圖(tu)(tu)書特有的文(wen)化(hua)(hua)底蘊和文(wen)化(hua)(hua)地位，對(dui)整個社會(hui)的文(wen)化(hua)(hua)大發展，甚而(er)對(dui)經濟、科(ke)研(yan)、社會(hui)文(wen)明等方面的進步起著(zhu)(zhu)舉足輕(qing)重的作用。圖(tu)(tu)書館(guan)作為(wei)古今中(zhong)外最重要的藏書場所、文(wen)化(hua)(hua)天地，肩負著(zhu)(zhu)特別(bie)的文(wen)化(hua)(hua)使命(ming)(ming)和任務。高校(xiao)圖(tu)(tu)書館(guan)在為(wei)教學科(ke)研(yan)服務的同時，更有著(zhu)(zhu)直接參與(yu)文(wen)化(hua)(hua)育人(ren)的重要使命(ming)(ming)。

　　技能人才內涵的豐富與育人平臺的擴充

　　培養“復(fu)合式創新型高(gao)素質(zhi)高(gao)技(ji)能(neng)人(ren)(ren)才(cai)(cai)”，是新時期對職業(ye)院(yuan)校(xiao)提出(chu)的(de)(de)新要求，符合市場對新型技(ji)能(neng)人(ren)(ren)才(cai)(cai)的(de)(de)新變化(hua)，也切合技(ji)能(neng)人(ren)(ren)才(cai)(cai)未來發展的(de)(de)方(fang)向。全(quan)面推進“文化(hua)育(yu)人(ren)(ren)、復(fu)合育(yu)人(ren)(ren)、協同育(yu)人(ren)(ren)”人(ren)(ren)才(cai)(cai)培養模式改革，對職業(ye)院(yuan)校(xiao)的(de)(de)發展與(yu)教(jiao)育(yu)教(jiao)學提出(chu)了(le)新的(de)(de)挑戰(zhan)，也說明了(le)新型技(ji)能(neng)人(ren)(ren)才(cai)(cai)培育(yu)的(de)(de)復(fu)雜性。作(zuo)為傳統(tong)的(de)(de)文化(hua)主體部(bu)門、教(jiao)學輔助單(dan)位，圖書館理當主動(dong)參與(yu)到文化(hua)育(yu)人(ren)(ren)工作(zuo)中。

　　從單一(yi)的(de)(de)專業要(yao)(yao)(yao)(yao)求(qiu)(qiu)(qiu)到學(xue)(xue)(xue)科或專業群要(yao)(yao)(yao)(yao)求(qiu)(qiu)(qiu)，從適(shi)應(ying)崗位(wei)到工(gong)作創(chuang)(chuang)新(xin)(xin)(xin)，從“工(gong)具”人(ren)到以(yi)人(ren)為(wei)本(ben)綜(zong)合(he)發展，現(xian)代技(ji)能(neng)(neng)人(ren)才的(de)(de)理念與(yu)(yu)(yu)定位(wei)有根(gen)本(ben)性(xing)轉(zhuan)變，對高(gao)校(xiao)圖書(shu)(shu)(shu)(shu)館(guan)(guan)而(er)(er)言(yan)，自身定位(wei)與(yu)(yu)(yu)工(gong)作責任必(bi)須進行變革。第(di)一(yi)，努力拓展圖書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)的(de)(de)內(nei)(nei)(nei)涵(han)，必(bi)須要(yao)(yao)(yao)(yao)跳(tiao)出圖書(shu)(shu)(shu)(shu)看到文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)，創(chuang)(chuang)新(xin)(xin)(xin)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)升華到育(yu)(yu)(yu)人(ren)。圖書(shu)(shu)(shu)(shu)館(guan)(guan)要(yao)(yao)(yao)(yao)以(yi)育(yu)(yu)(yu)人(ren)為(wei)中(zhong)心開(kai)展資源(yuan)建設(she)(she)和服(fu)務提(ti)升，依復合(he)型、創(chuang)(chuang)新(xin)(xin)(xin)型要(yao)(yao)(yao)(yao)求(qiu)(qiu)(qiu)來(lai)采(cai)購圖書(shu)(shu)(shu)(shu)、完善(shan)閱(yue)讀(du)環(huan)境(jing)(jing)，開(kai)展多層次的(de)(de)個(ge)(ge)性(xing)化(hua)(hua)(hua)(hua)(hua)服(fu)務，更要(yao)(yao)(yao)(yao)走出圖書(shu)(shu)(shu)(shu)館(guan)(guan)，參與(yu)(yu)(yu)到育(yu)(yu)(yu)人(ren)工(gong)作的(de)(de)第(di)一(yi)線。圖書(shu)(shu)(shu)(shu)館(guan)(guan)可(ke)以(yi)全程介入(ru)教與(yu)(yu)(yu)學(xue)(xue)(xue)的(de)(de)整個(ge)(ge)過程，從而(er)(er)在實(shi)(shi)踐(jian)中(zhong)使圖書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)轉(zhuan)化(hua)(hua)(hua)(hua)(hua)書(shu)(shu)(shu)(shu)香(xiang)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)，擴(kuo)大(da)(da)(da)圖書(shu)(shu)(shu)(shu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)的(de)(de)內(nei)(nei)(nei)涵(han)與(yu)(yu)(yu)外延，著力推動(dong)校(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)的(de)(de)大(da)(da)(da)發展。第(di)二，著力打造(zao)新(xin)(xin)(xin)型的(de)(de)書(shu)(shu)(shu)(shu)香(xiang)校(xiao)園(yuan)。文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)育(yu)(yu)(yu)人(ren)的(de)(de)展開(kai)，不(bu)僅是文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)素養(yang)課程的(de)(de)開(kai)設(she)(she)問(wen)題，更重要(yao)(yao)(yao)(yao)的(de)(de)是文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)大(da)(da)(da)環(huan)境(jing)(jing)與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)育(yu)(yu)(yu)人(ren)新(xin)(xin)(xin)渠道(dao)的(de)(de)建設(she)(she)問(wen)題，推進書(shu)(shu)(shu)(shu)香(xiang)校(xiao)園(yuan)建設(she)(she)，是一(yi)個(ge)(ge)重要(yao)(yao)(yao)(yao)的(de)(de)切入(ru)點。要(yao)(yao)(yao)(yao)讓學(xue)(xue)(xue)生(sheng)愛書(shu)(shu)(shu)(shu)、看書(shu)(shu)(shu)(shu)、戀書(shu)(shu)(shu)(shu)，讓書(shu)(shu)(shu)(shu)之香(xiang)彌漫校(xiao)園(yuan)，使校(xiao)園(yuan)人(ren)文(wen)(wen)(wen)(wen)(wen)氣息濃郁(yu)。第(di)三(san)，不(bu)斷(duan)放(fang)大(da)(da)(da)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)育(yu)(yu)(yu)人(ren)的(de)(de)功能(neng)(neng)。學(xue)(xue)(xue)校(xiao)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)建設(she)(she)與(yu)(yu)(yu)創(chuang)(chuang)新(xin)(xin)(xin)十分重要(yao)(yao)(yao)(yao)，書(shu)(shu)(shu)(shu)香(xiang)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)是校(xiao)園(yuan)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)重要(yao)(yao)(yao)(yao)部分。在書(shu)(shu)(shu)(shu)香(xiang)校(xiao)園(yuan)與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)建設(she)(she)中(zhong)，應(ying)該根(gen)據時代需要(yao)(yao)(yao)(yao)、學(xue)(xue)(xue)校(xiao)特色，組織(zhi)各方面的(de)(de)力量，從不(bu)同角度(du)完善(shan)、充(chong)實(shi)(shi)、放(fang)大(da)(da)(da)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)育(yu)(yu)(yu)人(ren)功能(neng)(neng)。要(yao)(yao)(yao)(yao)將教學(xue)(xue)(xue)、研究、社會服(fu)務、文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)創(chuang)(chuang)新(xin)(xin)(xin)與(yu)(yu)(yu)學(xue)(xue)(xue)生(sheng)全面成(cheng)長相結(jie)合(he)，激勵教師投(tou)身于文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)創(chuang)(chuang)新(xin)(xin)(xin)創(chuang)(chuang)造(zao)中(zhong)來(lai)。抓住德育(yu)(yu)(yu)的(de)(de)教育(yu)(yu)(yu)主線，用不(bu)同形式和方法提(ti)高(gao)學(xue)(xue)(xue)生(sheng)的(de)(de)社會公德、職業道(dao)德與(yu)(yu)(yu)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)品(pin)德。要(yao)(yao)(yao)(yao)把文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)凝(ning)聚上(shang)升到大(da)(da)(da)學(xue)(xue)(xue)精神(shen)，以(yi)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)為(wei)基礎，逐(zhu)步形成(cheng)學(xue)(xue)(xue)校(xiao)獨(du)有的(de)(de)文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)品(pin)牌、文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)特色、文(wen)(wen)(wen)(wen)(wen)化(hua)(hua)(hua)(hua)(hua)風格與(yu)(yu)(yu)精神(shen)內(nei)(nei)(nei)核，塑造(zao)學(xue)(xue)(xue)生(sheng)，提(ti)升學(xue)(xue)(xue)生(sheng)文(wen)(wen)(wen)(wen)(wen)化(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(luo)實(shi)“文(wen)化育人”的人才培養理念，一方面要(yao)求(qiu)圖書(shu)文(wen)化升華拓(tuo)展(zhan)，衍進(jin)到書(shu)香(xiang)文(wen)化，進(jin)而推動(dong)書(shu)香(xiang)校園，促進(jin)校園文(wen)化大發展(zhan)，另一方面也(ye)從文(wen)化建設(she)的角度對圖書(shu)館(guan)的具體(ti)工(gong)作提出了(le)新的要(yao)求(qiu)。

　　1、豐(feng)富文(wen)(wen)化(hua)資(zi)(zi)(zi)源(yuan)——夯實文(wen)(wen)化(hua)根基。資(zi)(zi)(zi)源(yuan)建(jian)設是圖書館永(yong)恒的(de)(de)(de)主題(ti)，今(jin)后應有(you)三(san)個轉變，一(yi)是重視(shi)資(zi)(zi)(zi)源(yuan)的(de)(de)(de)文(wen)(wen)化(hua)內涵，二(er)是要優化(hua)結構，三(san)是重點(dian)抓好特(te)色資(zi)(zi)(zi)源(yuan)建(jian)設。圖書資(zi)(zi)(zi)源(yuan)建(jian)設實則是文(wen)(wen)化(hua)資(zi)(zi)(zi)源(yuan)建(jian)設，是書香文(wen)(wen)化(hua)與(yu)校園文(wen)(wen)化(hua)發展的(de)(de)(de)基礎。為形(xing)成(cheng)(cheng)(cheng)資(zi)(zi)(zi)源(yuan)的(de)(de)(de)針對性(xing)、有(you)效性(xing)與(yu)文(wen)(wen)化(hua)特(te)色，應進一(yi)步與(yu)學校各部門及校外(wai)單位合作(zuo)，加(jia)強(qiang)合作(zuo)資(zi)(zi)(zi)源(yuan)、特(te)色資(zi)(zi)(zi)源(yuan)建(jian)設，加(jia)強(qiang)文(wen)(wen)化(hua)專(zhuan)題(ti)如職業素養、地方文(wen)(wen)化(hua)、高職文(wen)(wen)化(hua)的(de)(de)(de)收(shou)(shou)藏，一(yi)旦形(xing)成(cheng)(cheng)(cheng)規模，就進行歸納整理，集中(zhong)收(shou)(shou)藏，建(jian)立專(zhuan)題(ti)文(wen)(wen)庫。日常采(cai)(cai)購(gou)(gou)中(zhong)，應有(you)意識(shi)地進行專(zhuan)題(ti)采(cai)(cai)購(gou)(gou)，形(xing)成(cheng)(cheng)(cheng)特(te)色文(wen)(wen)化(hua)藏書。也可發揮博物(wu)館功能，收(shou)(shou)集地方文(wen)(wen)化(hua)資(zi)(zi)(zi)料、非物(wu)質(zhi)遺產，接受私人專(zhuan)題(ti)藏品，形(xing)成(cheng)(cheng)(cheng)專(zhuan)題(ti)數據(ju)庫或特(te)藏室。

　　2、優化(hua)(hua)文(wen)(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)務(wu)——延伸(shen)文(wen)(wen)(wen)(wen)化(hua)(hua)魅力。圖(tu)書(shu)(shu)館(guan)是服(fu)(fu)務(wu)機(ji)構，傳統圖(tu)書(shu)(shu)館(guan)的(de)服(fu)(fu)務(wu)比較簡(jian)單，而現代圖(tu)書(shu)(shu)館(guan)的(de)服(fu)(fu)務(wu)應更(geng)注重(zhong)文(wen)(wen)(wen)(wen)化(hua)(hua)性，通過服(fu)(fu)務(wu)影響師生，通過文(wen)(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)務(wu)來(lai)育人。優化(hua)(hua)文(wen)(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)務(wu)關鍵要做到(dao)服(fu)(fu)務(wu)的(de)多(duo)樣化(hua)(hua)、個性化(hua)(hua)，日常應建立一套(tao)基(ji)本的(de)能(neng)滿足讀者(zhe)需(xu)求(qiu)的(de)服(fu)(fu)務(wu)體系，在(zai)此基(ji)礎上(shang)，要強化(hua)(hua)專業(ye)圖(tu)書(shu)(shu)文(wen)(wen)(wen)(wen)化(hua)(hua)服(fu)(fu)務(wu)，開展(zhan)文(wen)(wen)(wen)(wen)獻信(xin)息(xi)(xi)的(de)個性化(hua)(hua)服(fu)(fu)務(wu)，滿足教(jiao)(jiao)師或重(zhong)點團隊在(zai)縱深層次的(de)教(jiao)(jiao)學(xue)科研活(huo)動中對文(wen)(wen)(wen)(wen)獻信(xin)息(xi)(xi)的(de)個性需(xu)求(qiu)，其(qi)次要在(zai)服(fu)(fu)務(wu)細節、服(fu)(fu)務(wu)態度、服(fu)(fu)務(wu)方(fang)法上(shang)下功夫(fu)，引(yin)進(jin)新技術讓(rang)服(fu)(fu)務(wu)效率更(geng)高，服(fu)(fu)務(wu)范圍更(geng)廣，如微博、短信(xin)、聊天群、手機(ji)圖(tu)書(shu)(shu)館(guan)、虛擬圖(tu)書(shu)(shu)館(guan)等，促進(jin)與讀者(zhe)的(de)信(xin)息(xi)(xi)交流，文(wen)(wen)(wen)(wen)化(hua)(hua)互動。

　　3、廣開文(wen)(wen)化(hua)活動(dong)——拓寬(kuan)文(wen)(wen)化(hua)平臺。圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)是校園師(shi)生(sheng)最(zui)重要(yao)的聚集之地。面向(xiang)未來(lai)(lai)，我們提出除了要(yao)把(ba)圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)建成(cheng)(cheng)資(zi)源信息中心(xin)(xin)之外(wai)，還要(yao)建成(cheng)(cheng)學(xue)習交流中心(xin)(xin)、文(wen)(wen)化(hua)活動(dong)中心(xin)(xin)和(he)宣傳教(jiao)育(yu)中心(xin)(xin)，實現由傳統(tong)大(da)學(xue)圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)向(xiang)一流、現代(dai)、新(xin)型(xing)大(da)學(xue)圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)的轉型(xing)。這種(zhong)轉型(xing)實際上(shang)賦(fu)予圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)更多的文(wen)(wen)化(hua)功(gong)能，不(bu)斷拓寬(kuan)圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)的文(wen)(wen)化(hua)活動(dong)平臺，成(cheng)(cheng)為學(xue)校育(yu)人(ren)的重要(yao)渠道。近年來(lai)(lai)，圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)在(zai)做好常(chang)規服務(wu)的同時，大(da)量(liang)舉辦(ban)主題文(wen)(wen)化(hua)展(zhan)覽、館(guan)(guan)藏推(tui)介(jie)、閱讀沙龍、專題講(jiang)座、書(shu)(shu)(shu)(shu)評競賽和(he)技能比賽等，保持了館(guan)(guan)內(nei)每月有新(xin)的文(wen)(wen)化(hua)展(zhan)示與文(wen)(wen)化(hua)活動(dong)的頻率，通過教(jiao)師(shi)的讀書(shu)(shu)(shu)(shu)俱樂部與學(xue)生(sheng)的讀者協會，與師(shi)生(sheng)建立(li)了廣泛的聯系。以后(hou)，圖(tu)書(shu)(shu)(shu)(shu)館(guan)(guan)要(yao)不(bu)斷把(ba)館(guan)(guan)內(nei)各類(lei)文(wen)(wen)化(hua)活動(dong)搞好搞精彩，還要(yao)走(zou)出館(guan)(guan)舍，深入校園，并且(qie)走(zou)出校門，配合教(jiao)學(xue)活動(dong)或師(shi)生(sheng)的專題活動(dong)，開展(zhan)書(shu)(shu)(shu)(shu)香文(wen)(wen)化(hua)服務(wu)。

　　協同創新共同推進圖書文化育人工作

　　文(wen)化育(yu)(yu)人(ren)(ren)(ren)與(yu)(yu)(yu)(yu)協(xie)(xie)(xie)同(tong)(tong)(tong)(tong)(tong)育(yu)(yu)人(ren)(ren)(ren)、復(fu)合(he)(he)育(yu)(yu)人(ren)(ren)(ren)是(shi)(shi)緊(jin)密聯系(xi)(xi)(xi)的(de)(de)(de)。新(xin)時期圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)文(wen)化育(yu)(yu)人(ren)(ren)(ren)的(de)(de)(de)創(chuang)(chuang)新(xin)，關鍵也(ye)在于(yu)協(xie)(xie)(xie)同(tong)(tong)(tong)(tong)(tong)。協(xie)(xie)(xie)，即協(xie)(xie)(xie)調、協(xie)(xie)(xie)作(zuo)(zuo)(zuo)(zuo)、協(xie)(xie)(xie)助(zhu)，強調的(de)(de)(de)是(shi)(shi)合(he)(he)作(zuo)(zuo)(zuo)(zuo)、互(hu)助(zhu)、配合(he)(he)，是(shi)(shi)相(xiang)互(hu)的(de)(de)(de)支持(chi)與(yu)(yu)(yu)(yu)補充。同(tong)(tong)(tong)(tong)(tong)，即同(tong)(tong)(tong)(tong)(tong)行、同(tong)(tong)(tong)(tong)(tong)心、同(tong)(tong)(tong)(tong)(tong)力，強調的(de)(de)(de)是(shi)(shi)共同(tong)(tong)(tong)(tong)(tong)行動(dong)、共同(tong)(tong)(tong)(tong)(tong)目標、共同(tong)(tong)(tong)(tong)(tong)利益，齊心協(xie)(xie)(xie)力。協(xie)(xie)(xie)與(yu)(yu)(yu)(yu)同(tong)(tong)(tong)(tong)(tong)結合(he)(he)，注重(zhong)的(de)(de)(de)是(shi)(shi)整體創(chuang)(chuang)新(xin)，系(xi)(xi)(xi)統(tong)(tong)創(chuang)(chuang)新(xin)，強調的(de)(de)(de)是(shi)(shi)全員(yuan)力量，相(xiang)互(hu)配合(he)(he)。協(xie)(xie)(xie)同(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)新(xin)圖(tu)(tu)(tu)(tu)書(shu)文(wen)化育(yu)(yu)人(ren)(ren)(ren)工(gong)作(zuo)(zuo)(zuo)(zuo)，首(shou)先要準確定位(wei)，不(bu)(bu)越位(wei)。在學校的(de)(de)(de)總(zong)體創(chuang)(chuang)新(xin)工(gong)作(zuo)(zuo)(zuo)(zuo)中，圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)主(zhu)要是(shi)(shi)要做(zuo)(zuo)好(hao)(hao)(hao)配角，做(zuo)(zuo)好(hao)(hao)(hao)圖(tu)(tu)(tu)(tu)書(shu)信(xin)息基礎資(zi)(zi)源的(de)(de)(de)保(bao)障服務(wu)(wu)。能(neng)保(bao)持(chi)清(qing)醒的(de)(de)(de)頭腦，又持(chi)有熱情(qing)的(de)(de)(de)態度，認真做(zuo)(zuo)好(hao)(hao)(hao)自身(shen)工(gong)作(zuo)(zuo)(zuo)(zuo)。其次(ci)要謀求主(zhu)動(dong)，不(bu)(bu)被(bei)動(dong)。創(chuang)(chuang)新(xin)過程是(shi)(shi)一個(ge)(ge)復(fu)雜的(de)(de)(de)相(xiang)互(hu)聯動(dong)時常(chang)動(dong)態變(bian)(bian)化的(de)(de)(de)過程，在某一方(fang)面某一時刻，創(chuang)(chuang)新(xin)的(de)(de)(de)角度、主(zhu)體可能(neng)會發生變(bian)(bian)化，配角也(ye)可能(neng)變(bian)(bian)為(wei)主(zhu)角。從系(xi)(xi)(xi)統(tong)(tong)工(gong)程看，任何一個(ge)(ge)部分都是(shi)(shi)非常(chang)重(zhong)要的(de)(de)(de)，配角或輔(fu)助(zhu)的(de)(de)(de)工(gong)作(zuo)(zuo)(zuo)(zuo)沒做(zuo)(zuo)好(hao)(hao)(hao)，必將影(ying)響整個(ge)(ge)創(chuang)(chuang)新(xin)的(de)(de)(de)效果。同(tong)(tong)(tong)(tong)(tong)時，在協(xie)(xie)(xie)同(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)新(xin)中還(huan)有一個(ge)(ge)工(gong)作(zuo)(zuo)(zuo)(zuo)態度問(wen)題，對配角或輔(fu)助(zhu)單位(wei)來說，我們應當持(chi)一種主(zhu)動(dong)、積極的(de)(de)(de)態度參與(yu)(yu)(yu)(yu)創(chuang)(chuang)新(xin)。圖(tu)(tu)(tu)(tu)書(shu)資(zi)(zi)源建設(she)(she)(she)應當是(shi)(shi)主(zhu)動(dong)溝通教學科研(yan)人(ren)(ren)(ren)員(yuan)，主(zhu)動(dong)聽取(qu)使用(yong)主(zhu)體意(yi)(yi)見，主(zhu)動(dong)建設(she)(she)(she)。對外(wai)服務(wu)(wu)應當主(zhu)動(dong)走出去(qu)，主(zhu)動(dong)、熱情(qing)為(wei)讀者服務(wu)(wu)。再次(ci)要內(nei)外(wai)聯動(dong)，不(bu)(bu)亂(luan)動(dong)，相(xiang)互(hu)協(xie)(xie)(xie)作(zuo)(zuo)(zuo)(zuo)配合(he)(he)。圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)在館(guan)(guan)內(nei)要把各項工(gong)作(zuo)(zuo)(zuo)(zuo)做(zuo)(zuo)好(hao)(hao)(hao)，提高(gao)效率，增(zeng)進(jin)活力，還(huan)要與(yu)(yu)(yu)(yu)校內(nei)各學院部門聯動(dong)，搞好(hao)(hao)(hao)資(zi)(zi)源、環境與(yu)(yu)(yu)(yu)文(wen)化建設(she)(she)(she)。同(tong)(tong)(tong)(tong)(tong)時還(huan)要經(jing)(jing)常(chang)與(yu)(yu)(yu)(yu)本(ben)系(xi)(xi)(xi)統(tong)(tong)、與(yu)(yu)(yu)(yu)兄弟(di)院校圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)、專業圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)、公共圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)加強溝通，交流經(jing)(jing)驗，共同(tong)(tong)(tong)(tong)(tong)促進(jin)圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)事(shi)業的(de)(de)(de)發展。在復(fu)合(he)(he)式創(chuang)(chuang)新(xin)型(xing)高(gao)素質高(gao)技能(neng)人(ren)(ren)(ren)才培(pei)養模式的(de)(de)(de)改革中，圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)需要融入到(dao)學校乃至省市、國(guo)家的(de)(de)(de)協(xie)(xie)(xie)同(tong)(tong)(tong)(tong)(tong)創(chuang)(chuang)新(xin)大(da)平(ping)臺中去(qu)，發揮著自身(shen)的(de)(de)(de)作(zuo)(zuo)(zuo)(zuo)用(yong)。平(ping)臺有變(bian)(bian)化，創(chuang)(chuang)新(xin)無止境。不(bu)(bu)管(guan)是(shi)(shi)橫向縱向，不(bu)(bu)管(guan)是(shi)(shi)內(nei)部外(wai)部，不(bu)(bu)管(guan)是(shi)(shi)主(zhu)體任務(wu)(wu)還(huan)是(shi)(shi)輔(fu)助(zhu)工(gong)作(zuo)(zuo)(zuo)(zuo)，圖(tu)(tu)(tu)(tu)書(shu)館(guan)(guan)都要牢固樹立協(xie)(xie)(xie)同(tong)(tong)(tong)(tong)(tong)意(yi)(yi)識、創(chuang)(chuang)新(xin)意(yi)(yi)識、文(wen)化育(yu)(yu)人(ren)(ren)(ren)意(yi)(yi)識，做(zuo)(zuo)好(hao)(hao)(hao)自己的(de)(de)(de)工(gong)作(zuo)(zuo)(zuo)(zuo)，做(zuo)(zuo)出應有的(de)(de)(de)貢獻。