圖(tu)書(shu)特(te)有的文(wen)(wen)化(hua)(hua)底蘊和文(wen)(wen)化(hua)(hua)地(di)位，對整個社會的文(wen)(wen)化(hua)(hua)大發展，甚而對經濟、科研、社會文(wen)(wen)明等方面的進(jin)步起著舉足輕重(zhong)的作(zuo)用(yong)。圖(tu)書(shu)館作(zuo)為古今中外最重(zhong)要(yao)的藏書(shu)場(chang)所、文(wen)(wen)化(hua)(hua)天地(di)，肩負著特(te)別的文(wen)(wen)化(hua)(hua)使命和任務。高校圖(tu)書(shu)館在(zai)為教學科研服(fu)務的同時，更有著直接參與文(wen)(wen)化(hua)(hua)育人的重(zhong)要(yao)使命。

　　技能人才內涵的豐富與育人平臺的擴充

　　培(pei)(pei)養(yang)“復合(he)式(shi)創新(xin)(xin)型高素(su)質高技能人(ren)(ren)(ren)才(cai)”，是(shi)新(xin)(xin)時期對職業院(yuan)校提出(chu)的(de)新(xin)(xin)要求，符合(he)市(shi)場(chang)對新(xin)(xin)型技能人(ren)(ren)(ren)才(cai)的(de)新(xin)(xin)變化，也切合(he)技能人(ren)(ren)(ren)才(cai)未來發展(zhan)的(de)方向。全面推進(jin)“文(wen)化育(yu)人(ren)(ren)(ren)、復合(he)育(yu)人(ren)(ren)(ren)、協(xie)同育(yu)人(ren)(ren)(ren)”人(ren)(ren)(ren)才(cai)培(pei)(pei)養(yang)模式(shi)改革，對職業院(yuan)校的(de)發展(zhan)與(yu)教(jiao)育(yu)教(jiao)學提出(chu)了(le)新(xin)(xin)的(de)挑戰，也說明了(le)新(xin)(xin)型技能人(ren)(ren)(ren)才(cai)培(pei)(pei)育(yu)的(de)復雜(za)性。作為傳統的(de)文(wen)化主體部門、教(jiao)學輔助單位，圖書館(guan)理當(dang)主動參(can)與(yu)到文(wen)化育(yu)人(ren)(ren)(ren)工作中。

　　從(cong)單(dan)一的專業要(yao)(yao)求(qiu)到(dao)(dao)(dao)學(xue)(xue)(xue)科或專業群要(yao)(yao)求(qiu)，從(cong)適應崗位(wei)到(dao)(dao)(dao)工作創(chuang)新(xin)，從(cong)“工具(ju)”人(ren)(ren)到(dao)(dao)(dao)以人(ren)(ren)為本綜合發展(zhan)，現代技能(neng)(neng)人(ren)(ren)才的理念與(yu)(yu)(yu)(yu)(yu)定位(wei)有根本性轉變(bian)(bian)，對(dui)高(gao)校(xiao)(xiao)圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)而(er)言(yan)，自身(shen)定位(wei)與(yu)(yu)(yu)(yu)(yu)工作責(ze)任必(bi)須進(jin)行變(bian)(bian)革。第(di)一，努力(li)拓展(zhan)圖(tu)書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的內涵，必(bi)須要(yao)(yao)跳出(chu)圖(tu)書(shu)(shu)(shu)(shu)看(kan)到(dao)(dao)(dao)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，創(chuang)新(xin)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)升(sheng)華到(dao)(dao)(dao)育(yu)(yu)人(ren)(ren)。圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)要(yao)(yao)以育(yu)(yu)人(ren)(ren)為中(zhong)心(xin)開(kai)展(zhan)資源建(jian)設(she)和服務(wu)提(ti)升(sheng)，依復(fu)合型、創(chuang)新(xin)型要(yao)(yao)求(qiu)來采購圖(tu)書(shu)(shu)(shu)(shu)、完(wan)(wan)善閱讀(du)環境，開(kai)展(zhan)多(duo)層次的個(ge)性化(hua)(hua)(hua)服務(wu)，更要(yao)(yao)走出(chu)圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)，參與(yu)(yu)(yu)(yu)(yu)到(dao)(dao)(dao)育(yu)(yu)人(ren)(ren)工作的第(di)一線。圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)可(ke)以全(quan)(quan)程介(jie)入教(jiao)與(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)的整個(ge)過程，從(cong)而(er)在(zai)實踐中(zhong)使圖(tu)書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)轉化(hua)(hua)(hua)書(shu)(shu)(shu)(shu)香文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，擴(kuo)大圖(tu)書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的內涵與(yu)(yu)(yu)(yu)(yu)外延，著力(li)推動校(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的大發展(zhan)。第(di)二，著力(li)打造新(xin)型的書(shu)(shu)(shu)(shu)香校(xiao)(xiao)園(yuan)。文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)的展(zhan)開(kai)，不僅(jin)是文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)素養課(ke)程的開(kai)設(she)問題，更重(zhong)要(yao)(yao)的是文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)大環境與(yu)(yu)(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)新(xin)渠道的建(jian)設(she)問題，推進(jin)書(shu)(shu)(shu)(shu)香校(xiao)(xiao)園(yuan)建(jian)設(she)，是一個(ge)重(zhong)要(yao)(yao)的切入點(dian)。要(yao)(yao)讓(rang)學(xue)(xue)(xue)生(sheng)愛(ai)書(shu)(shu)(shu)(shu)、看(kan)書(shu)(shu)(shu)(shu)、戀(lian)書(shu)(shu)(shu)(shu)，讓(rang)書(shu)(shu)(shu)(shu)之香彌漫校(xiao)(xiao)園(yuan)，使校(xiao)(xiao)園(yuan)人(ren)(ren)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)氣息(xi)濃(nong)郁。第(di)三(san)，不斷放(fang)大文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)的功(gong)能(neng)(neng)。學(xue)(xue)(xue)校(xiao)(xiao)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)建(jian)設(she)與(yu)(yu)(yu)(yu)(yu)創(chuang)新(xin)十分(fen)重(zhong)要(yao)(yao)，書(shu)(shu)(shu)(shu)香文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)是校(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)重(zhong)要(yao)(yao)部分(fen)。在(zai)書(shu)(shu)(shu)(shu)香校(xiao)(xiao)園(yuan)與(yu)(yu)(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)建(jian)設(she)中(zhong)，應該(gai)根據時(shi)代需要(yao)(yao)、學(xue)(xue)(xue)校(xiao)(xiao)特色，組織各方面的力(li)量，從(cong)不同角(jiao)度完(wan)(wan)善、充實、放(fang)大文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)功(gong)能(neng)(neng)。要(yao)(yao)將教(jiao)學(xue)(xue)(xue)、研究、社(she)(she)會(hui)服務(wu)、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)創(chuang)新(xin)與(yu)(yu)(yu)(yu)(yu)學(xue)(xue)(xue)生(sheng)全(quan)(quan)面成(cheng)長相(xiang)結(jie)合，激勵教(jiao)師投(tou)身(shen)于(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)創(chuang)新(xin)創(chuang)造中(zhong)來。抓(zhua)住德(de)育(yu)(yu)的教(jiao)育(yu)(yu)主線，用不同形式和方法(fa)提(ti)高(gao)學(xue)(xue)(xue)生(sheng)的社(she)(she)會(hui)公德(de)、職(zhi)業道德(de)與(yu)(yu)(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)品德(de)。要(yao)(yao)把文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)凝(ning)聚上升(sheng)到(dao)(dao)(dao)大學(xue)(xue)(xue)精神(shen)，以文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)為基(ji)礎，逐步形成(cheng)學(xue)(xue)(xue)校(xiao)(xiao)獨有的文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)品牌(pai)、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)特色、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)風格與(yu)(yu)(yu)(yu)(yu)精神(shen)內核，塑造學(xue)(xue)(xue)生(sheng)，提(ti)升(sheng)學(xue)(xue)(xue)生(sheng)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)素養。

　　文化育人的使命與圖書工作的新挑戰

　　深(shen)入落(luo)實“文(wen)化育(yu)人”的人才(cai)培(pei)養理念，一方面要求(qiu)圖(tu)書文(wen)化升華拓展(zhan)，衍進(jin)到書香文(wen)化，進(jin)而推動書香校(xiao)園(yuan)，促進(jin)校(xiao)園(yuan)文(wen)化大發展(zhan)，另一方面也從文(wen)化建設的角度對圖(tu)書館的具體工作提出了新的要求(qiu)。

　　1、豐富文(wen)(wen)(wen)化(hua)(hua)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)——夯(hang)實(shi)文(wen)(wen)(wen)化(hua)(hua)根基。資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)設(she)(she)是圖書(shu)館永恒的(de)主(zhu)題，今(jin)后應有(you)三(san)個(ge)轉變，一是重視資(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)文(wen)(wen)(wen)化(hua)(hua)內涵，二(er)是要優化(hua)(hua)結構(gou)，三(san)是重點抓好特色(se)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)設(she)(she)。圖書(shu)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)設(she)(she)實(shi)則(ze)是文(wen)(wen)(wen)化(hua)(hua)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)設(she)(she)，是書(shu)香文(wen)(wen)(wen)化(hua)(hua)與校園文(wen)(wen)(wen)化(hua)(hua)發展的(de)基礎。為形(xing)成(cheng)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)針對性、有(you)效性與文(wen)(wen)(wen)化(hua)(hua)特色(se)，應進一步與學(xue)校各(ge)部門及校外單位(wei)合作，加(jia)(jia)強(qiang)合作資(zi)(zi)(zi)源(yuan)(yuan)(yuan)、特色(se)資(zi)(zi)(zi)源(yuan)(yuan)(yuan)建(jian)設(she)(she)，加(jia)(jia)強(qiang)文(wen)(wen)(wen)化(hua)(hua)專題如職業(ye)素養、地(di)方文(wen)(wen)(wen)化(hua)(hua)、高職文(wen)(wen)(wen)化(hua)(hua)的(de)收藏(zang)，一旦形(xing)成(cheng)規模(mo)，就(jiu)進行(xing)歸(gui)納整理，集(ji)中(zhong)收藏(zang)，建(jian)立(li)專題文(wen)(wen)(wen)庫。日常采(cai)購中(zhong)，應有(you)意(yi)識地(di)進行(xing)專題采(cai)購，形(xing)成(cheng)特色(se)文(wen)(wen)(wen)化(hua)(hua)藏(zang)書(shu)。也可發揮博物館功(gong)能，收集(ji)地(di)方文(wen)(wen)(wen)化(hua)(hua)資(zi)(zi)(zi)料、非物質遺(yi)產，接受私(si)人專題藏(zang)品，形(xing)成(cheng)專題數據庫或特藏(zang)室。

　　2、優化(hua)(hua)文(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)——延(yan)伸文(wen)(wen)(wen)化(hua)(hua)魅(mei)力。圖(tu)書(shu)館(guan)(guan)是服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)機構，傳(chuan)統圖(tu)書(shu)館(guan)(guan)的服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)比較簡單，而現代圖(tu)書(shu)館(guan)(guan)的服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)應更注(zhu)重文(wen)(wen)(wen)化(hua)(hua)性(xing)(xing)，通(tong)過(guo)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)影響師生，通(tong)過(guo)文(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)來育人。優化(hua)(hua)文(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)關鍵(jian)要做到服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)的多樣化(hua)(hua)、個(ge)性(xing)(xing)化(hua)(hua)，日(ri)常應建立一套(tao)基本(ben)的能滿(man)足(zu)讀者需求的服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)體系，在(zai)此(ci)基礎上(shang)，要強化(hua)(hua)專業圖(tu)書(shu)文(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)，開(kai)展文(wen)(wen)(wen)獻(xian)信(xin)(xin)息的個(ge)性(xing)(xing)化(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)，滿(man)足(zu)教(jiao)師或重點團隊在(zai)縱深層次(ci)的教(jiao)學(xue)科研活動中對文(wen)(wen)(wen)獻(xian)信(xin)(xin)息的個(ge)性(xing)(xing)需求，其次(ci)要在(zai)服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)細節、服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)態度(du)、服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)方(fang)法上(shang)下功(gong)夫(fu)，引進新技術讓服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)效率更高(gao)，服(fu)(fu)(fu)務(wu)(wu)(wu)(wu)(wu)范圍更廣，如微(wei)博、短信(xin)(xin)、聊天(tian)群、手機圖(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(xin)(xin)息交流，文(wen)(wen)(wen)化(hua)(hua)互動。

　　3、廣開文(wen)(wen)化(hua)(hua)活動(dong)(dong)——拓寬文(wen)(wen)化(hua)(hua)平臺。圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)是(shi)校園師生(sheng)最重要(yao)(yao)的(de)聚(ju)集(ji)之地。面向未來，我們提出除(chu)了要(yao)(yao)把圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)建(jian)成(cheng)資源信(xin)息中(zhong)(zhong)心(xin)之外，還要(yao)(yao)建(jian)成(cheng)學(xue)(xue)習交流(liu)中(zhong)(zhong)心(xin)、文(wen)(wen)化(hua)(hua)活動(dong)(dong)中(zhong)(zhong)心(xin)和宣(xuan)傳教育中(zhong)(zhong)心(xin)，實現由傳統大學(xue)(xue)圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)向一流(liu)、現代、新型(xing)大學(xue)(xue)圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)的(de)轉(zhuan)型(xing)。這種轉(zhuan)型(xing)實際上(shang)賦(fu)予圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)更多的(de)文(wen)(wen)化(hua)(hua)功能(neng)，不斷拓寬圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)的(de)文(wen)(wen)化(hua)(hua)活動(dong)(dong)平臺，成(cheng)為學(xue)(xue)校育人的(de)重要(yao)(yao)渠道。近年來，圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)在做好(hao)常(chang)規服(fu)務(wu)的(de)同時，大量舉辦(ban)主題(ti)文(wen)(wen)化(hua)(hua)展覽、館(guan)(guan)藏推介、閱(yue)讀沙龍、專題(ti)講座、書(shu)(shu)(shu)評競賽和技能(neng)比(bi)賽等(deng)，保持了館(guan)(guan)內每月有新的(de)文(wen)(wen)化(hua)(hua)展示與文(wen)(wen)化(hua)(hua)活動(dong)(dong)的(de)頻率，通過教師的(de)讀書(shu)(shu)(shu)俱樂部與學(xue)(xue)生(sheng)的(de)讀者(zhe)協會(hui)，與師生(sheng)建(jian)立了廣泛的(de)聯系。以后，圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)要(yao)(yao)不斷把館(guan)(guan)內各類文(wen)(wen)化(hua)(hua)活動(dong)(dong)搞好(hao)搞精彩，還要(yao)(yao)走出館(guan)(guan)舍(she)，深入校園，并(bing)且走出校門(men)，配合教學(xue)(xue)活動(dong)(dong)或師生(sheng)的(de)專題(ti)活動(dong)(dong)，開展書(shu)(shu)(shu)香文(wen)(wen)化(hua)(hua)服(fu)務(wu)。

　　協同創新共同推進圖書文化育人工作

　　文化(hua)育(yu)(yu)人(ren)與(yu)(yu)協(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)育(yu)(yu)人(ren)、復(fu)合(he)(he)(he)育(yu)(yu)人(ren)是(shi)(shi)(shi)緊密聯系的(de)(de)(de)(de)(de)。新(xin)(xin)(xin)(xin)時(shi)(shi)(shi)期圖(tu)書(shu)(shu)(shu)(shu)館(guan)文化(hua)育(yu)(yu)人(ren)的(de)(de)(de)(de)(de)創(chuang)(chuang)新(xin)(xin)(xin)(xin)，關鍵(jian)也在(zai)于協(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)。協(xie)，即協(xie)調(diao)、協(xie)作(zuo)(zuo)(zuo)、協(xie)助(zhu)，強調(diao)的(de)(de)(de)(de)(de)是(shi)(shi)(shi)合(he)(he)(he)作(zuo)(zuo)(zuo)、互(hu)(hu)助(zhu)、配(pei)合(he)(he)(he)，是(shi)(shi)(shi)相(xiang)互(hu)(hu)的(de)(de)(de)(de)(de)支(zhi)持(chi)(chi)與(yu)(yu)補(bu)充。同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)，即同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)行、同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)心(xin)、同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)力(li)，強調(diao)的(de)(de)(de)(de)(de)是(shi)(shi)(shi)共(gong)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)行動(dong)(dong)、共(gong)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)目(mu)標、共(gong)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)利(li)益，齊心(xin)協(xie)力(li)。協(xie)與(yu)(yu)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)結合(he)(he)(he)，注重(zhong)的(de)(de)(de)(de)(de)是(shi)(shi)(shi)整(zheng)體創(chuang)(chuang)新(xin)(xin)(xin)(xin)，系統(tong)創(chuang)(chuang)新(xin)(xin)(xin)(xin)，強調(diao)的(de)(de)(de)(de)(de)是(shi)(shi)(shi)全(quan)員力(li)量，相(xiang)互(hu)(hu)配(pei)合(he)(he)(he)。協(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)新(xin)(xin)(xin)(xin)圖(tu)書(shu)(shu)(shu)(shu)文化(hua)育(yu)(yu)人(ren)工(gong)作(zuo)(zuo)(zuo)，首先要(yao)(yao)準確定位(wei)，不越位(wei)。在(zai)學校的(de)(de)(de)(de)(de)總(zong)體創(chuang)(chuang)新(xin)(xin)(xin)(xin)工(gong)作(zuo)(zuo)(zuo)中(zhong)，圖(tu)書(shu)(shu)(shu)(shu)館(guan)主(zhu)(zhu)(zhu)(zhu)要(yao)(yao)是(shi)(shi)(shi)要(yao)(yao)做(zuo)好(hao)配(pei)角(jiao)(jiao)，做(zuo)好(hao)圖(tu)書(shu)(shu)(shu)(shu)信息基(ji)礎資(zi)源(yuan)(yuan)的(de)(de)(de)(de)(de)保障服務。能(neng)(neng)保持(chi)(chi)清醒的(de)(de)(de)(de)(de)頭腦，又持(chi)(chi)有熱情的(de)(de)(de)(de)(de)態(tai)度(du)，認真做(zuo)好(hao)自(zi)身工(gong)作(zuo)(zuo)(zuo)。其次(ci)要(yao)(yao)謀求主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)，不被動(dong)(dong)。創(chuang)(chuang)新(xin)(xin)(xin)(xin)過程是(shi)(shi)(shi)一(yi)個復(fu)雜的(de)(de)(de)(de)(de)相(xiang)互(hu)(hu)聯動(dong)(dong)時(shi)(shi)(shi)常動(dong)(dong)態(tai)變化(hua)的(de)(de)(de)(de)(de)過程，在(zai)某(mou)(mou)一(yi)方面(mian)某(mou)(mou)一(yi)時(shi)(shi)(shi)刻(ke)，創(chuang)(chuang)新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)(de)角(jiao)(jiao)度(du)、主(zhu)(zhu)(zhu)(zhu)體可(ke)能(neng)(neng)會發生變化(hua)，配(pei)角(jiao)(jiao)也可(ke)能(neng)(neng)變為主(zhu)(zhu)(zhu)(zhu)角(jiao)(jiao)。從系統(tong)工(gong)程看，任何一(yi)個部(bu)分都(dou)是(shi)(shi)(shi)非(fei)常重(zhong)要(yao)(yao)的(de)(de)(de)(de)(de)，配(pei)角(jiao)(jiao)或輔助(zhu)的(de)(de)(de)(de)(de)工(gong)作(zuo)(zuo)(zuo)沒做(zuo)好(hao)，必將(jiang)影響整(zheng)個創(chuang)(chuang)新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)(de)效(xiao)果。同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)時(shi)(shi)(shi)，在(zai)協(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)新(xin)(xin)(xin)(xin)中(zhong)還有一(yi)個工(gong)作(zuo)(zuo)(zuo)態(tai)度(du)問題，對配(pei)角(jiao)(jiao)或輔助(zhu)單位(wei)來說(shuo)，我們(men)應當持(chi)(chi)一(yi)種(zhong)主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)、積(ji)極(ji)的(de)(de)(de)(de)(de)態(tai)度(du)參與(yu)(yu)創(chuang)(chuang)新(xin)(xin)(xin)(xin)。圖(tu)書(shu)(shu)(shu)(shu)資(zi)源(yuan)(yuan)建設(she)應當是(shi)(shi)(shi)主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)溝(gou)通教學科研(yan)人(ren)員，主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)聽取(qu)使用主(zhu)(zhu)(zhu)(zhu)體意(yi)見，主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)建設(she)。對外服務應當主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)走出(chu)去(qu)(qu)，主(zhu)(zhu)(zhu)(zhu)動(dong)(dong)、熱情為讀者服務。再(zai)次(ci)要(yao)(yao)內外聯動(dong)(dong)，不亂(luan)動(dong)(dong)，相(xiang)互(hu)(hu)協(xie)作(zuo)(zuo)(zuo)配(pei)合(he)(he)(he)。圖(tu)書(shu)(shu)(shu)(shu)館(guan)在(zai)館(guan)內要(yao)(yao)把(ba)各(ge)項工(gong)作(zuo)(zuo)(zuo)做(zuo)好(hao)，提高(gao)(gao)效(xiao)率，增(zeng)進活力(li)，還要(yao)(yao)與(yu)(yu)校內各(ge)學院部(bu)門(men)聯動(dong)(dong)，搞(gao)好(hao)資(zi)源(yuan)(yuan)、環境與(yu)(yu)文化(hua)建設(she)。同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)時(shi)(shi)(shi)還要(yao)(yao)經常與(yu)(yu)本(ben)系統(tong)、與(yu)(yu)兄(xiong)弟(di)院校圖(tu)書(shu)(shu)(shu)(shu)館(guan)、專(zhuan)業圖(tu)書(shu)(shu)(shu)(shu)館(guan)、公共(gong)圖(tu)書(shu)(shu)(shu)(shu)館(guan)加強溝(gou)通，交流經驗，共(gong)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)促進圖(tu)書(shu)(shu)(shu)(shu)館(guan)事業的(de)(de)(de)(de)(de)發展(zhan)。在(zai)復(fu)合(he)(he)(he)式創(chuang)(chuang)新(xin)(xin)(xin)(xin)型高(gao)(gao)素質(zhi)高(gao)(gao)技能(neng)(neng)人(ren)才培養模(mo)式的(de)(de)(de)(de)(de)改革(ge)中(zhong)，圖(tu)書(shu)(shu)(shu)(shu)館(guan)需要(yao)(yao)融入到學校乃至省(sheng)市、國家的(de)(de)(de)(de)(de)協(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)新(xin)(xin)(xin)(xin)大平(ping)臺中(zhong)去(qu)(qu)，發揮著自(zi)身的(de)(de)(de)(de)(de)作(zuo)(zuo)(zuo)用。平(ping)臺有變化(hua)，創(chuang)(chuang)新(xin)(xin)(xin)(xin)無止境。不管(guan)是(shi)(shi)(shi)橫向縱向，不管(guan)是(shi)(shi)(shi)內部(bu)外部(bu)，不管(guan)是(shi)(shi)(shi)主(zhu)(zhu)(zhu)(zhu)體任務還是(shi)(shi)(shi)輔助(zhu)工(gong)作(zuo)(zuo)(zuo)，圖(tu)書(shu)(shu)(shu)(shu)館(guan)都(dou)要(yao)(yao)牢固樹(shu)立協(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)(tong)意(yi)識(shi)、創(chuang)(chuang)新(xin)(xin)(xin)(xin)意(yi)識(shi)、文化(hua)育(yu)(yu)人(ren)意(yi)識(shi)，做(zuo)好(hao)自(zi)己的(de)(de)(de)(de)(de)工(gong)作(zuo)(zuo)(zuo)，做(zuo)出(chu)應有的(de)(de)(de)(de)(de)貢獻。