo)力，還(huan)要(yao)(yao)(yao)(yao)與(yu)(yu)校(xiao)內(nei)各(ge)學(xue)(xue)院部(bu)門聯(lian)動(dong)(dong)(dong)(dong)(dong)(dong)，搞好(hao)資源、環境與(yu)(yu)文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)建設。同(tong)(tong)(tong)(tong)(tong)時(shi)(shi)還(huan)要(yao)(yao)(yao)(yao)經常(chang)與(yu)(yu)本系(xi)統、與(yu)(yu)兄弟院校(xiao)圖(tu)書(shu)(shu)館、專業(ye)圖(tu)書(shu)(shu)館、公共(gong)圖(tu)書(shu)(shu)館加強溝通，交流經驗，共(gong)同(tong)(tong)(tong)(tong)(tong)促(cu)進圖(tu)書(shu)(shu)館事業(ye)的(de)(de)(de)(de)(de)(de)發展。在(zai)復合式創(chuang)(chuang)(chuang)新(xin)(xin)(xin)型高(gao)素(su)質高(gao)技(ji)能人(ren)才培養模式的(de)(de)(de)(de)(de)(de)改革中，圖(tu)書(shu)(shu)館需要(yao)(yao)(yao)(yao)融(rong)入(ru)到學(xue)(xue)校(xiao)乃(nai)至省市、國家的(de)(de)(de)(de)(de)(de)協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)大平臺中去(qu)，發揮著(zhu)自(zi)(zi)身(shen)的(de)(de)(de)(de)(de)(de)作(zuo)(zuo)(zuo)(zuo)(zuo)用(yong)。平臺有變(bian)(bian)化(hua)(hua)(hua)(hua)，創(chuang)(chuang)(chuang)新(xin)(xin)(xin)無止境。不(bu)(bu)管是(shi)(shi)橫向縱向，不(bu)(bu)管是(shi)(shi)內(nei)部(bu)外部(bu)，不(bu)(bu)管是(shi)(shi)主(zhu)體(ti)任務還(huan)是(shi)(shi)輔(fu)助(zhu)(zhu)(zhu)(zhu)(zhu)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)，圖(tu)書(shu)(shu)館都要(yao)(yao)(yao)(yao)牢固樹立協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)意識(shi)、創(chuang)(chuang)(chuang)新(xin)(xin)(xin)意識(shi)、文(wen)(wen)(wen)化(hua)(hua)(hua)(hua)育人(ren)意識(shi)，做(zuo)(zuo)好(hao)自(zi)(zi)己(ji)的(de)(de)(de)(de)(de)(de)工(gong)作(zuo)(zuo)(zuo)(zuo)(zuo)，做(zuo)(zuo)出(chu)應有的(de)(de)(de)(de)(de)(de)貢獻。