圖(tu)書(shu)特有的(de)(de)文(wen)化底蘊(yun)和文(wen)化地位，對整個社會(hui)的(de)(de)文(wen)化大(da)發展，甚(shen)而對經濟(ji)、科研、社會(hui)文(wen)明等(deng)方面的(de)(de)進(jin)步起著(zhu)(zhu)舉(ju)足(zu)輕重(zhong)的(de)(de)作(zuo)(zuo)用。圖(tu)書(shu)館(guan)作(zuo)(zuo)為古今中外最重(zhong)要(yao)(yao)的(de)(de)藏書(shu)場所(suo)、文(wen)化天地，肩(jian)負著(zhu)(zhu)特別的(de)(de)文(wen)化使命和任務。高校圖(tu)書(shu)館(guan)在為教(jiao)學科研服務的(de)(de)同(tong)時，更有著(zhu)(zhu)直接參與文(wen)化育人的(de)(de)重(zhong)要(yao)(yao)使命。

　　技能人才內涵的豐富與育人平臺的擴充

　　培養“復合式創(chuang)新(xin)(xin)型(xing)高(gao)素質高(gao)技(ji)能人(ren)(ren)才(cai)”，是新(xin)(xin)時期對職業院校提出的(de)新(xin)(xin)要求(qiu)，符合市場對新(xin)(xin)型(xing)技(ji)能人(ren)(ren)才(cai)的(de)新(xin)(xin)變(bian)化(hua)，也(ye)切合技(ji)能人(ren)(ren)才(cai)未來(lai)發(fa)展(zhan)的(de)方向。全面推進(jin)“文(wen)化(hua)育人(ren)(ren)、復合育人(ren)(ren)、協同(tong)育人(ren)(ren)”人(ren)(ren)才(cai)培養模式改革，對職業院校的(de)發(fa)展(zhan)與教育教學提出了新(xin)(xin)的(de)挑(tiao)戰(zhan)，也(ye)說明了新(xin)(xin)型(xing)技(ji)能人(ren)(ren)才(cai)培育的(de)復雜性(xing)。作為傳統的(de)文(wen)化(hua)主(zhu)體部門(men)、教學輔助單位，圖書館理當(dang)主(zhu)動參(can)與到文(wen)化(hua)育人(ren)(ren)工作中。

　　從(cong)單一(yi)的(de)專業(ye)要(yao)(yao)(yao)求到(dao)(dao)(dao)學(xue)(xue)(xue)(xue)科(ke)或專業(ye)群(qun)要(yao)(yao)(yao)求，從(cong)適應崗位(wei)到(dao)(dao)(dao)工作創(chuang)(chuang)新，從(cong)“工具(ju)”人(ren)(ren)到(dao)(dao)(dao)以(yi)(yi)人(ren)(ren)為(wei)本綜合發展(zhan)，現代(dai)技(ji)能(neng)人(ren)(ren)才的(de)理念與(yu)(yu)(yu)定位(wei)有(you)(you)根本性轉變(bian)，對高校(xiao)(xiao)(xiao)(xiao)(xiao)圖書(shu)(shu)(shu)(shu)館(guan)而言，自身(shen)定位(wei)與(yu)(yu)(yu)工作責任必須進行變(bian)革。第(di)一(yi)，努(nu)力(li)拓展(zhan)圖書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)的(de)內(nei)涵(han)，必須要(yao)(yao)(yao)跳(tiao)出圖書(shu)(shu)(shu)(shu)看到(dao)(dao)(dao)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)，創(chuang)(chuang)新文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)升(sheng)華到(dao)(dao)(dao)育(yu)(yu)人(ren)(ren)。圖書(shu)(shu)(shu)(shu)館(guan)要(yao)(yao)(yao)以(yi)(yi)育(yu)(yu)人(ren)(ren)為(wei)中(zhong)心開(kai)展(zhan)資源(yuan)建(jian)(jian)設(she)和服務提(ti)升(sheng)，依(yi)復(fu)合型(xing)、創(chuang)(chuang)新型(xing)要(yao)(yao)(yao)求來采購(gou)圖書(shu)(shu)(shu)(shu)、完善閱(yue)讀環(huan)境(jing)，開(kai)展(zhan)多層次的(de)個(ge)(ge)性化(hua)(hua)(hua)(hua)(hua)(hua)服務，更(geng)要(yao)(yao)(yao)走(zou)出圖書(shu)(shu)(shu)(shu)館(guan)，參與(yu)(yu)(yu)到(dao)(dao)(dao)育(yu)(yu)人(ren)(ren)工作的(de)第(di)一(yi)線。圖書(shu)(shu)(shu)(shu)館(guan)可以(yi)(yi)全程(cheng)介入教與(yu)(yu)(yu)學(xue)(xue)(xue)(xue)的(de)整個(ge)(ge)過程(cheng)，從(cong)而在(zai)實踐中(zhong)使圖書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)轉化(hua)(hua)(hua)(hua)(hua)(hua)書(shu)(shu)(shu)(shu)香(xiang)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)，擴大(da)(da)圖書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)的(de)內(nei)涵(han)與(yu)(yu)(yu)外(wai)延(yan)，著(zhu)力(li)推動校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)的(de)大(da)(da)發展(zhan)。第(di)二，著(zhu)力(li)打造新型(xing)的(de)書(shu)(shu)(shu)(shu)香(xiang)校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)。文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)的(de)展(zhan)開(kai)，不(bu)(bu)僅(jin)是文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)素養課程(cheng)的(de)開(kai)設(she)問(wen)題(ti)，更(geng)重(zhong)要(yao)(yao)(yao)的(de)是文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)大(da)(da)環(huan)境(jing)與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)新渠道的(de)建(jian)(jian)設(she)問(wen)題(ti)，推進書(shu)(shu)(shu)(shu)香(xiang)校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)建(jian)(jian)設(she)，是一(yi)個(ge)(ge)重(zhong)要(yao)(yao)(yao)的(de)切(qie)入點。要(yao)(yao)(yao)讓(rang)學(xue)(xue)(xue)(xue)生(sheng)(sheng)愛書(shu)(shu)(shu)(shu)、看書(shu)(shu)(shu)(shu)、戀書(shu)(shu)(shu)(shu)，讓(rang)書(shu)(shu)(shu)(shu)之香(xiang)彌漫校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)，使校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)人(ren)(ren)文(wen)(wen)(wen)(wen)氣息濃郁。第(di)三，不(bu)(bu)斷放大(da)(da)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)的(de)功能(neng)。學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)建(jian)(jian)設(she)與(yu)(yu)(yu)創(chuang)(chuang)新十分重(zhong)要(yao)(yao)(yao)，書(shu)(shu)(shu)(shu)香(xiang)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)是校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)重(zhong)要(yao)(yao)(yao)部分。在(zai)書(shu)(shu)(shu)(shu)香(xiang)校(xiao)(xiao)(xiao)(xiao)(xiao)園(yuan)與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)建(jian)(jian)設(she)中(zhong)，應該根據時代(dai)需要(yao)(yao)(yao)、學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)特色，組織各方面的(de)力(li)量，從(cong)不(bu)(bu)同角度完善、充實、放大(da)(da)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)功能(neng)。要(yao)(yao)(yao)將教學(xue)(xue)(xue)(xue)、研究、社(she)(she)會服務、文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)創(chuang)(chuang)新與(yu)(yu)(yu)學(xue)(xue)(xue)(xue)生(sheng)(sheng)全面成長相結合，激(ji)勵教師(shi)投身(shen)于文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)創(chuang)(chuang)新創(chuang)(chuang)造中(zhong)來。抓住德(de)(de)育(yu)(yu)的(de)教育(yu)(yu)主(zhu)線，用不(bu)(bu)同形(xing)式(shi)和方法(fa)提(ti)高學(xue)(xue)(xue)(xue)生(sheng)(sheng)的(de)社(she)(she)會公德(de)(de)、職業(ye)道德(de)(de)與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)品德(de)(de)。要(yao)(yao)(yao)把文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)凝聚上升(sheng)到(dao)(dao)(dao)大(da)(da)學(xue)(xue)(xue)(xue)精神(shen)(shen)，以(yi)(yi)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)為(wei)基(ji)礎，逐步形(xing)成學(xue)(xue)(xue)(xue)校(xiao)(xiao)(xiao)(xiao)(xiao)獨有(you)(you)的(de)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)品牌、文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)特色、文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)風格與(yu)(yu)(yu)精神(shen)(shen)內(nei)核，塑造學(xue)(xue)(xue)(xue)生(sheng)(sheng)，提(ti)升(sheng)學(xue)(xue)(xue)(xue)生(sheng)(sheng)文(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)素養。

　　文化育人的使命與圖書工作的新挑戰

　　深入落實“文化育人”的人才培養理念，一方(fang)面要求圖書文化升(sheng)華(hua)拓展，衍(yan)進(jin)到書香文化，進(jin)而推動書香校園，促(cu)進(jin)校園文化大發展，另一方(fang)面也從文化建設的角(jiao)度對圖書館的具(ju)體工作(zuo)提(ti)出(chu)了(le)新的要求。

　　1、豐(feng)富文(wen)化(hua)資(zi)源(yuan)(yuan)——夯實文(wen)化(hua)根基。資(zi)源(yuan)(yuan)建(jian)(jian)設是(shi)圖(tu)(tu)書(shu)(shu)館(guan)永(yong)恒(heng)的(de)(de)主題(ti)(ti)(ti)，今(jin)后(hou)應(ying)(ying)有三個(ge)轉變，一是(shi)重(zhong)視(shi)資(zi)源(yuan)(yuan)的(de)(de)文(wen)化(hua)內涵(han)，二是(shi)要優化(hua)結構，三是(shi)重(zhong)點抓好特(te)(te)(te)色(se)資(zi)源(yuan)(yuan)建(jian)(jian)設。圖(tu)(tu)書(shu)(shu)資(zi)源(yuan)(yuan)建(jian)(jian)設實則是(shi)文(wen)化(hua)資(zi)源(yuan)(yuan)建(jian)(jian)設，是(shi)書(shu)(shu)香文(wen)化(hua)與校(xiao)園文(wen)化(hua)發(fa)展的(de)(de)基礎(chu)。為形(xing)成(cheng)資(zi)源(yuan)(yuan)的(de)(de)針對性、有效(xiao)性與文(wen)化(hua)特(te)(te)(te)色(se)，應(ying)(ying)進一步與學校(xiao)各部(bu)門及校(xiao)外單(dan)位合作，加(jia)強(qiang)合作資(zi)源(yuan)(yuan)、特(te)(te)(te)色(se)資(zi)源(yuan)(yuan)建(jian)(jian)設，加(jia)強(qiang)文(wen)化(hua)專(zhuan)題(ti)(ti)(ti)如職業素(su)養、地方文(wen)化(hua)、高職文(wen)化(hua)的(de)(de)收藏，一旦形(xing)成(cheng)規模，就進行(xing)歸納整理，集中(zhong)收藏，建(jian)(jian)立專(zhuan)題(ti)(ti)(ti)文(wen)庫。日常(chang)采(cai)購(gou)中(zhong)，應(ying)(ying)有意識(shi)地進行(xing)專(zhuan)題(ti)(ti)(ti)采(cai)購(gou)，形(xing)成(cheng)特(te)(te)(te)色(se)文(wen)化(hua)藏書(shu)(shu)。也可(ke)發(fa)揮博物館(guan)功(gong)能，收集地方文(wen)化(hua)資(zi)料、非(fei)物質遺產，接受私人專(zhuan)題(ti)(ti)(ti)藏品(pin)，形(xing)成(cheng)專(zhuan)題(ti)(ti)(ti)數(shu)據(ju)庫或(huo)特(te)(te)(te)藏室。

　　2、優化(hua)(hua)文(wen)化(hua)(hua)服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)——延(yan)伸文(wen)化(hua)(hua)魅(mei)力。圖(tu)書(shu)館(guan)(guan)是服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)機構，傳統圖(tu)書(shu)館(guan)(guan)的服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)比較簡(jian)單，而現代圖(tu)書(shu)館(guan)(guan)的服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)應更注重文(wen)化(hua)(hua)性，通過服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)影響(xiang)師生，通過文(wen)化(hua)(hua)服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)來育人(ren)。優化(hua)(hua)文(wen)化(hua)(hua)服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)關(guan)鍵要做到服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)的多樣化(hua)(hua)、個性化(hua)(hua)，日常應建立一(yi)套基本(ben)的能滿(man)足讀者需求(qiu)(qiu)的服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)體系，在(zai)此基礎上，要強化(hua)(hua)專業圖(tu)書(shu)文(wen)化(hua)(hua)服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)，開(kai)展文(wen)獻信息的個性化(hua)(hua)服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)，滿(man)足教(jiao)(jiao)師或重點團隊在(zai)縱深層(ceng)次(ci)的教(jiao)(jiao)學科(ke)研活動中對文(wen)獻信息的個性需求(qiu)(qiu)，其次(ci)要在(zai)服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)細(xi)節、服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)態度、服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)方法上下功(gong)夫，引進新技術(shu)讓服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)效(xiao)率更高，服(fu)(fu)(fu)(fu)(fu)務(wu)(wu)(wu)范圍(wei)更廣，如微博、短信、聊天群、手(shou)機圖(tu)書(shu)館(guan)(guan)、虛擬(ni)圖(tu)書(shu)館(guan)(guan)等，促(cu)進與讀者的信息交流，文(wen)化(hua)(hua)互動。

　　3、廣(guang)開文(wen)(wen)(wen)化(hua)活動(dong)——拓寬文(wen)(wen)(wen)化(hua)平(ping)臺(tai)。圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)是校園(yuan)師生(sheng)最重要(yao)(yao)的聚集之地。面(mian)向(xiang)(xiang)未來(lai)(lai)，我們提出(chu)除了(le)(le)要(yao)(yao)把圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)建成(cheng)資源信息中(zhong)(zhong)心之外(wai)，還要(yao)(yao)建成(cheng)學(xue)習交流中(zhong)(zhong)心、文(wen)(wen)(wen)化(hua)活動(dong)中(zhong)(zhong)心和宣傳(chuan)教育中(zhong)(zhong)心，實現由傳(chuan)統大(da)學(xue)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)向(xiang)(xiang)一流、現代、新型大(da)學(xue)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)的轉型。這種(zhong)轉型實際(ji)上賦予圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)更多(duo)的文(wen)(wen)(wen)化(hua)功能(neng)，不斷拓寬圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)的文(wen)(wen)(wen)化(hua)活動(dong)平(ping)臺(tai)，成(cheng)為學(xue)校育人的重要(yao)(yao)渠道。近年來(lai)(lai)，圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)在做好常規(gui)服務的同時(shi)，大(da)量舉辦主題(ti)文(wen)(wen)(wen)化(hua)展覽、館(guan)(guan)(guan)(guan)藏推介、閱讀沙龍、專題(ti)講座(zuo)、書(shu)(shu)(shu)評競賽(sai)和技能(neng)比賽(sai)等，保持了(le)(le)館(guan)(guan)(guan)(guan)內每月有新的文(wen)(wen)(wen)化(hua)展示與文(wen)(wen)(wen)化(hua)活動(dong)的頻率(lv)，通過教師的讀書(shu)(shu)(shu)俱樂部與學(xue)生(sheng)的讀者協(xie)會(hui)，與師生(sheng)建立了(le)(le)廣(guang)泛的聯系。以后，圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)要(yao)(yao)不斷把館(guan)(guan)(guan)(guan)內各類(lei)文(wen)(wen)(wen)化(hua)活動(dong)搞好搞精彩(cai)，還要(yao)(yao)走(zou)出(chu)館(guan)(guan)(guan)(guan)舍，深入校園(yuan)，并且(qie)走(zou)出(chu)校門，配合(he)教學(xue)活動(dong)或(huo)師生(sheng)的專題(ti)活動(dong)，開展書(shu)(shu)(shu)香文(wen)(wen)(wen)化(hua)服務。

　　協同創新共同推進圖書文化育人工作

　　文(wen)化(hua)(hua)育人(ren)(ren)(ren)與(yu)協(xie)(xie)(xie)同(tong)(tong)(tong)育人(ren)(ren)(ren)、復合(he)育人(ren)(ren)(ren)是(shi)(shi)(shi)(shi)緊密聯系(xi)的(de)(de)(de)(de)(de)(de)。新時(shi)(shi)期(qi)圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)文(wen)化(hua)(hua)育人(ren)(ren)(ren)的(de)(de)(de)(de)(de)(de)創(chuang)(chuang)(chuang)新，關鍵也在(zai)(zai)(zai)于協(xie)(xie)(xie)同(tong)(tong)(tong)。協(xie)(xie)(xie)，即(ji)協(xie)(xie)(xie)調、協(xie)(xie)(xie)作(zuo)、協(xie)(xie)(xie)助，強調的(de)(de)(de)(de)(de)(de)是(shi)(shi)(shi)(shi)合(he)作(zuo)、互(hu)(hu)(hu)助、配(pei)(pei)合(he)，是(shi)(shi)(shi)(shi)相(xiang)互(hu)(hu)(hu)的(de)(de)(de)(de)(de)(de)支持(chi)(chi)與(yu)補充。同(tong)(tong)(tong)，即(ji)同(tong)(tong)(tong)行、同(tong)(tong)(tong)心(xin)、同(tong)(tong)(tong)力(li)，強調的(de)(de)(de)(de)(de)(de)是(shi)(shi)(shi)(shi)共(gong)同(tong)(tong)(tong)行動(dong)(dong)(dong)(dong)、共(gong)同(tong)(tong)(tong)目標(biao)、共(gong)同(tong)(tong)(tong)利益，齊心(xin)協(xie)(xie)(xie)力(li)。協(xie)(xie)(xie)與(yu)同(tong)(tong)(tong)結合(he)，注重(zhong)(zhong)的(de)(de)(de)(de)(de)(de)是(shi)(shi)(shi)(shi)整體(ti)(ti)創(chuang)(chuang)(chuang)新，系(xi)統創(chuang)(chuang)(chuang)新，強調的(de)(de)(de)(de)(de)(de)是(shi)(shi)(shi)(shi)全(quan)員力(li)量，相(xiang)互(hu)(hu)(hu)配(pei)(pei)合(he)。協(xie)(xie)(xie)同(tong)(tong)(tong)創(chuang)(chuang)(chuang)新圖(tu)(tu)書(shu)文(wen)化(hua)(hua)育人(ren)(ren)(ren)工(gong)(gong)作(zuo)，首先(xian)要(yao)(yao)準確定位，不(bu)(bu)越位。在(zai)(zai)(zai)學校(xiao)(xiao)(xiao)的(de)(de)(de)(de)(de)(de)總體(ti)(ti)創(chuang)(chuang)(chuang)新工(gong)(gong)作(zuo)中，圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)主(zhu)要(yao)(yao)是(shi)(shi)(shi)(shi)要(yao)(yao)做(zuo)(zuo)好(hao)(hao)配(pei)(pei)角，做(zuo)(zuo)好(hao)(hao)圖(tu)(tu)書(shu)信(xin)息(xi)基礎資源(yuan)的(de)(de)(de)(de)(de)(de)保障服務(wu)(wu)(wu)。能(neng)保持(chi)(chi)清(qing)醒(xing)的(de)(de)(de)(de)(de)(de)頭腦，又持(chi)(chi)有(you)(you)熱(re)情(qing)的(de)(de)(de)(de)(de)(de)態度，認(ren)真做(zuo)(zuo)好(hao)(hao)自身(shen)工(gong)(gong)作(zuo)。其(qi)次(ci)要(yao)(yao)謀求主(zhu)動(dong)(dong)(dong)(dong)，不(bu)(bu)被動(dong)(dong)(dong)(dong)。創(chuang)(chuang)(chuang)新過程是(shi)(shi)(shi)(shi)一個(ge)復雜的(de)(de)(de)(de)(de)(de)相(xiang)互(hu)(hu)(hu)聯動(dong)(dong)(dong)(dong)時(shi)(shi)常(chang)動(dong)(dong)(dong)(dong)態變化(hua)(hua)的(de)(de)(de)(de)(de)(de)過程，在(zai)(zai)(zai)某(mou)一方面(mian)某(mou)一時(shi)(shi)刻，創(chuang)(chuang)(chuang)新的(de)(de)(de)(de)(de)(de)角度、主(zhu)體(ti)(ti)可能(neng)會發生變化(hua)(hua)，配(pei)(pei)角也可能(neng)變為主(zhu)角。從(cong)系(xi)統工(gong)(gong)程看(kan)，任(ren)(ren)何一個(ge)部分都是(shi)(shi)(shi)(shi)非常(chang)重(zhong)(zhong)要(yao)(yao)的(de)(de)(de)(de)(de)(de)，配(pei)(pei)角或輔(fu)助的(de)(de)(de)(de)(de)(de)工(gong)(gong)作(zuo)沒做(zuo)(zuo)好(hao)(hao)，必將影(ying)響整個(ge)創(chuang)(chuang)(chuang)新的(de)(de)(de)(de)(de)(de)效(xiao)果。同(tong)(tong)(tong)時(shi)(shi)，在(zai)(zai)(zai)協(xie)(xie)(xie)同(tong)(tong)(tong)創(chuang)(chuang)(chuang)新中還有(you)(you)一個(ge)工(gong)(gong)作(zuo)態度問題，對(dui)配(pei)(pei)角或輔(fu)助單位來說，我們應(ying)當持(chi)(chi)一種主(zhu)動(dong)(dong)(dong)(dong)、積極的(de)(de)(de)(de)(de)(de)態度參與(yu)創(chuang)(chuang)(chuang)新。圖(tu)(tu)書(shu)資源(yuan)建(jian)設(she)應(ying)當是(shi)(shi)(shi)(shi)主(zhu)動(dong)(dong)(dong)(dong)溝通(tong)教學科研(yan)人(ren)(ren)(ren)員，主(zhu)動(dong)(dong)(dong)(dong)聽取使(shi)用(yong)主(zhu)體(ti)(ti)意(yi)見，主(zhu)動(dong)(dong)(dong)(dong)建(jian)設(she)。對(dui)外(wai)服務(wu)(wu)(wu)應(ying)當主(zhu)動(dong)(dong)(dong)(dong)走(zou)出去，主(zhu)動(dong)(dong)(dong)(dong)、熱(re)情(qing)為讀者服務(wu)(wu)(wu)。再(zai)次(ci)要(yao)(yao)內(nei)外(wai)聯動(dong)(dong)(dong)(dong)，不(bu)(bu)亂(luan)動(dong)(dong)(dong)(dong)，相(xiang)互(hu)(hu)(hu)協(xie)(xie)(xie)作(zuo)配(pei)(pei)合(he)。圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)在(zai)(zai)(zai)館(guan)(guan)(guan)(guan)內(nei)要(yao)(yao)把各項工(gong)(gong)作(zuo)做(zuo)(zuo)好(hao)(hao)，提(ti)高效(xiao)率，增(zeng)進活力(li)，還要(yao)(yao)與(yu)校(xiao)(xiao)(xiao)內(nei)各學院(yuan)部門(men)聯動(dong)(dong)(dong)(dong)，搞好(hao)(hao)資源(yuan)、環(huan)境與(yu)文(wen)化(hua)(hua)建(jian)設(she)。同(tong)(tong)(tong)時(shi)(shi)還要(yao)(yao)經常(chang)與(yu)本系(xi)統、與(yu)兄弟(di)院(yuan)校(xiao)(xiao)(xiao)圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)、專(zhuan)業圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)、公(gong)共(gong)圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)加強溝通(tong)，交流經驗(yan)，共(gong)同(tong)(tong)(tong)促進圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)事(shi)業的(de)(de)(de)(de)(de)(de)發展。在(zai)(zai)(zai)復合(he)式創(chuang)(chuang)(chuang)新型高素質高技能(neng)人(ren)(ren)(ren)才培養模式的(de)(de)(de)(de)(de)(de)改革(ge)中，圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)需要(yao)(yao)融入到學校(xiao)(xiao)(xiao)乃(nai)至省市、國家的(de)(de)(de)(de)(de)(de)協(xie)(xie)(xie)同(tong)(tong)(tong)創(chuang)(chuang)(chuang)新大平臺(tai)中去，發揮著自身(shen)的(de)(de)(de)(de)(de)(de)作(zuo)用(yong)。平臺(tai)有(you)(you)變化(hua)(hua)，創(chuang)(chuang)(chuang)新無止境。不(bu)(bu)管(guan)是(shi)(shi)(shi)(shi)橫向縱向，不(bu)(bu)管(guan)是(shi)(shi)(shi)(shi)內(nei)部外(wai)部，不(bu)(bu)管(guan)是(shi)(shi)(shi)(shi)主(zhu)體(ti)(ti)任(ren)(ren)務(wu)(wu)(wu)還是(shi)(shi)(shi)(shi)輔(fu)助工(gong)(gong)作(zuo)，圖(tu)(tu)書(shu)館(guan)(guan)(guan)(guan)都要(yao)(yao)牢固樹立協(xie)(xie)(xie)同(tong)(tong)(tong)意(yi)識(shi)、創(chuang)(chuang)(chuang)新意(yi)識(shi)、文(wen)化(hua)(hua)育人(ren)(ren)(ren)意(yi)識(shi)，做(zuo)(zuo)好(hao)(hao)自己的(de)(de)(de)(de)(de)(de)工(gong)(gong)作(zuo)，做(zuo)(zuo)出應(ying)有(you)(you)的(de)(de)(de)(de)(de)(de)貢獻。