圖(tu)書特(te)(te)有(you)(you)的(de)文(wen)(wen)化(hua)(hua)(hua)底蘊和(he)文(wen)(wen)化(hua)(hua)(hua)地位，對(dui)整個社會(hui)的(de)文(wen)(wen)化(hua)(hua)(hua)大發(fa)展，甚而(er)對(dui)經濟、科研、社會(hui)文(wen)(wen)明等方面的(de)進步起著舉足輕重(zhong)的(de)作用。圖(tu)書館作為古今中外最重(zhong)要(yao)的(de)藏書場所、文(wen)(wen)化(hua)(hua)(hua)天(tian)地，肩負(fu)著特(te)(te)別的(de)文(wen)(wen)化(hua)(hua)(hua)使命和(he)任務。高校圖(tu)書館在為教(jiao)學科研服務的(de)同(tong)時，更有(you)(you)著直接(jie)參與文(wen)(wen)化(hua)(hua)(hua)育人的(de)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)養“復合式(shi)創新型(xing)高素質高技能人(ren)(ren)才”，是新時期對(dui)職業(ye)院校提出(chu)(chu)的(de)(de)新要求，符合市場(chang)對(dui)新型(xing)技能人(ren)(ren)才的(de)(de)新變化(hua)(hua)(hua)，也切合技能人(ren)(ren)才未(wei)來(lai)發展(zhan)的(de)(de)方向。全面(mian)推進“文化(hua)(hua)(hua)育人(ren)(ren)、復合育人(ren)(ren)、協(xie)同育人(ren)(ren)”人(ren)(ren)才培(pei)養模式(shi)改革(ge)，對(dui)職業(ye)院校的(de)(de)發展(zhan)與教(jiao)育教(jiao)學提出(chu)(chu)了新的(de)(de)挑戰，也說明了新型(xing)技能人(ren)(ren)才培(pei)育的(de)(de)復雜性。作(zuo)為(wei)傳統的(de)(de)文化(hua)(hua)(hua)主(zhu)體部門、教(jiao)學輔(fu)助(zhu)單位，圖書館(guan)理(li)當主(zhu)動參(can)與到文化(hua)(hua)(hua)育人(ren)(ren)工(gong)作(zuo)中。

　　從(cong)(cong)單一(yi)的(de)(de)(de)(de)(de)專業要(yao)(yao)求到學(xue)科或專業群要(yao)(yao)求，從(cong)(cong)適應崗位(wei)到工(gong)作(zuo)創(chuang)(chuang)(chuang)新(xin)(xin)，從(cong)(cong)“工(gong)具”人(ren)到以人(ren)為(wei)本綜合發展(zhan)，現代技能(neng)人(ren)才的(de)(de)(de)(de)(de)理念(nian)與(yu)(yu)(yu)定位(wei)有根本性轉(zhuan)(zhuan)變，對高(gao)校(xiao)(xiao)圖(tu)書(shu)館(guan)而言，自身定位(wei)與(yu)(yu)(yu)工(gong)作(zuo)責任必(bi)須進行變革。第(di)一(yi)，努力拓展(zhan)圖(tu)書(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)內涵，必(bi)須要(yao)(yao)跳出圖(tu)書(shu)看(kan)到文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，創(chuang)(chuang)(chuang)新(xin)(xin)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)升華到育(yu)(yu)人(ren)。圖(tu)書(shu)館(guan)要(yao)(yao)以育(yu)(yu)人(ren)為(wei)中心開(kai)(kai)展(zhan)資源建(jian)(jian)設和(he)服務提(ti)升，依復(fu)合型(xing)、創(chuang)(chuang)(chuang)新(xin)(xin)型(xing)要(yao)(yao)求來(lai)采購圖(tu)書(shu)、完善(shan)閱(yue)讀環境，開(kai)(kai)展(zhan)多(duo)層次的(de)(de)(de)(de)(de)個性化(hua)(hua)(hua)服務，更要(yao)(yao)走(zou)出圖(tu)書(shu)館(guan)，參與(yu)(yu)(yu)到育(yu)(yu)人(ren)工(gong)作(zuo)的(de)(de)(de)(de)(de)第(di)一(yi)線。圖(tu)書(shu)館(guan)可以全程介入教與(yu)(yu)(yu)學(xue)的(de)(de)(de)(de)(de)整個過程，從(cong)(cong)而在實踐中使圖(tu)書(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)轉(zhuan)(zhuan)化(hua)(hua)(hua)書(shu)香文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)，擴(kuo)大(da)(da)(da)圖(tu)書(shu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)內涵與(yu)(yu)(yu)外(wai)延，著力推動校(xiao)(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)的(de)(de)(de)(de)(de)大(da)(da)(da)發展(zhan)。第(di)二，著力打造(zao)(zao)新(xin)(xin)型(xing)的(de)(de)(de)(de)(de)書(shu)香校(xiao)(xiao)園(yuan)。文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)的(de)(de)(de)(de)(de)展(zhan)開(kai)(kai)，不僅是文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)素養課程的(de)(de)(de)(de)(de)開(kai)(kai)設問(wen)題(ti)，更重(zhong)要(yao)(yao)的(de)(de)(de)(de)(de)是文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)大(da)(da)(da)環境與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)新(xin)(xin)渠道的(de)(de)(de)(de)(de)建(jian)(jian)設問(wen)題(ti)，推進書(shu)香校(xiao)(xiao)園(yuan)建(jian)(jian)設，是一(yi)個重(zhong)要(yao)(yao)的(de)(de)(de)(de)(de)切入點。要(yao)(yao)讓學(xue)生(sheng)愛書(shu)、看(kan)書(shu)、戀書(shu)，讓書(shu)之香彌(mi)漫校(xiao)(xiao)園(yuan)，使校(xiao)(xiao)園(yuan)人(ren)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)氣息濃郁。第(di)三，不斷(duan)放大(da)(da)(da)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)的(de)(de)(de)(de)(de)功(gong)能(neng)。學(xue)校(xiao)(xiao)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)建(jian)(jian)設與(yu)(yu)(yu)創(chuang)(chuang)(chuang)新(xin)(xin)十分重(zhong)要(yao)(yao)，書(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。在書(shu)香校(xiao)(xiao)園(yuan)與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)建(jian)(jian)設中，應該根據時代需(xu)要(yao)(yao)、學(xue)校(xiao)(xiao)特(te)色，組(zu)織各(ge)方(fang)面的(de)(de)(de)(de)(de)力量，從(cong)(cong)不同角度完善(shan)、充實、放大(da)(da)(da)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)育(yu)(yu)人(ren)功(gong)能(neng)。要(yao)(yao)將教學(xue)、研究、社(she)會服務、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)創(chuang)(chuang)(chuang)新(xin)(xin)與(yu)(yu)(yu)學(xue)生(sheng)全面成(cheng)長相結合，激勵教師投(tou)身于文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)創(chuang)(chuang)(chuang)新(xin)(xin)創(chuang)(chuang)(chuang)造(zao)(zao)中來(lai)。抓住德育(yu)(yu)的(de)(de)(de)(de)(de)教育(yu)(yu)主線，用(yong)不同形(xing)式和(he)方(fang)法提(ti)高(gao)學(xue)生(sheng)的(de)(de)(de)(de)(de)社(she)會公(gong)德、職業道德與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)品德。要(yao)(yao)把文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)凝聚(ju)上(shang)升到大(da)(da)(da)學(xue)精(jing)神，以文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)為(wei)基礎，逐步(bu)形(xing)成(cheng)學(xue)校(xiao)(xiao)獨有的(de)(de)(de)(de)(de)文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)品牌、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)特(te)色、文(wen)(wen)(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)風(feng)格與(yu)(yu)(yu)精(jing)神內核，塑造(zao)(zao)學(xue)生(sheng)，提(ti)升學(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

　　深入落(luo)實“文(wen)化育人”的人才培(pei)養理(li)念，一方面(mian)要求圖書(shu)(shu)文(wen)化升華拓展(zhan)(zhan)，衍進到(dao)書(shu)(shu)香(xiang)文(wen)化，進而(er)推動書(shu)(shu)香(xiang)校園，促進校園文(wen)化大(da)發展(zhan)(zhan)，另一方面(mian)也從文(wen)化建設的角(jiao)度對圖書(shu)(shu)館的具體工作提出(chu)了新的要求。

　　1、豐富文(wen)(wen)化(hua)(hua)(hua)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)——夯實文(wen)(wen)化(hua)(hua)(hua)根基。資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)是(shi)圖(tu)書館永恒的(de)(de)主題(ti)，今后(hou)應(ying)有三個轉變，一是(shi)重視資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)(de)文(wen)(wen)化(hua)(hua)(hua)內(nei)涵，二是(shi)要(yao)優化(hua)(hua)(hua)結構，三是(shi)重點(dian)抓好特色資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)。圖(tu)書資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)實則(ze)是(shi)文(wen)(wen)化(hua)(hua)(hua)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)，是(shi)書香文(wen)(wen)化(hua)(hua)(hua)與校(xiao)園文(wen)(wen)化(hua)(hua)(hua)發展的(de)(de)基礎。為形成(cheng)(cheng)資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)的(de)(de)針(zhen)對(dui)性、有效性與文(wen)(wen)化(hua)(hua)(hua)特色，應(ying)進(jin)一步與學校(xiao)各部門(men)及校(xiao)外(wai)單位合作，加(jia)強合作資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)、特色資(zi)(zi)(zi)(zi)源(yuan)(yuan)(yuan)建設(she)(she)，加(jia)強文(wen)(wen)化(hua)(hua)(hua)專題(ti)如(ru)職(zhi)業素(su)養(yang)、地(di)方(fang)文(wen)(wen)化(hua)(hua)(hua)、高職(zhi)文(wen)(wen)化(hua)(hua)(hua)的(de)(de)收藏，一旦形成(cheng)(cheng)規(gui)模，就(jiu)進(jin)行(xing)(xing)歸(gui)納整理，集中(zhong)收藏，建立專題(ti)文(wen)(wen)庫(ku)。日常采(cai)購中(zhong)，應(ying)有意識地(di)進(jin)行(xing)(xing)專題(ti)采(cai)購，形成(cheng)(cheng)特色文(wen)(wen)化(hua)(hua)(hua)藏書。也可發揮博(bo)物館功能，收集地(di)方(fang)文(wen)(wen)化(hua)(hua)(hua)資(zi)(zi)(zi)(zi)料、非物質遺產，接受私(si)人(ren)專題(ti)藏品，形成(cheng)(cheng)專題(ti)數據庫(ku)或特藏室。

　　2、優化(hua)(hua)(hua)文(wen)(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)——延伸文(wen)(wen)化(hua)(hua)(hua)魅力(li)。圖書(shu)館是(shi)服(fu)(fu)(fu)務(wu)(wu)(wu)機構，傳(chuan)統圖書(shu)館的(de)(de)(de)服(fu)(fu)(fu)務(wu)(wu)(wu)比較(jiao)簡(jian)單，而現代圖書(shu)館的(de)(de)(de)服(fu)(fu)(fu)務(wu)(wu)(wu)應(ying)更注重文(wen)(wen)化(hua)(hua)(hua)性，通(tong)過服(fu)(fu)(fu)務(wu)(wu)(wu)影響師生，通(tong)過文(wen)(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)來育人。優化(hua)(hua)(hua)文(wen)(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)關鍵要做(zuo)到(dao)服(fu)(fu)(fu)務(wu)(wu)(wu)的(de)(de)(de)多樣化(hua)(hua)(hua)、個(ge)性化(hua)(hua)(hua)，日(ri)常應(ying)建立一套基本(ben)的(de)(de)(de)能滿足讀(du)(du)者需(xu)求的(de)(de)(de)服(fu)(fu)(fu)務(wu)(wu)(wu)體系，在(zai)此基礎上，要強化(hua)(hua)(hua)專業(ye)圖書(shu)文(wen)(wen)化(hua)(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)，開展文(wen)(wen)獻信(xin)息的(de)(de)(de)個(ge)性化(hua)(hua)(hua)服(fu)(fu)(fu)務(wu)(wu)(wu)，滿足教師或重點團隊(dui)在(zai)縱深層次的(de)(de)(de)教學科研活(huo)動中對文(wen)(wen)獻信(xin)息的(de)(de)(de)個(ge)性需(xu)求，其(qi)次要在(zai)服(fu)(fu)(fu)務(wu)(wu)(wu)細節、服(fu)(fu)(fu)務(wu)(wu)(wu)態度、服(fu)(fu)(fu)務(wu)(wu)(wu)方法上下功(gong)夫，引進新技術讓(rang)服(fu)(fu)(fu)務(wu)(wu)(wu)效率更高，服(fu)(fu)(fu)務(wu)(wu)(wu)范圍更廣，如微博、短信(xin)、聊天(tian)群(qun)、手機圖書(shu)館、虛擬圖書(shu)館等，促進與(yu)讀(du)(du)者的(de)(de)(de)信(xin)息交(jiao)流，文(wen)(wen)化(hua)(hua)(hua)互動。

　　3、廣開文(wen)(wen)(wen)化活(huo)(huo)動(dong)(dong)(dong)——拓寬文(wen)(wen)(wen)化平(ping)(ping)臺。圖書(shu)館(guan)(guan)(guan)(guan)是校園師生(sheng)最重要(yao)的(de)(de)(de)(de)聚集之地。面(mian)向(xiang)未來(lai)，我們提出(chu)除了要(yao)把圖書(shu)館(guan)(guan)(guan)(guan)建(jian)成(cheng)資(zi)源信息中(zhong)心之外，還(huan)要(yao)建(jian)成(cheng)學(xue)習(xi)交流中(zhong)心、文(wen)(wen)(wen)化活(huo)(huo)動(dong)(dong)(dong)中(zhong)心和宣傳(chuan)教(jiao)(jiao)育(yu)中(zhong)心，實現(xian)(xian)由傳(chuan)統大學(xue)圖書(shu)館(guan)(guan)(guan)(guan)向(xiang)一(yi)流、現(xian)(xian)代、新型大學(xue)圖書(shu)館(guan)(guan)(guan)(guan)的(de)(de)(de)(de)轉型。這(zhe)種(zhong)轉型實際上賦予圖書(shu)館(guan)(guan)(guan)(guan)更多的(de)(de)(de)(de)文(wen)(wen)(wen)化功能，不(bu)斷拓寬圖書(shu)館(guan)(guan)(guan)(guan)的(de)(de)(de)(de)文(wen)(wen)(wen)化活(huo)(huo)動(dong)(dong)(dong)平(ping)(ping)臺，成(cheng)為學(xue)校育(yu)人的(de)(de)(de)(de)重要(yao)渠道。近(jin)年來(lai)，圖書(shu)館(guan)(guan)(guan)(guan)在做好常規服務的(de)(de)(de)(de)同時，大量舉辦主(zhu)題(ti)文(wen)(wen)(wen)化展(zhan)覽、館(guan)(guan)(guan)(guan)藏推介、閱讀沙龍、專(zhuan)題(ti)講座、書(shu)評競(jing)賽和技(ji)能比賽等，保(bao)持了館(guan)(guan)(guan)(guan)內每月有新的(de)(de)(de)(de)文(wen)(wen)(wen)化展(zhan)示與文(wen)(wen)(wen)化活(huo)(huo)動(dong)(dong)(dong)的(de)(de)(de)(de)頻率，通(tong)過教(jiao)(jiao)師的(de)(de)(de)(de)讀書(shu)俱(ju)樂部與學(xue)生(sheng)的(de)(de)(de)(de)讀者(zhe)協會，與師生(sheng)建(jian)立了廣泛的(de)(de)(de)(de)聯系。以后(hou)，圖書(shu)館(guan)(guan)(guan)(guan)要(yao)不(bu)斷把館(guan)(guan)(guan)(guan)內各類文(wen)(wen)(wen)化活(huo)(huo)動(dong)(dong)(dong)搞(gao)好搞(gao)精彩(cai)，還(huan)要(yao)走(zou)出(chu)館(guan)(guan)(guan)(guan)舍(she)，深入校園，并且走(zou)出(chu)校門，配合教(jiao)(jiao)學(xue)活(huo)(huo)動(dong)(dong)(dong)或師生(sheng)的(de)(de)(de)(de)專(zhuan)題(ti)活(huo)(huo)動(dong)(dong)(dong)，開展(zhan)書(shu)香文(wen)(wen)(wen)化服務。

　　協同創新共同推進圖書文化育人工作

　　文(wen)(wen)化育人與協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)育人、復合(he)育人是(shi)(shi)(shi)(shi)緊密聯系(xi)的(de)(de)(de)(de)。新(xin)(xin)(xin)(xin)時(shi)期圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)文(wen)(wen)化育人的(de)(de)(de)(de)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)，關(guan)鍵(jian)也在(zai)于協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)。協(xie)(xie)，即協(xie)(xie)調、協(xie)(xie)作(zuo)(zuo)(zuo)(zuo)、協(xie)(xie)助(zhu)，強(qiang)調的(de)(de)(de)(de)是(shi)(shi)(shi)(shi)合(he)作(zuo)(zuo)(zuo)(zuo)、互(hu)助(zhu)、配合(he)，是(shi)(shi)(shi)(shi)相互(hu)的(de)(de)(de)(de)支持(chi)與補充。同(tong)(tong)(tong)(tong)(tong)(tong)(tong)，即同(tong)(tong)(tong)(tong)(tong)(tong)(tong)行(xing)、同(tong)(tong)(tong)(tong)(tong)(tong)(tong)心、同(tong)(tong)(tong)(tong)(tong)(tong)(tong)力，強(qiang)調的(de)(de)(de)(de)是(shi)(shi)(shi)(shi)共同(tong)(tong)(tong)(tong)(tong)(tong)(tong)行(xing)動(dong)(dong)(dong)、共同(tong)(tong)(tong)(tong)(tong)(tong)(tong)目(mu)標、共同(tong)(tong)(tong)(tong)(tong)(tong)(tong)利益，齊心協(xie)(xie)力。協(xie)(xie)與同(tong)(tong)(tong)(tong)(tong)(tong)(tong)結合(he)，注(zhu)重的(de)(de)(de)(de)是(shi)(shi)(shi)(shi)整體(ti)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)，系(xi)統創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)，強(qiang)調的(de)(de)(de)(de)是(shi)(shi)(shi)(shi)全員力量，相互(hu)配合(he)。協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)文(wen)(wen)化育人工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)，首先要(yao)(yao)(yao)準確(que)定位，不(bu)越位。在(zai)學(xue)校(xiao)的(de)(de)(de)(de)總體(ti)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)中(zhong)(zhong)，圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)主(zhu)(zhu)(zhu)要(yao)(yao)(yao)是(shi)(shi)(shi)(shi)要(yao)(yao)(yao)做(zuo)(zuo)(zuo)好(hao)(hao)配角(jiao)，做(zuo)(zuo)(zuo)好(hao)(hao)圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)信息基礎資源的(de)(de)(de)(de)保障服(fu)(fu)務。能(neng)保持(chi)清(qing)醒(xing)的(de)(de)(de)(de)頭腦，又持(chi)有熱情的(de)(de)(de)(de)態度，認真做(zuo)(zuo)(zuo)好(hao)(hao)自身工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)。其(qi)次要(yao)(yao)(yao)謀求主(zhu)(zhu)(zhu)動(dong)(dong)(dong)，不(bu)被動(dong)(dong)(dong)。創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)過程(cheng)是(shi)(shi)(shi)(shi)一(yi)個(ge)復雜的(de)(de)(de)(de)相互(hu)聯動(dong)(dong)(dong)時(shi)常動(dong)(dong)(dong)態變化的(de)(de)(de)(de)過程(cheng)，在(zai)某(mou)一(yi)方面某(mou)一(yi)時(shi)刻，創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)角(jiao)度、主(zhu)(zhu)(zhu)體(ti)可能(neng)會發生變化，配角(jiao)也可能(neng)變為(wei)主(zhu)(zhu)(zhu)角(jiao)。從系(xi)統工(gong)(gong)(gong)(gong)程(cheng)看，任(ren)何一(yi)個(ge)部(bu)分(fen)都(dou)是(shi)(shi)(shi)(shi)非常重要(yao)(yao)(yao)的(de)(de)(de)(de)，配角(jiao)或輔(fu)助(zhu)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)沒做(zuo)(zuo)(zuo)好(hao)(hao)，必將影響整個(ge)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)的(de)(de)(de)(de)效(xiao)果。同(tong)(tong)(tong)(tong)(tong)(tong)(tong)時(shi)，在(zai)協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)中(zhong)(zhong)還有一(yi)個(ge)工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)態度問題(ti)，對配角(jiao)或輔(fu)助(zhu)單位來說，我們應當持(chi)一(yi)種主(zhu)(zhu)(zhu)動(dong)(dong)(dong)、積極的(de)(de)(de)(de)態度參與創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)。圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)資源建(jian)設(she)應當是(shi)(shi)(shi)(shi)主(zhu)(zhu)(zhu)動(dong)(dong)(dong)溝通教學(xue)科(ke)研(yan)人員，主(zhu)(zhu)(zhu)動(dong)(dong)(dong)聽取使用主(zhu)(zhu)(zhu)體(ti)意(yi)(yi)見，主(zhu)(zhu)(zhu)動(dong)(dong)(dong)建(jian)設(she)。對外(wai)服(fu)(fu)務應當主(zhu)(zhu)(zhu)動(dong)(dong)(dong)走出(chu)去(qu)，主(zhu)(zhu)(zhu)動(dong)(dong)(dong)、熱情為(wei)讀者服(fu)(fu)務。再次要(yao)(yao)(yao)內外(wai)聯動(dong)(dong)(dong)，不(bu)亂動(dong)(dong)(dong)，相互(hu)協(xie)(xie)作(zuo)(zuo)(zuo)(zuo)配合(he)。圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)在(zai)館(guan)(guan)(guan)(guan)內要(yao)(yao)(yao)把各項工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)做(zuo)(zuo)(zuo)好(hao)(hao)，提高效(xiao)率，增進活力，還要(yao)(yao)(yao)與校(xiao)內各學(xue)院(yuan)部(bu)門(men)聯動(dong)(dong)(dong)，搞(gao)好(hao)(hao)資源、環境與文(wen)(wen)化建(jian)設(she)。同(tong)(tong)(tong)(tong)(tong)(tong)(tong)時(shi)還要(yao)(yao)(yao)經(jing)常與本系(xi)統、與兄弟(di)院(yuan)校(xiao)圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)、專業圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)、公共圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)加強(qiang)溝通，交(jiao)流(liu)經(jing)驗，共同(tong)(tong)(tong)(tong)(tong)(tong)(tong)促進圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)事業的(de)(de)(de)(de)發展。在(zai)復合(he)式(shi)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)型高素質(zhi)高技能(neng)人才培(pei)養模式(shi)的(de)(de)(de)(de)改(gai)革(ge)中(zhong)(zhong)，圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)需要(yao)(yao)(yao)融(rong)入到學(xue)校(xiao)乃(nai)至省市、國(guo)家(jia)的(de)(de)(de)(de)協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)大平臺(tai)中(zhong)(zhong)去(qu)，發揮著自身的(de)(de)(de)(de)作(zuo)(zuo)(zuo)(zuo)用。平臺(tai)有變化，創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)無止(zhi)境。不(bu)管是(shi)(shi)(shi)(shi)橫(heng)向縱向，不(bu)管是(shi)(shi)(shi)(shi)內部(bu)外(wai)部(bu)，不(bu)管是(shi)(shi)(shi)(shi)主(zhu)(zhu)(zhu)體(ti)任(ren)務還是(shi)(shi)(shi)(shi)輔(fu)助(zhu)工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)，圖(tu)(tu)(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)都(dou)要(yao)(yao)(yao)牢固樹立協(xie)(xie)同(tong)(tong)(tong)(tong)(tong)(tong)(tong)意(yi)(yi)識(shi)、創(chuang)(chuang)(chuang)(chuang)新(xin)(xin)(xin)(xin)意(yi)(yi)識(shi)、文(wen)(wen)化育人意(yi)(yi)識(shi)，做(zuo)(zuo)(zuo)好(hao)(hao)自己(ji)的(de)(de)(de)(de)工(gong)(gong)(gong)(gong)作(zuo)(zuo)(zuo)(zuo)，做(zuo)(zuo)(zuo)出(chu)應有的(de)(de)(de)(de)貢獻。