圖(tu)書(shu)(shu)特有的(de)文(wen)(wen)化(hua)底蘊和文(wen)(wen)化(hua)地位(wei)，對(dui)整個社(she)會的(de)文(wen)(wen)化(hua)大(da)發展，甚而(er)對(dui)經濟、科研、社(she)會文(wen)(wen)明等方面的(de)進步(bu)起著(zhu)(zhu)舉足輕重(zhong)的(de)作用。圖(tu)書(shu)(shu)館作為古今中(zhong)外最重(zhong)要的(de)藏(zang)書(shu)(shu)場(chang)所(suo)、文(wen)(wen)化(hua)天地，肩負(fu)著(zhu)(zhu)特別的(de)文(wen)(wen)化(hua)使命和任務。高校(xiao)圖(tu)書(shu)(shu)館在為教學科研服務的(de)同時，更有著(zhu)(zhu)直接(jie)參與文(wen)(wen)化(hua)育人的(de)重(zhong)要使命。

　　技能人才內涵的豐富與育人平臺的擴充

　　培(pei)養(yang)“復合(he)式創(chuang)新(xin)(xin)(xin)型高素質(zhi)高技(ji)能(neng)人(ren)(ren)(ren)才(cai)”，是新(xin)(xin)(xin)時期對職業院校提(ti)出(chu)(chu)的(de)(de)新(xin)(xin)(xin)要求(qiu)，符合(he)市場對新(xin)(xin)(xin)型技(ji)能(neng)人(ren)(ren)(ren)才(cai)的(de)(de)新(xin)(xin)(xin)變化，也切合(he)技(ji)能(neng)人(ren)(ren)(ren)才(cai)未來(lai)發(fa)展的(de)(de)方(fang)向。全面推進“文化育(yu)(yu)人(ren)(ren)(ren)、復合(he)育(yu)(yu)人(ren)(ren)(ren)、協同育(yu)(yu)人(ren)(ren)(ren)”人(ren)(ren)(ren)才(cai)培(pei)養(yang)模式改革，對職業院校的(de)(de)發(fa)展與(yu)教(jiao)(jiao)育(yu)(yu)教(jiao)(jiao)學(xue)提(ti)出(chu)(chu)了新(xin)(xin)(xin)的(de)(de)挑戰(zhan)，也說明了新(xin)(xin)(xin)型技(ji)能(neng)人(ren)(ren)(ren)才(cai)培(pei)育(yu)(yu)的(de)(de)復雜性(xing)。作為傳統(tong)的(de)(de)文化主體(ti)部門、教(jiao)(jiao)學(xue)輔(fu)助(zhu)單(dan)位，圖(tu)書(shu)館(guan)理當主動參與(yu)到文化育(yu)(yu)人(ren)(ren)(ren)工作中(zhong)。

　　從(cong)(cong)單一(yi)的(de)(de)專業(ye)要(yao)(yao)(yao)(yao)求到(dao)(dao)(dao)學(xue)(xue)科或(huo)專業(ye)群(qun)要(yao)(yao)(yao)(yao)求，從(cong)(cong)適應崗位(wei)到(dao)(dao)(dao)工(gong)作(zuo)創新(xin)，從(cong)(cong)“工(gong)具(ju)”人(ren)(ren)(ren)到(dao)(dao)(dao)以人(ren)(ren)(ren)為本綜合發展(zhan)(zhan)(zhan)，現(xian)代(dai)技(ji)能人(ren)(ren)(ren)才的(de)(de)理念與(yu)(yu)定位(wei)有根本性轉變，對(dui)高(gao)(gao)校(xiao)(xiao)(xiao)圖(tu)書(shu)(shu)(shu)館而(er)言(yan)，自身(shen)定位(wei)與(yu)(yu)工(gong)作(zuo)責(ze)任必(bi)須進(jin)(jin)行(xing)變革。第(di)一(yi)，努力拓展(zhan)(zhan)(zhan)圖(tu)書(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)內(nei)涵，必(bi)須要(yao)(yao)(yao)(yao)跳出(chu)圖(tu)書(shu)(shu)(shu)看到(dao)(dao)(dao)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)，創新(xin)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)升華(hua)到(dao)(dao)(dao)育(yu)(yu)人(ren)(ren)(ren)。圖(tu)書(shu)(shu)(shu)館要(yao)(yao)(yao)(yao)以育(yu)(yu)人(ren)(ren)(ren)為中心開(kai)(kai)展(zhan)(zhan)(zhan)資(zi)源建(jian)(jian)設(she)(she)(she)和(he)服務(wu)提升，依(yi)復合型、創新(xin)型要(yao)(yao)(yao)(yao)求來采(cai)購(gou)圖(tu)書(shu)(shu)(shu)、完(wan)善閱讀環境，開(kai)(kai)展(zhan)(zhan)(zhan)多層次的(de)(de)個(ge)性化(hua)(hua)(hua)(hua)(hua)(hua)(hua)服務(wu)，更要(yao)(yao)(yao)(yao)走(zou)出(chu)圖(tu)書(shu)(shu)(shu)館，參與(yu)(yu)到(dao)(dao)(dao)育(yu)(yu)人(ren)(ren)(ren)工(gong)作(zuo)的(de)(de)第(di)一(yi)線。圖(tu)書(shu)(shu)(shu)館可(ke)以全(quan)程(cheng)介(jie)入教與(yu)(yu)學(xue)(xue)的(de)(de)整個(ge)過(guo)程(cheng)，從(cong)(cong)而(er)在(zai)實踐中使圖(tu)書(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)轉化(hua)(hua)(hua)(hua)(hua)(hua)(hua)書(shu)(shu)(shu)香(xiang)(xiang)(xiang)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)，擴大(da)(da)圖(tu)書(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)內(nei)涵與(yu)(yu)外延(yan)，著力推動(dong)校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)的(de)(de)大(da)(da)發展(zhan)(zhan)(zhan)。第(di)二，著力打造(zao)(zao)新(xin)型的(de)(de)書(shu)(shu)(shu)香(xiang)(xiang)(xiang)校(xiao)(xiao)(xiao)園(yuan)。文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)(ren)的(de)(de)展(zhan)(zhan)(zhan)開(kai)(kai)，不(bu)僅是文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)素養(yang)課(ke)程(cheng)的(de)(de)開(kai)(kai)設(she)(she)(she)問題，更重(zhong)要(yao)(yao)(yao)(yao)的(de)(de)是文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)大(da)(da)環境與(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)(ren)新(xin)渠(qu)道(dao)的(de)(de)建(jian)(jian)設(she)(she)(she)問題，推進(jin)(jin)書(shu)(shu)(shu)香(xiang)(xiang)(xiang)校(xiao)(xiao)(xiao)園(yuan)建(jian)(jian)設(she)(she)(she)，是一(yi)個(ge)重(zhong)要(yao)(yao)(yao)(yao)的(de)(de)切入點。要(yao)(yao)(yao)(yao)讓學(xue)(xue)生(sheng)愛(ai)書(shu)(shu)(shu)、看書(shu)(shu)(shu)、戀書(shu)(shu)(shu)，讓書(shu)(shu)(shu)之香(xiang)(xiang)(xiang)彌漫校(xiao)(xiao)(xiao)園(yuan)，使校(xiao)(xiao)(xiao)園(yuan)人(ren)(ren)(ren)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)氣息濃郁。第(di)三，不(bu)斷放大(da)(da)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)(ren)的(de)(de)功能。學(xue)(xue)校(xiao)(xiao)(xiao)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)建(jian)(jian)設(she)(she)(she)與(yu)(yu)創新(xin)十(shi)分重(zhong)要(yao)(yao)(yao)(yao)，書(shu)(shu)(shu)香(xiang)(xiang)(xiang)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)是校(xiao)(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)重(zhong)要(yao)(yao)(yao)(yao)部分。在(zai)書(shu)(shu)(shu)香(xiang)(xiang)(xiang)校(xiao)(xiao)(xiao)園(yuan)與(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)建(jian)(jian)設(she)(she)(she)中，應該根據時(shi)代(dai)需(xu)要(yao)(yao)(yao)(yao)、學(xue)(xue)校(xiao)(xiao)(xiao)特(te)(te)色，組織(zhi)各方(fang)面的(de)(de)力量，從(cong)(cong)不(bu)同角(jiao)度完(wan)善、充實、放大(da)(da)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)育(yu)(yu)人(ren)(ren)(ren)功能。要(yao)(yao)(yao)(yao)將教學(xue)(xue)、研究(jiu)、社(she)(she)會服務(wu)、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)創新(xin)與(yu)(yu)學(xue)(xue)生(sheng)全(quan)面成(cheng)長相結(jie)合，激勵(li)教師投身(shen)于文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)創新(xin)創造(zao)(zao)中來。抓住(zhu)德育(yu)(yu)的(de)(de)教育(yu)(yu)主(zhu)線，用不(bu)同形(xing)式(shi)和(he)方(fang)法(fa)提高(gao)(gao)學(xue)(xue)生(sheng)的(de)(de)社(she)(she)會公德、職業(ye)道(dao)德與(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)品德。要(yao)(yao)(yao)(yao)把文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)凝聚上升到(dao)(dao)(dao)大(da)(da)學(xue)(xue)精神，以文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)為基礎，逐步(bu)形(xing)成(cheng)學(xue)(xue)校(xiao)(xiao)(xiao)獨有的(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)品牌、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)特(te)(te)色、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)(hua)(hua)風(feng)格與(yu)(yu)精神內(nei)核，塑造(zao)(zao)學(xue)(xue)生(sheng)，提升學(xue)(xue)生(sheng)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(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(wen)(wen)(wen)化育(yu)人”的(de)人才培養(yang)理(li)念，一方面要(yao)求圖書(shu)文(wen)(wen)(wen)化升(sheng)華拓展，衍進到書(shu)香文(wen)(wen)(wen)化，進而推動書(shu)香校(xiao)園(yuan)(yuan)，促進校(xiao)園(yuan)(yuan)文(wen)(wen)(wen)化大發展，另(ling)一方面也從文(wen)(wen)(wen)化建(jian)設的(de)角(jiao)度(du)對圖書(shu)館的(de)具體工(gong)作提出(chu)了新(xin)的(de)要(yao)求。

　　1、豐富文(wen)(wen)化(hua)資(zi)(zi)源(yuan)(yuan)(yuan)——夯實文(wen)(wen)化(hua)根基。資(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)是(shi)(shi)(shi)圖書館(guan)永恒的主題(ti)，今后應(ying)有(you)三個轉變，一是(shi)(shi)(shi)重(zhong)視資(zi)(zi)源(yuan)(yuan)(yuan)的文(wen)(wen)化(hua)內涵，二是(shi)(shi)(shi)要優化(hua)結構，三是(shi)(shi)(shi)重(zhong)點抓好特(te)(te)色(se)資(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)。圖書資(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)實則是(shi)(shi)(shi)文(wen)(wen)化(hua)資(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)，是(shi)(shi)(shi)書香文(wen)(wen)化(hua)與(yu)校園(yuan)文(wen)(wen)化(hua)發展的基礎。為形成(cheng)資(zi)(zi)源(yuan)(yuan)(yuan)的針對性、有(you)效性與(yu)文(wen)(wen)化(hua)特(te)(te)色(se)，應(ying)進一步(bu)與(yu)學校各部門及校外(wai)單(dan)位合(he)作，加強(qiang)合(he)作資(zi)(zi)源(yuan)(yuan)(yuan)、特(te)(te)色(se)資(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)，加強(qiang)文(wen)(wen)化(hua)專題(ti)如(ru)職(zhi)(zhi)業素養(yang)、地方文(wen)(wen)化(hua)、高職(zhi)(zhi)文(wen)(wen)化(hua)的收(shou)藏(zang)，一旦形成(cheng)規模，就進行(xing)歸納整理，集中收(shou)藏(zang)，建立專題(ti)文(wen)(wen)庫。日常采(cai)購中，應(ying)有(you)意(yi)識地進行(xing)專題(ti)采(cai)購，形成(cheng)特(te)(te)色(se)文(wen)(wen)化(hua)藏(zang)書。也可發揮(hui)博(bo)物(wu)館(guan)功能，收(shou)集地方文(wen)(wen)化(hua)資(zi)(zi)料(liao)、非(fei)物(wu)質(zhi)遺產，接受私人專題(ti)藏(zang)品，形成(cheng)專題(ti)數據庫或(huo)特(te)(te)藏(zang)室。

　　2、優化(hua)(hua)文化(hua)(hua)服務(wu)(wu)(wu)(wu)(wu)(wu)——延(yan)伸文化(hua)(hua)魅力。圖(tu)(tu)書(shu)(shu)(shu)館(guan)是服務(wu)(wu)(wu)(wu)(wu)(wu)機構，傳統圖(tu)(tu)書(shu)(shu)(shu)館(guan)的(de)(de)服務(wu)(wu)(wu)(wu)(wu)(wu)比較簡單，而(er)現代(dai)圖(tu)(tu)書(shu)(shu)(shu)館(guan)的(de)(de)服務(wu)(wu)(wu)(wu)(wu)(wu)應(ying)更注(zhu)重文化(hua)(hua)性，通(tong)過服務(wu)(wu)(wu)(wu)(wu)(wu)影響師生，通(tong)過文化(hua)(hua)服務(wu)(wu)(wu)(wu)(wu)(wu)來育(yu)人。優化(hua)(hua)文化(hua)(hua)服務(wu)(wu)(wu)(wu)(wu)(wu)關鍵(jian)要做(zuo)到服務(wu)(wu)(wu)(wu)(wu)(wu)的(de)(de)多(duo)樣化(hua)(hua)、個(ge)性化(hua)(hua)，日(ri)常應(ying)建(jian)立一套基(ji)本的(de)(de)能滿(man)(man)足(zu)讀者(zhe)需求的(de)(de)服務(wu)(wu)(wu)(wu)(wu)(wu)體系，在(zai)此基(ji)礎上，要強化(hua)(hua)專業(ye)圖(tu)(tu)書(shu)(shu)(shu)文化(hua)(hua)服務(wu)(wu)(wu)(wu)(wu)(wu)，開展文獻(xian)信息的(de)(de)個(ge)性化(hua)(hua)服務(wu)(wu)(wu)(wu)(wu)(wu)，滿(man)(man)足(zu)教(jiao)師或重點團隊(dui)在(zai)縱深層(ceng)次(ci)的(de)(de)教(jiao)學科研活動中對文獻(xian)信息的(de)(de)個(ge)性需求，其(qi)次(ci)要在(zai)服務(wu)(wu)(wu)(wu)(wu)(wu)細節、服務(wu)(wu)(wu)(wu)(wu)(wu)態(tai)度、服務(wu)(wu)(wu)(wu)(wu)(wu)方(fang)法(fa)上下功夫(fu)，引(yin)進新(xin)技術讓服務(wu)(wu)(wu)(wu)(wu)(wu)效率(lv)更高，服務(wu)(wu)(wu)(wu)(wu)(wu)范圍更廣，如微(wei)博、短信、聊天群、手機圖(tu)(tu)書(shu)(shu)(shu)館(guan)、虛擬圖(tu)(tu)書(shu)(shu)(shu)館(guan)等，促進與讀者(zhe)的(de)(de)信息交流，文化(hua)(hua)互動。

　　3、廣開文(wen)(wen)(wen)(wen)化(hua)活(huo)(huo)動(dong)——拓寬文(wen)(wen)(wen)(wen)化(hua)平臺。圖(tu)(tu)書(shu)館是校園(yuan)師(shi)生最重(zhong)要的(de)(de)聚集(ji)之地。面向(xiang)(xiang)未來，我(wo)們提出除了(le)(le)要把圖(tu)(tu)書(shu)館建成資源信息中(zhong)心(xin)之外(wai)，還要建成學(xue)習(xi)交流中(zhong)心(xin)、文(wen)(wen)(wen)(wen)化(hua)活(huo)(huo)動(dong)中(zhong)心(xin)和(he)宣傳(chuan)教(jiao)育中(zhong)心(xin)，實(shi)現(xian)由(you)傳(chuan)統大學(xue)圖(tu)(tu)書(shu)館向(xiang)(xiang)一流、現(xian)代、新型(xing)大學(xue)圖(tu)(tu)書(shu)館的(de)(de)轉型(xing)。這(zhe)種轉型(xing)實(shi)際上賦予圖(tu)(tu)書(shu)館更多的(de)(de)文(wen)(wen)(wen)(wen)化(hua)功能(neng)，不斷(duan)拓寬圖(tu)(tu)書(shu)館的(de)(de)文(wen)(wen)(wen)(wen)化(hua)活(huo)(huo)動(dong)平臺，成為學(xue)校育人(ren)的(de)(de)重(zhong)要渠道。近(jin)年(nian)來，圖(tu)(tu)書(shu)館在做好(hao)常(chang)規服務的(de)(de)同(tong)時，大量舉辦主題(ti)文(wen)(wen)(wen)(wen)化(hua)展(zhan)(zhan)覽、館藏推介(jie)、閱讀(du)沙龍(long)、專(zhuan)題(ti)講座、書(shu)評競賽和(he)技能(neng)比賽等(deng)，保持了(le)(le)館內每月有新的(de)(de)文(wen)(wen)(wen)(wen)化(hua)展(zhan)(zhan)示與文(wen)(wen)(wen)(wen)化(hua)活(huo)(huo)動(dong)的(de)(de)頻率，通(tong)過(guo)教(jiao)師(shi)的(de)(de)讀(du)書(shu)俱(ju)樂部與學(xue)生的(de)(de)讀(du)者(zhe)協會(hui)，與師(shi)生建立了(le)(le)廣泛的(de)(de)聯系。以后，圖(tu)(tu)書(shu)館要不斷(duan)把館內各類文(wen)(wen)(wen)(wen)化(hua)活(huo)(huo)動(dong)搞好(hao)搞精(jing)彩，還要走(zou)出館舍，深入校園(yuan)，并且走(zou)出校門，配合教(jiao)學(xue)活(huo)(huo)動(dong)或(huo)師(shi)生的(de)(de)專(zhuan)題(ti)活(huo)(huo)動(dong)，開展(zhan)(zhan)書(shu)香文(wen)(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)(wen)化(hua)(hua)(hua)(hua)育人與協(xie)(xie)同(tong)育人、復合育人是(shi)(shi)緊密聯(lian)系(xi)的(de)(de)。新(xin)(xin)時期圖(tu)(tu)(tu)書(shu)(shu)館文(wen)(wen)化(hua)(hua)(hua)(hua)育人的(de)(de)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)，關(guan)鍵也(ye)在(zai)于(yu)協(xie)(xie)同(tong)。協(xie)(xie)，即協(xie)(xie)調(diao)、協(xie)(xie)作(zuo)、協(xie)(xie)助，強調(diao)的(de)(de)是(shi)(shi)合作(zuo)、互(hu)(hu)助、配(pei)合，是(shi)(shi)相(xiang)互(hu)(hu)的(de)(de)支持與補充(chong)。同(tong)，即同(tong)行、同(tong)心、同(tong)力，強調(diao)的(de)(de)是(shi)(shi)共(gong)(gong)(gong)同(tong)行動(dong)(dong)、共(gong)(gong)(gong)同(tong)目(mu)標(biao)、共(gong)(gong)(gong)同(tong)利益，齊心協(xie)(xie)力。協(xie)(xie)與同(tong)結合，注重(zhong)的(de)(de)是(shi)(shi)整體(ti)(ti)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)，系(xi)統(tong)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)，強調(diao)的(de)(de)是(shi)(shi)全員(yuan)力量，相(xiang)互(hu)(hu)配(pei)合。協(xie)(xie)同(tong)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)圖(tu)(tu)(tu)書(shu)(shu)文(wen)(wen)化(hua)(hua)(hua)(hua)育人工(gong)(gong)(gong)作(zuo)，首先要(yao)(yao)準確定位，不越(yue)位。在(zai)學校的(de)(de)總體(ti)(ti)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)工(gong)(gong)(gong)作(zuo)中，圖(tu)(tu)(tu)書(shu)(shu)館主(zhu)(zhu)(zhu)要(yao)(yao)是(shi)(shi)要(yao)(yao)做(zuo)(zuo)好(hao)(hao)配(pei)角(jiao)，做(zuo)(zuo)好(hao)(hao)圖(tu)(tu)(tu)書(shu)(shu)信息基礎資源(yuan)(yuan)的(de)(de)保障服(fu)務(wu)。能(neng)(neng)保持清醒的(de)(de)頭腦(nao)，又持有(you)熱情(qing)的(de)(de)態(tai)(tai)(tai)(tai)度(du)(du)，認真做(zuo)(zuo)好(hao)(hao)自身(shen)工(gong)(gong)(gong)作(zuo)。其次要(yao)(yao)謀求主(zhu)(zhu)(zhu)動(dong)(dong)，不被動(dong)(dong)。創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)過(guo)程是(shi)(shi)一(yi)個復雜的(de)(de)相(xiang)互(hu)(hu)聯(lian)動(dong)(dong)時常(chang)動(dong)(dong)態(tai)(tai)(tai)(tai)變(bian)(bian)(bian)化(hua)(hua)(hua)(hua)的(de)(de)過(guo)程，在(zai)某(mou)一(yi)方(fang)面某(mou)一(yi)時刻(ke)，創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)的(de)(de)角(jiao)度(du)(du)、主(zhu)(zhu)(zhu)體(ti)(ti)可(ke)能(neng)(neng)會(hui)發生變(bian)(bian)(bian)化(hua)(hua)(hua)(hua)，配(pei)角(jiao)也(ye)可(ke)能(neng)(neng)變(bian)(bian)(bian)為主(zhu)(zhu)(zhu)角(jiao)。從系(xi)統(tong)工(gong)(gong)(gong)程看，任何一(yi)個部(bu)分都是(shi)(shi)非常(chang)重(zhong)要(yao)(yao)的(de)(de)，配(pei)角(jiao)或(huo)(huo)輔(fu)助的(de)(de)工(gong)(gong)(gong)作(zuo)沒做(zuo)(zuo)好(hao)(hao)，必(bi)將(jiang)影(ying)響整個創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)的(de)(de)效果(guo)。同(tong)時，在(zai)協(xie)(xie)同(tong)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)中還(huan)(huan)有(you)一(yi)個工(gong)(gong)(gong)作(zuo)態(tai)(tai)(tai)(tai)度(du)(du)問題，對配(pei)角(jiao)或(huo)(huo)輔(fu)助單位來(lai)說，我們(men)應當(dang)持一(yi)種主(zhu)(zhu)(zhu)動(dong)(dong)、積極的(de)(de)態(tai)(tai)(tai)(tai)度(du)(du)參與創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)。圖(tu)(tu)(tu)書(shu)(shu)資源(yuan)(yuan)建設應當(dang)是(shi)(shi)主(zhu)(zhu)(zhu)動(dong)(dong)溝通教學科研人員(yuan)，主(zhu)(zhu)(zhu)動(dong)(dong)聽取使用(yong)主(zhu)(zhu)(zhu)體(ti)(ti)意見，主(zhu)(zhu)(zhu)動(dong)(dong)建設。對外服(fu)務(wu)應當(dang)主(zhu)(zhu)(zhu)動(dong)(dong)走出(chu)去，主(zhu)(zhu)(zhu)動(dong)(dong)、熱情(qing)為讀者服(fu)務(wu)。再次要(yao)(yao)內(nei)(nei)外聯(lian)動(dong)(dong)，不亂動(dong)(dong)，相(xiang)互(hu)(hu)協(xie)(xie)作(zuo)配(pei)合。圖(tu)(tu)(tu)書(shu)(shu)館在(zai)館內(nei)(nei)要(yao)(yao)把各項工(gong)(gong)(gong)作(zuo)做(zuo)(zuo)好(hao)(hao)，提(ti)高(gao)效率(lv)，增(zeng)進活力，還(huan)(huan)要(yao)(yao)與校內(nei)(nei)各學院部(bu)門聯(lian)動(dong)(dong)，搞好(hao)(hao)資源(yuan)(yuan)、環境(jing)與文(wen)(wen)化(hua)(hua)(hua)(hua)建設。同(tong)時還(huan)(huan)要(yao)(yao)經常(chang)與本系(xi)統(tong)、與兄弟院校圖(tu)(tu)(tu)書(shu)(shu)館、專業(ye)圖(tu)(tu)(tu)書(shu)(shu)館、公共(gong)(gong)(gong)圖(tu)(tu)(tu)書(shu)(shu)館加(jia)強溝通，交流經驗，共(gong)(gong)(gong)同(tong)促進圖(tu)(tu)(tu)書(shu)(shu)館事業(ye)的(de)(de)發展(zhan)。在(zai)復合式創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)型高(gao)素(su)質(zhi)高(gao)技能(neng)(neng)人才培(pei)養模式的(de)(de)改革中，圖(tu)(tu)(tu)書(shu)(shu)館需(xu)要(yao)(yao)融入到學校乃至省市、國(guo)家的(de)(de)協(xie)(xie)同(tong)創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)大平臺(tai)中去，發揮(hui)著自身(shen)的(de)(de)作(zuo)用(yong)。平臺(tai)有(you)變(bian)(bian)(bian)化(hua)(hua)(hua)(hua)，創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)無止(zhi)境(jing)。不管(guan)(guan)是(shi)(shi)橫向縱向，不管(guan)(guan)是(shi)(shi)內(nei)(nei)部(bu)外部(bu)，不管(guan)(guan)是(shi)(shi)主(zhu)(zhu)(zhu)體(ti)(ti)任務(wu)還(huan)(huan)是(shi)(shi)輔(fu)助工(gong)(gong)(gong)作(zuo)，圖(tu)(tu)(tu)書(shu)(shu)館都要(yao)(yao)牢固樹(shu)立協(xie)(xie)同(tong)意識、創(chuang)(chuang)(chuang)(chuang)(chuang)新(xin)(xin)意識、文(wen)(wen)化(hua)(hua)(hua)(hua)育人意識，做(zuo)(zuo)好(hao)(hao)自己的(de)(de)工(gong)(gong)(gong)作(zuo)，做(zuo)(zuo)出(chu)應有(you)的(de)(de)貢獻。