圖書(shu)特(te)有的(de)文(wen)化(hua)(hua)(hua)底(di)蘊和文(wen)化(hua)(hua)(hua)地位(wei)，對(dui)整(zheng)個(ge)社(she)會的(de)文(wen)化(hua)(hua)(hua)大發展(zhan)，甚而(er)對(dui)經濟(ji)、科(ke)(ke)研、社(she)會文(wen)明等方面的(de)進步起著(zhu)舉足輕(qing)重的(de)作用。圖書(shu)館(guan)作為(wei)(wei)古今中外最重要(yao)的(de)藏書(shu)場所、文(wen)化(hua)(hua)(hua)天地，肩負著(zhu)特(te)別的(de)文(wen)化(hua)(hua)(hua)使命和任務。高校圖書(shu)館(guan)在為(wei)(wei)教學(xue)科(ke)(ke)研服(fu)務的(de)同時，更有著(zhu)直(zhi)接(jie)參(can)與文(wen)化(hua)(hua)(hua)育人的(de)重要(yao)使命。

　　技能人才內涵的豐富與育人平臺的擴充

　　培(pei)養“復合(he)式創新(xin)(xin)型高素質高技(ji)能人(ren)才(cai)(cai)(cai)(cai)”，是新(xin)(xin)時(shi)期對職業院校提出的(de)新(xin)(xin)要求(qiu)，符合(he)市場對新(xin)(xin)型技(ji)能人(ren)才(cai)(cai)(cai)(cai)的(de)新(xin)(xin)變化，也切合(he)技(ji)能人(ren)才(cai)(cai)(cai)(cai)未來發展(zhan)的(de)方向。全面推進“文(wen)化育(yu)人(ren)、復合(he)育(yu)人(ren)、協同育(yu)人(ren)”人(ren)才(cai)(cai)(cai)(cai)培(pei)養模式改革，對職業院校的(de)發展(zhan)與教育(yu)教學提出了(le)新(xin)(xin)的(de)挑戰，也說明了(le)新(xin)(xin)型技(ji)能人(ren)才(cai)(cai)(cai)(cai)培(pei)育(yu)的(de)復雜性。作為傳統(tong)的(de)文(wen)化主(zhu)體部門、教學輔助單位，圖書館(guan)理當主(zhu)動參(can)與到文(wen)化育(yu)人(ren)工作中。

　　從(cong)(cong)單一(yi)(yi)的(de)(de)專業(ye)要(yao)(yao)(yao)(yao)求(qiu)到(dao)(dao)學科或專業(ye)群要(yao)(yao)(yao)(yao)求(qiu)，從(cong)(cong)適應崗(gang)位(wei)到(dao)(dao)工(gong)作(zuo)創(chuang)新(xin)(xin)，從(cong)(cong)“工(gong)具”人(ren)(ren)到(dao)(dao)以人(ren)(ren)為本綜(zong)合發展，現(xian)代技能人(ren)(ren)才的(de)(de)理念與(yu)(yu)定(ding)位(wei)有(you)根本性轉變，對高(gao)校(xiao)圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)館而言，自身(shen)定(ding)位(wei)與(yu)(yu)工(gong)作(zuo)責(ze)任必須(xu)進行(xing)變革(ge)。第(di)(di)一(yi)(yi)，努力(li)拓展圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的(de)(de)內(nei)涵，必須(xu)要(yao)(yao)(yao)(yao)跳出圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)看到(dao)(dao)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，創(chuang)新(xin)(xin)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)升(sheng)華到(dao)(dao)育(yu)(yu)人(ren)(ren)。圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)館要(yao)(yao)(yao)(yao)以育(yu)(yu)人(ren)(ren)為中(zhong)心開展資源建(jian)設和服務(wu)提升(sheng)，依復合型(xing)(xing)、創(chuang)新(xin)(xin)型(xing)(xing)要(yao)(yao)(yao)(yao)求(qiu)來采購圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)、完善(shan)閱讀環(huan)境，開展多層次的(de)(de)個(ge)(ge)性化(hua)(hua)(hua)服務(wu)，更(geng)要(yao)(yao)(yao)(yao)走(zou)出圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)館，參(can)與(yu)(yu)到(dao)(dao)育(yu)(yu)人(ren)(ren)工(gong)作(zuo)的(de)(de)第(di)(di)一(yi)(yi)線。圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)館可以全程介(jie)入教與(yu)(yu)學的(de)(de)整個(ge)(ge)過程，從(cong)(cong)而在(zai)實踐(jian)中(zhong)使圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)轉化(hua)(hua)(hua)書(shu)(shu)(shu)(shu)(shu)(shu)香(xiang)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，擴大圖(tu)(tu)書(shu)(shu)(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的(de)(de)內(nei)涵與(yu)(yu)外延，著力(li)推(tui)動校(xiao)園(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的(de)(de)大發展。第(di)(di)二，著力(li)打造新(xin)(xin)型(xing)(xing)的(de)(de)書(shu)(shu)(shu)(shu)(shu)(shu)香(xiang)校(xiao)園(yuan)(yuan)。文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)的(de)(de)展開，不(bu)(bu)僅是文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)素(su)養(yang)課(ke)程的(de)(de)開設問(wen)題，更(geng)重要(yao)(yao)(yao)(yao)的(de)(de)是文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)大環(huan)境與(yu)(yu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)新(xin)(xin)渠道的(de)(de)建(jian)設問(wen)題，推(tui)進書(shu)(shu)(shu)(shu)(shu)(shu)香(xiang)校(xiao)園(yuan)(yuan)建(jian)設，是一(yi)(yi)個(ge)(ge)重要(yao)(yao)(yao)(yao)的(de)(de)切入點。要(yao)(yao)(yao)(yao)讓學生愛書(shu)(shu)(shu)(shu)(shu)(shu)、看書(shu)(shu)(shu)(shu)(shu)(shu)、戀書(shu)(shu)(shu)(shu)(shu)(shu)，讓書(shu)(shu)(shu)(shu)(shu)(shu)之香(xiang)彌(mi)漫校(xiao)園(yuan)(yuan)，使校(xiao)園(yuan)(yuan)人(ren)(ren)文(wen)(wen)(wen)(wen)(wen)氣(qi)息濃郁。第(di)(di)三，不(bu)(bu)斷放大文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)的(de)(de)功能。學校(xiao)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)建(jian)設與(yu)(yu)創(chuang)新(xin)(xin)十分重要(yao)(yao)(yao)(yao)，書(shu)(shu)(shu)(shu)(shu)(shu)香(xiang)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)是校(xiao)園(yuan)(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)重要(yao)(yao)(yao)(yao)部(bu)分。在(zai)書(shu)(shu)(shu)(shu)(shu)(shu)香(xiang)校(xiao)園(yuan)(yuan)與(yu)(yu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)建(jian)設中(zhong)，應該根據時代需要(yao)(yao)(yao)(yao)、學校(xiao)特色(se)，組織各方面的(de)(de)力(li)量，從(cong)(cong)不(bu)(bu)同角度完善(shan)、充實、放大文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)功能。要(yao)(yao)(yao)(yao)將教學、研究、社會(hui)服務(wu)、文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)創(chuang)新(xin)(xin)與(yu)(yu)學生全面成長相結合，激勵(li)教師投身(shen)于文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)創(chuang)新(xin)(xin)創(chuang)造中(zhong)來。抓住(zhu)德(de)育(yu)(yu)的(de)(de)教育(yu)(yu)主線，用不(bu)(bu)同形式(shi)和方法提高(gao)學生的(de)(de)社會(hui)公(gong)德(de)、職業(ye)道德(de)與(yu)(yu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)品德(de)。要(yao)(yao)(yao)(yao)把文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)凝(ning)聚上(shang)升(sheng)到(dao)(dao)大學精神，以文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)為基礎，逐(zhu)步形成學校(xiao)獨有(you)的(de)(de)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)品牌、文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)特色(se)、文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)風格與(yu)(yu)精神內(nei)核，塑造學生，提升(sheng)學生文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)素(su)養(yang)。

　　文化育人的使命與圖書工作的新挑戰

　　深入落實“文(wen)化(hua)育人(ren)”的人(ren)才培養(yang)理念，一方面要(yao)求圖書(shu)(shu)文(wen)化(hua)升華(hua)拓(tuo)展，衍進到書(shu)(shu)香文(wen)化(hua)，進而推動書(shu)(shu)香校園，促(cu)進校園文(wen)化(hua)大發(fa)展，另一方面也(ye)從文(wen)化(hua)建設的角度對圖書(shu)(shu)館(guan)的具體工作提出了新(xin)的要(yao)求。

　　1、豐富文(wen)(wen)(wen)化(hua)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)——夯實文(wen)(wen)(wen)化(hua)根基(ji)。資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)(jian)設(she)是圖書館永(yong)恒(heng)的(de)主題(ti)(ti)(ti)，今(jin)后應有三個轉變，一(yi)是重視資(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)文(wen)(wen)(wen)化(hua)內涵(han)，二是要優(you)化(hua)結構，三是重點抓好(hao)特(te)色(se)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)(jian)設(she)。圖書資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)(jian)設(she)實則是文(wen)(wen)(wen)化(hua)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)(jian)設(she)，是書香文(wen)(wen)(wen)化(hua)與校園(yuan)文(wen)(wen)(wen)化(hua)發(fa)展的(de)基(ji)礎(chu)。為形(xing)成資(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)針對性(xing)、有效性(xing)與文(wen)(wen)(wen)化(hua)特(te)色(se)，應進一(yi)步與學(xue)校各部(bu)門及校外(wai)單位合(he)作，加強(qiang)(qiang)合(he)作資(zi)(zi)(zi)源(yuan)(yuan)(yuan)、特(te)色(se)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)(jian)設(she)，加強(qiang)(qiang)文(wen)(wen)(wen)化(hua)專(zhuan)(zhuan)題(ti)(ti)(ti)如職業素養、地(di)方(fang)文(wen)(wen)(wen)化(hua)、高職文(wen)(wen)(wen)化(hua)的(de)收(shou)藏，一(yi)旦形(xing)成規(gui)模，就進行(xing)歸納整理(li)，集中(zhong)收(shou)藏，建(jian)(jian)立專(zhuan)(zhuan)題(ti)(ti)(ti)文(wen)(wen)(wen)庫。日常(chang)采購中(zhong)，應有意識地(di)進行(xing)專(zhuan)(zhuan)題(ti)(ti)(ti)采購，形(xing)成特(te)色(se)文(wen)(wen)(wen)化(hua)藏書。也可(ke)發(fa)揮博物館功(gong)能，收(shou)集地(di)方(fang)文(wen)(wen)(wen)化(hua)資(zi)(zi)(zi)料、非物質遺產，接(jie)受私人專(zhuan)(zhuan)題(ti)(ti)(ti)藏品，形(xing)成專(zhuan)(zhuan)題(ti)(ti)(ti)數據庫或特(te)藏室(shi)。

　　2、優(you)化文(wen)(wen)化服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)——延伸文(wen)(wen)化魅力。圖(tu)(tu)書(shu)館(guan)是(shi)服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)機(ji)構(gou)，傳統(tong)圖(tu)(tu)書(shu)館(guan)的服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)比較簡單，而(er)現代(dai)圖(tu)(tu)書(shu)館(guan)的服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)應更(geng)注重文(wen)(wen)化性(xing)，通過服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)影響師生，通過文(wen)(wen)化服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)來育人。優(you)化文(wen)(wen)化服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)關鍵要(yao)做(zuo)到服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)的多樣(yang)化、個性(xing)化，日常應建(jian)立一套(tao)基(ji)本的能滿足讀(du)者需求的服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)體(ti)系，在(zai)(zai)此(ci)基(ji)礎上，要(yao)強化專業(ye)圖(tu)(tu)書(shu)文(wen)(wen)化服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)，開展(zhan)文(wen)(wen)獻信(xin)息的個性(xing)化服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)，滿足教師或重點團隊在(zai)(zai)縱深層次(ci)的教學科研活動(dong)中對文(wen)(wen)獻信(xin)息的個性(xing)需求，其次(ci)要(yao)在(zai)(zai)服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)細節、服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)態(tai)度、服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)方法上下功夫，引(yin)進新(xin)技術讓(rang)服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)效(xiao)率更(geng)高，服(fu)(fu)(fu)(fu)務(wu)(wu)(wu)范(fan)圍更(geng)廣，如微博(bo)、短信(xin)、聊天群、手機(ji)圖(tu)(tu)書(shu)館(guan)、虛擬圖(tu)(tu)書(shu)館(guan)等(deng)，促(cu)進與讀(du)者的信(xin)息交流，文(wen)(wen)化互動(dong)。

　　3、廣開文(wen)(wen)(wen)化(hua)(hua)(hua)活(huo)動(dong)(dong)——拓寬文(wen)(wen)(wen)化(hua)(hua)(hua)平(ping)臺(tai)。圖(tu)(tu)(tu)書(shu)(shu)館(guan)是校園師(shi)生最(zui)重要的聚集之地(di)。面(mian)向(xiang)未(wei)來，我(wo)們提(ti)出(chu)除了要把圖(tu)(tu)(tu)書(shu)(shu)館(guan)建成(cheng)資源信(xin)息中(zhong)心之外，還要建成(cheng)學(xue)習交流中(zhong)心、文(wen)(wen)(wen)化(hua)(hua)(hua)活(huo)動(dong)(dong)中(zhong)心和宣(xuan)傳教(jiao)(jiao)育(yu)中(zhong)心，實現(xian)由傳統(tong)大(da)學(xue)圖(tu)(tu)(tu)書(shu)(shu)館(guan)向(xiang)一(yi)流、現(xian)代、新(xin)(xin)型大(da)學(xue)圖(tu)(tu)(tu)書(shu)(shu)館(guan)的轉(zhuan)型。這種轉(zhuan)型實際上賦予(yu)圖(tu)(tu)(tu)書(shu)(shu)館(guan)更多的文(wen)(wen)(wen)化(hua)(hua)(hua)功能，不斷拓寬圖(tu)(tu)(tu)書(shu)(shu)館(guan)的文(wen)(wen)(wen)化(hua)(hua)(hua)活(huo)動(dong)(dong)平(ping)臺(tai)，成(cheng)為學(xue)校育(yu)人的重要渠道。近年來，圖(tu)(tu)(tu)書(shu)(shu)館(guan)在做(zuo)好常規服務的同(tong)時，大(da)量舉辦主題文(wen)(wen)(wen)化(hua)(hua)(hua)展(zhan)覽、館(guan)藏推(tui)介、閱讀沙龍、專(zhuan)題講(jiang)座、書(shu)(shu)評競賽和技能比賽等，保持了館(guan)內每月有新(xin)(xin)的文(wen)(wen)(wen)化(hua)(hua)(hua)展(zhan)示(shi)與(yu)文(wen)(wen)(wen)化(hua)(hua)(hua)活(huo)動(dong)(dong)的頻率，通過教(jiao)(jiao)師(shi)的讀書(shu)(shu)俱樂部與(yu)學(xue)生的讀者協(xie)會，與(yu)師(shi)生建立了廣泛的聯系。以后，圖(tu)(tu)(tu)書(shu)(shu)館(guan)要不斷把館(guan)內各類文(wen)(wen)(wen)化(hua)(hua)(hua)活(huo)動(dong)(dong)搞(gao)好搞(gao)精彩，還要走(zou)出(chu)館(guan)舍(she)，深入校園，并且走(zou)出(chu)校門，配(pei)合教(jiao)(jiao)學(xue)活(huo)動(dong)(dong)或師(shi)生的專(zhuan)題活(huo)動(dong)(dong)，開展(zhan)書(shu)(shu)香(xiang)文(wen)(wen)(wen)化(hua)(hua)(hua)服務。

　　協同創新共同推進圖書文化育人工作

　　文(wen)化(hua)(hua)(hua)(hua)育(yu)人(ren)(ren)與協(xie)(xie)(xie)同(tong)(tong)育(yu)人(ren)(ren)、復(fu)合(he)育(yu)人(ren)(ren)是(shi)緊(jin)密聯系(xi)的(de)(de)(de)(de)。新(xin)(xin)(xin)(xin)(xin)時(shi)期圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)文(wen)化(hua)(hua)(hua)(hua)育(yu)人(ren)(ren)的(de)(de)(de)(de)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)，關鍵(jian)也在(zai)于協(xie)(xie)(xie)同(tong)(tong)。協(xie)(xie)(xie)，即(ji)(ji)協(xie)(xie)(xie)調(diao)、協(xie)(xie)(xie)作(zuo)、協(xie)(xie)(xie)助(zhu)(zhu)，強(qiang)調(diao)的(de)(de)(de)(de)是(shi)合(he)作(zuo)、互(hu)助(zhu)(zhu)、配(pei)(pei)(pei)合(he)，是(shi)相互(hu)的(de)(de)(de)(de)支(zhi)持與補充。同(tong)(tong)，即(ji)(ji)同(tong)(tong)行、同(tong)(tong)心、同(tong)(tong)力，強(qiang)調(diao)的(de)(de)(de)(de)是(shi)共同(tong)(tong)行動(dong)(dong)、共同(tong)(tong)目標、共同(tong)(tong)利(li)益(yi)，齊心協(xie)(xie)(xie)力。協(xie)(xie)(xie)與同(tong)(tong)結(jie)合(he)，注重(zhong)的(de)(de)(de)(de)是(shi)整體(ti)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)，系(xi)統(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)，強(qiang)調(diao)的(de)(de)(de)(de)是(shi)全員力量(liang)，相互(hu)配(pei)(pei)(pei)合(he)。協(xie)(xie)(xie)同(tong)(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)圖(tu)書(shu)(shu)(shu)(shu)(shu)文(wen)化(hua)(hua)(hua)(hua)育(yu)人(ren)(ren)工(gong)作(zuo)，首先要(yao)準確(que)定位(wei)，不(bu)(bu)越位(wei)。在(zai)學校的(de)(de)(de)(de)總體(ti)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)工(gong)作(zuo)中(zhong)，圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)主(zhu)(zhu)要(yao)是(shi)要(yao)做(zuo)(zuo)好(hao)配(pei)(pei)(pei)角(jiao)，做(zuo)(zuo)好(hao)圖(tu)書(shu)(shu)(shu)(shu)(shu)信息基(ji)礎資(zi)源(yuan)的(de)(de)(de)(de)保障服(fu)(fu)務。能(neng)保持清醒(xing)的(de)(de)(de)(de)頭腦，又持有(you)熱情的(de)(de)(de)(de)態(tai)(tai)(tai)度(du)，認真做(zuo)(zuo)好(hao)自身工(gong)作(zuo)。其次要(yao)謀求主(zhu)(zhu)動(dong)(dong)，不(bu)(bu)被動(dong)(dong)。創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)過(guo)程是(shi)一(yi)個復(fu)雜(za)的(de)(de)(de)(de)相互(hu)聯動(dong)(dong)時(shi)常動(dong)(dong)態(tai)(tai)(tai)變(bian)化(hua)(hua)(hua)(hua)的(de)(de)(de)(de)過(guo)程，在(zai)某一(yi)方面某一(yi)時(shi)刻，創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)的(de)(de)(de)(de)角(jiao)度(du)、主(zhu)(zhu)體(ti)可能(neng)會(hui)發生變(bian)化(hua)(hua)(hua)(hua)，配(pei)(pei)(pei)角(jiao)也可能(neng)變(bian)為(wei)主(zhu)(zhu)角(jiao)。從系(xi)統(tong)工(gong)程看，任何一(yi)個部(bu)分都(dou)是(shi)非常重(zhong)要(yao)的(de)(de)(de)(de)，配(pei)(pei)(pei)角(jiao)或輔(fu)助(zhu)(zhu)的(de)(de)(de)(de)工(gong)作(zuo)沒做(zuo)(zuo)好(hao)，必將影(ying)響(xiang)整個創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)的(de)(de)(de)(de)效(xiao)果。同(tong)(tong)時(shi)，在(zai)協(xie)(xie)(xie)同(tong)(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)中(zhong)還(huan)有(you)一(yi)個工(gong)作(zuo)態(tai)(tai)(tai)度(du)問題，對配(pei)(pei)(pei)角(jiao)或輔(fu)助(zhu)(zhu)單位(wei)來說，我(wo)們(men)應當(dang)持一(yi)種主(zhu)(zhu)動(dong)(dong)、積(ji)極的(de)(de)(de)(de)態(tai)(tai)(tai)度(du)參與創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)。圖(tu)書(shu)(shu)(shu)(shu)(shu)資(zi)源(yuan)建設(she)應當(dang)是(shi)主(zhu)(zhu)動(dong)(dong)溝通教學科(ke)研人(ren)(ren)員，主(zhu)(zhu)動(dong)(dong)聽取使用主(zhu)(zhu)體(ti)意見，主(zhu)(zhu)動(dong)(dong)建設(she)。對外(wai)服(fu)(fu)務應當(dang)主(zhu)(zhu)動(dong)(dong)走出去，主(zhu)(zhu)動(dong)(dong)、熱情為(wei)讀(du)者服(fu)(fu)務。再次要(yao)內外(wai)聯動(dong)(dong)，不(bu)(bu)亂動(dong)(dong)，相互(hu)協(xie)(xie)(xie)作(zuo)配(pei)(pei)(pei)合(he)。圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)在(zai)館(guan)(guan)內要(yao)把各(ge)項工(gong)作(zuo)做(zuo)(zuo)好(hao)，提高效(xiao)率(lv)，增進活力，還(huan)要(yao)與校內各(ge)學院部(bu)門(men)聯動(dong)(dong)，搞好(hao)資(zi)源(yuan)、環(huan)境與文(wen)化(hua)(hua)(hua)(hua)建設(she)。同(tong)(tong)時(shi)還(huan)要(yao)經常與本(ben)系(xi)統(tong)、與兄弟院校圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)、專業(ye)(ye)圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)、公共圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)加強(qiang)溝通，交流經驗，共同(tong)(tong)促進圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)事業(ye)(ye)的(de)(de)(de)(de)發展。在(zai)復(fu)合(he)式(shi)(shi)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)型(xing)高素質(zhi)高技(ji)能(neng)人(ren)(ren)才培(pei)養模式(shi)(shi)的(de)(de)(de)(de)改革中(zhong)，圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)需要(yao)融入(ru)到學校乃至省市、國家的(de)(de)(de)(de)協(xie)(xie)(xie)同(tong)(tong)創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)大平臺中(zhong)去，發揮(hui)著(zhu)自身的(de)(de)(de)(de)作(zuo)用。平臺有(you)變(bian)化(hua)(hua)(hua)(hua)，創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)無止境。不(bu)(bu)管是(shi)橫向縱(zong)向，不(bu)(bu)管是(shi)內部(bu)外(wai)部(bu)，不(bu)(bu)管是(shi)主(zhu)(zhu)體(ti)任務還(huan)是(shi)輔(fu)助(zhu)(zhu)工(gong)作(zuo)，圖(tu)書(shu)(shu)(shu)(shu)(shu)館(guan)(guan)都(dou)要(yao)牢固樹立協(xie)(xie)(xie)同(tong)(tong)意識、創(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)(xin)意識、文(wen)化(hua)(hua)(hua)(hua)育(yu)人(ren)(ren)意識，做(zuo)(zuo)好(hao)自己的(de)(de)(de)(de)工(gong)作(zuo)，做(zuo)(zuo)出應有(you)的(de)(de)(de)(de)貢(gong)獻。