導(dao)語：中(zhong)高職復合圖書館發展(zhan)困境(jing)分析(xi)一文(wen)(wen)來(lai)源于網友上(shang)傳，不代(dai)表本站(zhan)觀點，若(ruo)需要原創文(wen)(wen)章可(ke)咨詢客(ke)服(fu)老(lao)師，歡迎參考。

［摘要］中高職復合圖書館作為特殊的歷史發展產物(wu)，具有不同于(yu)其他單一館的特征，其發(fa)(fa)展也面臨諸多特有矛盾。如何在利用可(ke)共享資源的情況下，協調好(hao)中高(gao)職(zhi)各自發(fa)(fa)展目標，使中高(gao)職(zhi)內(nei)涵發(fa)(fa)展齊頭并進，需要(yao)國家、學(xue)校、圖書館各方共同努力。

［關鍵詞］圖書館；中高職復合；困境

一、引言

2003年，經上海市政府批準，上海某中職院校整體劃入一所上海高校，同時組建了該高校下的高等職業技術學院（以下簡稱高職學院），形成高職學院與中職院校同屬一個校園的局面，圖書館也因此由中職性質轉變為中高職復合性質。針對中高職復合圖書館這一特殊存在形式，目前國內相關研究較少。而自中高職院校合并以來，圖書館的發展受制于各種特有問題。本文通過分析中(zhong)高(gao)職(zhi)復合圖書館這一特殊研究(jiu)對象(xiang)，旨在(zai)找到(dao)其發展癥結，并提(ti)出可行性(xing)措施，以供其日后參考。

二、中高職圖書館參照文件對比

國家(jia)規(gui)(gui)(gui)(gui)定(ding)，高(gao)(gao)(gao)(gao)(gao)職(zhi)院(yuan)校(xiao)(xiao)(xiao)屬高(gao)(gao)(gao)(gao)(gao)等(deng)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)范疇，中(zhong)(zhong)職(zhi)院(yuan)校(xiao)(xiao)(xiao)屬于(yu)中(zhong)(zhong)等(deng)教育層次，根(gen)據國家(jia)針(zhen)對(dui)(dui)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)的(de)(de)相關文(wen)(wen)件(jian)，其(qi)分別(bie)(bie)應(ying)參照(zhao)《普通(tong)高(gao)(gao)(gao)(gao)(gao)等(deng)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)》與(yu)《中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)（室）規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)》執行圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)的(de)(de)規(gui)(gui)(gui)(gui)劃、管理(li)及(ji)(ji)建(jian)(jian)(jian)(jian)(jian)設。表1（見(jian)文(wen)(wen)末）摘(zhai)取了兩“規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)”中(zhong)(zhong)與(yu)實際問題(ti)強相關的(de)(de)條文(wen)(wen)，分別(bie)(bie)涉及(ji)(ji)主(zhu)要(yao)任(ren)務(wu)(wu)(wu)、人(ren)員(yuan)(yuan)配(pei)(pei)備、開館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)時長、館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)藏建(jian)(jian)(jian)(jian)(jian)設、經(jing)(jing)費(fei)投入(ru)、館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)舍建(jian)(jian)(jian)(jian)(jian)設六方(fang)面。由表1看出，兩“規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)”同(tong)(tong)主(zhu)題(ti)條文(wen)(wen)均(jun)有(you)(you)提(ti)(ti)及(ji)(ji)，主(zhu)要(yao)區別(bie)(bie)在(zai)內容上，具體如下(xia)：第(di)一，圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)主(zhu)要(yao)任(ren)務(wu)(wu)(wu)有(you)(you)所區別(bie)(bie)。除(chu)去都提(ti)(ti)及(ji)(ji)的(de)(de)文(wen)(wen)獻資源(yuan)(yuan)建(jian)(jian)(jian)(jian)(jian)設、教科研(yan)及(ji)(ji)信(xin)息(xi)服務(wu)(wu)(wu)外，《中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)（室）規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)》（以(yi)下(xia)簡(jian)稱中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)）提(ti)(ti)及(ji)(ji)“黨”“學(xue)(xue)(xue)生”“閱讀(du)興(xing)趣”“習(xi)慣”，結合受眾(zhong)年(nian)齡可(ke)(ke)知(zhi)，中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)的(de)(de)任(ren)務(wu)(wu)(wu)重(zhong)在(zai)學(xue)(xue)(xue)生管理(li)、培(pei)養閱讀(du)興(xing)趣及(ji)(ji)習(xi)慣的(de)(de)養成(cheng)；而(er)《普通(tong)高(gao)(gao)(gao)(gao)(gao)等(deng)學(xue)(xue)(xue)校(xiao)(xiao)(xiao)圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)》（以(yi)下(xia)簡(jian)稱高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)）重(zhong)在(zai)健(jian)全(quan)資源(yuan)(yuan)及(ji)(ji)服務(wu)(wu)(wu)“體系(xi)”，“深化”服務(wu)(wu)(wu)，發(fa)揮“專(zhuan)業”優(you)勢，由此(ci)可(ke)(ke)見(jian)，高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)任(ren)務(wu)(wu)(wu)內涵(han)更為專(zhuan)業，更注重(zhong)專(zhuan)業體系(xi)化建(jian)(jian)(jian)(jian)(jian)設及(ji)(ji)共建(jian)(jian)(jian)(jian)(jian)共享方(fang)面。二(er)者主(zhu)要(yao)任(ren)務(wu)(wu)(wu)側重(zhong)點(dian)(dian)不(bu)(bu)同(tong)(tong)，受眾(zhong)層次不(bu)(bu)同(tong)(tong)，且(qie)(qie)相較于(yu)中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)，高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)在(zai)服務(wu)(wu)(wu)深度和廣度方(fang)面都有(you)(you)更高(gao)(gao)(gao)(gao)(gao)要(yao)求(qiu)(qiu)。第(di)二(er)，人(ren)才配(pei)(pei)備方(fang)式不(bu)(bu)同(tong)(tong)。中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)以(yi)管理(li)崗(gang)為主(zhu)，對(dui)(dui)專(zhuan)業技(ji)(ji)術崗(gang)的(de)(de)描述只(zhi)涉及(ji)(ji)“有(you)(you)條件(jian)的(de)(de)地區和學(xue)(xue)(xue)校(xiao)(xiao)(xiao)”可(ke)(ke)設專(zhuan)業技(ji)(ji)術崗(gang)；高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)則(ze)(ze)明(ming)確(que)規(gui)(gui)(gui)(gui)定(ding)“圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)長應(ying)設置(zhi)為專(zhuan)業技(ji)(ji)術崗(gang)位(wei)”，且(qie)(qie)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)員(yuan)(yuan)中(zhong)(zhong)應(ying)包含不(bu)(bu)低于(yu)50%的(de)(de)專(zhuan)業館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)員(yuan)(yuan)。結合上文(wen)(wen)主(zhu)要(yao)任(ren)務(wu)(wu)(wu)的(de)(de)區別(bie)(bie)也可(ke)(ke)看出，因“學(xue)(xue)(xue)生管理(li)”是(shi)中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)側重(zhong)點(dian)(dian)之一，故其(qi)崗(gang)位(wei)設置(zhi)也與(yu)此(ci)對(dui)(dui)應(ying)。至于(yu)高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)，其(qi)受眾(zhong)教育程(cheng)(cheng)(cheng)度更高(gao)(gao)(gao)(gao)(gao)，且(qie)(qie)需(xu)求(qiu)(qiu)重(zhong)在(zai)專(zhuan)業技(ji)(ji)能的(de)(de)掌握，因而(er)人(ren)才配(pei)(pei)備以(yi)專(zhuan)業技(ji)(ji)術崗(gang)為主(zhu)。除(chu)此(ci)之外，高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)對(dui)(dui)人(ren)才招聘的(de)(de)要(yao)求(qiu)(qiu)更高(gao)(gao)(gao)(gao)(gao)，崗(gang)位(wei)性(xing)質劃分更為具體。第(di)三，館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)藏建(jian)(jian)(jian)(jian)(jian)設要(yao)求(qiu)(qiu)不(bu)(bu)同(tong)(tong)。中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)著重(zhong)紙(zhi)質圖(tu)書(shu)(shu)(shu)標準(zhun)的(de)(de)規(gui)(gui)(gui)(gui)定(ding)，而(er)數字(zi)資源(yuan)(yuan)的(de)(de)條文(wen)(wen)只(zhi)提(ti)(ti)及(ji)(ji)“依托”區域(yu)各類館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)獲取；相較而(er)言(yan)，高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)對(dui)(dui)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)藏建(jian)(jian)(jian)(jian)(jian)設的(de)(de)要(yao)求(qiu)(qiu)不(bu)(bu)僅注重(zhong)紙(zhi)質資源(yuan)(yuan)、數字(zi)資源(yuan)(yuan)和其(qi)他(ta)載體資源(yuan)(yuan)的(de)(de)“統(tong)籌”發(fa)展，還涵(han)蓋(gai)對(dui)(dui)文(wen)(wen)獻保護(hu)與(yu)修復(fu)、館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)際協作(zuo)、特色(se)資源(yuan)(yuan)等(deng)多方(fang)面目標的(de)(de)跟(gen)進，以(yi)匹配(pei)(pei)其(qi)更高(gao)(gao)(gao)(gao)(gao)的(de)(de)發(fa)展需(xu)求(qiu)(qiu)。第(di)四，在(zai)開館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)時長、經(jing)(jing)費(fei)投入(ru)及(ji)(ji)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)舍建(jian)(jian)(jian)(jian)(jian)設方(fang)面，圖(tu)書(shu)(shu)(shu)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)要(yao)求(qiu)(qiu)均(jun)有(you)(you)所不(bu)(bu)同(tong)(tong)。高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)每周(zhou)不(bu)(bu)低于(yu)“90小(xiao)(xiao)時”的(de)(de)開放(fang)時長大于(yu)中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)的(de)(de)“40小(xiao)(xiao)時”，且(qie)(qie)其(qi)網絡資源(yuan)(yuan)也有(you)(you)全(quan)天24小(xiao)(xiao)時的(de)(de)開放(fang)規(gui)(gui)(gui)(gui)定(ding)；在(zai)經(jing)(jing)費(fei)投入(ru)方(fang)面，中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)旨在(zai)“保障”，而(er)高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)則(ze)(ze)需(xu)“根(gen)據發(fa)展需(xu)要(yao)逐年(nian)增加”；高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)有(you)(you)按照(zhao)國家(jia)標準(zhun)建(jian)(jian)(jian)(jian)(jian)造(zao)“獨立專(zhuan)用館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)舍”的(de)(de)要(yao)求(qiu)(qiu)，而(er)中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)無(wu)此(ci)明(ming)確(que)規(gui)(gui)(gui)(gui)定(ding)。總體而(er)言(yan)，高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)相較中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)要(yao)求(qiu)(qiu)更高(gao)(gao)(gao)(gao)(gao)。同(tong)(tong)時，因其(qi)各自(zi)發(fa)展任(ren)務(wu)(wu)(wu)的(de)(de)不(bu)(bu)同(tong)(tong)，在(zai)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)藏建(jian)(jian)(jian)(jian)(jian)設、人(ren)員(yuan)(yuan)配(pei)(pei)備、經(jing)(jing)費(fei)投入(ru)等(deng)方(fang)面均(jun)存在(zai)發(fa)展差異，且(qie)(qie)高(gao)(gao)(gao)(gao)(gao)校(xiao)(xiao)(xiao)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)規(gui)(gui)(gui)(gui)程(cheng)(cheng)(cheng)的(de)(de)條文(wen)(wen)要(yao)求(qiu)(qiu)無(wu)法(fa)全(quan)面涵(han)蓋(gai)中(zhong)(zhong)小(xiao)(xiao)學(xue)(xue)(xue)館(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)(guan)標準(zhun)，其(qi)發(fa)展更似兩條平行線，無(wu)法(fa)全(quan)然(ran)統(tong)一化運作(zuo)。

三、中高職復合圖書館現狀分析

中高職(zhi)復合圖(tu)書(shu)(shu)館(guan)(guan)(guan)新館(guan)(guan)(guan)于2015年(nian)落成，此后在(zai)圖(tu)書(shu)(shu)館(guan)(guan)(guan)運作方面，部分保留了中職(zhi)圖(tu)書(shu)(shu)館(guan)(guan)(guan)時(shi)期的印記，參照標準向(xiang)更高要求的高職(zhi)館(guan)(guan)(guan)文(wen)件看齊(qi)。

（一）館(guan)所(suo)運作要(yao)求提高

放時(shi)長(chang)方(fang)面(mian)，參照高校(xiao)館(guan)規程(cheng)執(zhi)行(xing)。2015年后新進館(guan)員3名(ming)，均為圖(tu)書情報相(xiang)關專業(ye)碩(shuo)士(shi)研究生，目前圖(tu)書館(guan)內正式館(guan)員7名(ming)，專業(ye)館(guan)員占比42.8%，接(jie)(jie)近高校(xiao)館(guan)規程(cheng)要(yao)(yao)求(qiu)的(de)50%。在開(kai)放時(shi)長(chang)方(fang)面(mian)，目前教(jiao)學(xue)期間穩定在每周88小(xiao)時(shi)，接(jie)(jie)近90小(xiao)時(shi)的(de)高校(xiao)館(guan)開(kai)放要(yao)(yao)求(qiu)，且寒暑假均能(neng)保證必(bi)要(yao)(yao)的(de)開(kai)館(guan)時(shi)長(chang)；數(shu)字資源全天24小(xiao)時(shi)開(kai)放。此外(wai)，隨著圖(tu)書館(guan)服務廣度和(he)深(shen)度的(de)拓展，新增設微信公眾號運營、網站維(wei)護等服務內容，并增設參考咨詢崗(gang)、編目崗(gang)等崗(gang)位(wei)人員數(shu)量(liang)，推進服務范(fan)圍的(de)擴(kuo)充和(he)內容的(de)進一步升(sheng)級。

（二(er)）人員編制與經費(fei)投入未同步發展

中(zhong)職(zhi)圖(tu)(tu)(tu)書(shu)館(guan)時期(qi)，工作(zuo)人(ren)(ren)員配(pei)備7~8人(ren)(ren)，符合上(shang)海市中(zhong)等(deng)職(zhi)業學(xue)校(xiao)“A級(ji)圖(tu)(tu)(tu)書(shu)館(guan)”的(de)(de)評選要求。隨著新館(guan)的(de)(de)建成(cheng)，雖然新進(jin)人(ren)(ren)才的(de)(de)學(xue)歷層次及(ji)專業度有所(suo)(suo)(suo)提升(sheng)，但(dan)整體上(shang)正式人(ren)(ren)員數(shu)(shu)(shu)量依舊恒定在7~8人(ren)(ren)，且均為中(zhong)職(zhi)編制。館(guan)所(suo)(suo)(suo)運作(zuo)要求在提高，人(ren)(ren)員數(shu)(shu)(shu)量沒(mei)有增(zeng)加，導致部(bu)分圖(tu)(tu)(tu)書(shu)館(guan)員身兼數(shu)(shu)(shu)職(zhi)，部(bu)分重要崗(gang)(gang)位沒(mei)有專人(ren)(ren)專崗(gang)(gang)負責，影響(xiang)崗(gang)(gang)位內容的(de)(de)深入發(fa)展。另外(wai)，在經費投入方(fang)面，依然沿用(yong)中(zhong)職(zhi)層面的(de)(de)撥款經費實行全館(guan)運作(zuo)，現(xian)已(yi)無法滿足更高的(de)(de)發(fa)展要求。經費總量不變(bian)，紙質圖(tu)(tu)(tu)書(shu)、期(qi)刊(kan)(kan)資源(yuan)和電子(zi)圖(tu)(tu)(tu)書(shu)的(de)(de)采(cai)購(gou)必然顧此失(shi)彼。目前高職(zhi)所(suo)(suo)(suo)用(yong)數(shu)(shu)(shu)字資源(yuan)采(cai)用(yong)對應(ying)本科院校(xiao)的(de)(de)資源(yuan)系統，因數(shu)(shu)(shu)據庫本身的(de)(de)跨(kua)空間(jian)、可重復利用(yong)屬(shu)性，故對圖(tu)(tu)(tu)書(shu)館(guan)數(shu)(shu)(shu)字資源(yuan)的(de)(de)采(cai)購(gou)影響(xiang)有限。不過，隨著紙質圖(tu)(tu)(tu)書(shu)館(guan)藏的(de)(de)不斷豐富，期(qi)刊(kan)(kan)采(cai)購(gou)受到了(le)限制。

（三(san)）館藏及館舍(she)建設未加區分

中(zhong)高(gao)職(zhi)(zhi)復合(he)圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)承(cheng)擔了同(tong)時服(fu)務中(zhong)高(gao)職(zhi)(zhi)教(jiao)師(shi)群體(ti)的(de)(de)職(zhi)(zhi)能，在(zai)同(tong)個館(guan)(guan)舍使用同(tong)個館(guan)(guan)藏(zang)系統進行日常(chang)運作。在(zai)中(zhong)小學館(guan)(guan)規(gui)程中(zhong)雖未明(ming)(ming)確提出(chu)“建(jian)(jian)造(zao)獨立專用館(guan)(guan)舍”的(de)(de)要求(qiu)，但(dan)其(qi)在(zai)館(guan)(guan)藏(zang)建(jian)(jian)設相關條(tiao)文(wen)中(zhong)明(ming)(ming)確了“生(sheng)均”圖(tu)(tu)書(shu)(shu)(shu)、總藏(zang)量(liang)等要求(qiu)，館(guan)(guan)藏(zang)系統的(de)(de)統用不便于(yu)(yu)要求(qiu)的(de)(de)實施(shi)。總藏(zang)量(liang)與生(sheng)均圖(tu)(tu)書(shu)(shu)(shu)的(de)(de)統計(ji)，均需有對(dui)中(zhong)職(zhi)(zhi)館(guan)(guan)區域的(de)(de)明(ming)(ming)確劃定作為(wei)基(ji)礎；而高(gao)職(zhi)(zhi)與中(zhong)職(zhi)(zhi)群體(ti)適(shi)合(he)閱讀的(de)(de)內容(rong)亦(yi)存在(zai)交叉(cha)。因此(ci)，共用館(guan)(guan)藏(zang)系統不利(li)于(yu)(yu)館(guan)(guan)方對(dui)中(zhong)高(gao)職(zhi)(zhi)教(jiao)師(shi)群體(ti)提供針對(dui)性(xing)(xing)服(fu)務，長(chang)此(ci)以往，將對(dui)圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)深入(ru)發(fa)(fa)展(zhan)(zhan)造(zao)成阻(zu)礙(ai)。綜上，圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)資源及體(ti)系建(jian)(jian)設跟不上更高(gao)的(de)(de)發(fa)(fa)展(zhan)(zhan)要求(qiu)。其(qi)人才缺乏、經費不足等問題，折射出(chu)學校對(dui)圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)事業發(fa)(fa)展(zhan)(zhan)的(de)(de)重視不足。另(ling)外(wai)，中(zhong)高(gao)職(zhi)(zhi)復合(he)圖(tu)(tu)書(shu)(shu)(shu)館(guan)(guan)的(de)(de)特殊性(xing)(xing)，也導致其(qi)發(fa)(fa)展(zhan)(zhan)缺乏明(ming)(ming)確、相適(shi)應的(de)(de)法律供參照，亦(yi)阻(zu)礙(ai)其(qi)建(jian)(jian)設與發(fa)(fa)展(zhan)(zhan)。

四、對策及建議

（一）完善(shan)圖書館(guan)法律(lv)體系(xi)，制定配套評估標(biao)準(zhun)

我國(guo)(guo)目前針對各(ge)類圖書館的(de)(de)(de)(de)法(fa)(fa)律(lv)欠缺，據(ju)其(qi)制定的(de)(de)(de)(de)規章制度和行政命令亦欠缺。“規程(cheng)”本質(zhi)上仍屬于(yu)行政規范性文件范疇，法(fa)(fa)律(lv)效力有限(xian)。中國(guo)(guo)圖書館事業的(de)(de)(de)(de)健(jian)康(kang)發展(zhan)，亟待制定完善(shan)的(de)(de)(de)(de)法(fa)(fa)律(lv)體(ti)系作為保障。中高職復合(he)圖書館參照法(fa)(fa)律(lv)的(de)(de)(de)(de)缺乏(fa)，造成其(qi)在(zai)規劃、建設、管理等各(ge)方面的(de)(de)(de)(de)無序狀態。應加快完善(shan)相適應法(fa)(fa)律(lv)體(ti)系的(de)(de)(de)(de)落實(shi)，并推進配(pei)套(tao)評估標(biao)準的(de)(de)(de)(de)制定。只有在(zai)“制定—評估—跟進”閉環化落實(shi)，才能有效保證法(fa)(fa)律(lv)實(shi)施(shi)的(de)(de)(de)(de)效力。

（二）校方(fang)加強重視，制定(ding)符合(he)本校實際的圖(tu)書(shu)館工作規范(fan)

兩(liang)“規(gui)(gui)(gui)程”中多章(zhang)節條文主語(yu)層級為(wei)校(xiao)(xiao)方(fang)(fang)，尤其是(shi)高校(xiao)(xiao)館(guan)規(gui)(gui)(gui)程，其總計(ji)48例(li)條文中有(you)19例(li)主體為(wei)“高等(deng)學(xue)校(xiao)(xiao)”。校(xiao)(xiao)方(fang)(fang)領導應(ying)加強(qiang)對(dui)圖(tu)書(shu)(shu)館(guan)發(fa)展的(de)重(zhong)視，了解(jie)其應(ying)擔負的(de)責任。因“規(gui)(gui)(gui)程”仍(reng)屬(shu)行政規(gui)(gui)(gui)范(fan)性文件范(fan)疇，無法指導各(ge)(ge)類學(xue)校(xiao)(xiao)各(ge)(ge)方(fang)(fang)面實際情況，故校(xiao)(xiao)方(fang)(fang)應(ying)在“規(gui)(gui)(gui)程”的(de)基礎上，制定出(chu)包含但不限(xian)于人員配備、經(jing)費撥款、館(guan)藏建設、日常(chang)運作等(deng)方(fang)(fang)面的(de)符合本(ben)校(xiao)(xiao)實際的(de)圖(tu)書(shu)(shu)館(guan)工作要求與(yu)(yu)規(gui)(gui)(gui)范(fan)，并與(yu)(yu)圖(tu)書(shu)(shu)館(guan)一同在本(ben)校(xiao)(xiao)落(luo)實。校(xiao)(xiao)方(fang)(fang)的(de)參與(yu)(yu)對(dui)本(ben)校(xiao)(xiao)圖(tu)書(shu)(shu)館(guan)發(fa)展具(ju)有(you)直(zhi)接影響。圖(tu)書(shu)(shu)館(guan)應(ying)與(yu)(yu)校(xiao)(xiao)方(fang)(fang)保持溝通，推進各(ge)(ge)項(xiang)事務的(de)達成(cheng)。

（三）建設“館舍共享—館藏分離”型圖(tu)書館發展模式

中(zhong)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)復合圖(tu)(tu)書館目前共占(zhan)整棟樓的(de)三層，另外兩(liang)層未涉及圖(tu)(tu)書館事務(wu)(wu)。鑒(jian)于(yu)(yu)中(zhong)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)混合式的(de)館藏(zang)建(jian)設，既不(bu)利(li)于(yu)(yu)中(zhong)職(zhi)(zhi)更細致的(de)發(fa)展(zhan)(zhan)(zhan)要求，也不(bu)利(li)于(yu)(yu)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)更專業的(de)資源(yuan)服(fu)務(wu)(wu)需要，故(gu)可利(li)用剩余一(yi)樓層，專門開(kai)展(zhan)(zhan)(zhan)中(zhong)職(zhi)(zhi)館藏(zang)建(jian)設，原(yuan)先的(de)則專門發(fa)展(zhan)(zhan)(zhan)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)館藏(zang)，使(shi)中(zhong)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)館藏(zang)建(jian)設分離，協同發(fa)展(zhan)(zhan)(zhan)。此舉一(yi)來節(jie)約建(jian)設用地面(mian)積，因其依舊同屬一(yi)個館舍，中(zhong)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)師生也不(bu)需兩(liang)頭跑；二來利(li)于(yu)(yu)中(zhong)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)館依據不(bu)同發(fa)展(zhan)(zhan)(zhan)要求，開(kai)展(zhan)(zhan)(zhan)館藏(zang)建(jian)設。此外，相較于(yu)(yu)單一(yi)的(de)中(zhong)職(zhi)(zhi)館，中(zhong)高(gao)(gao)(gao)(gao)(gao)職(zhi)(zhi)館同館舍發(fa)展(zhan)(zhan)(zhan)也利(li)于(yu)(yu)滿足中(zhong)職(zhi)(zhi)學生的(de)進階學習需要，為(wei)學校“中(zhong)高(gao)(gao)(gao)(gao)(gao)貫通”體(ti)制發(fa)展(zhan)(zhan)(zhan)更好地提供資源(yuan)和服(fu)務(wu)(wu)支撐。

（四）實行中高(gao)館“人+財(cai)”建設雙標準化(hua)管(guan)理(li)

目前“兩套(tao)標準，同套(tao)師資”的(de)運作(zuo)方式，不(bu)僅造成崗位職(zhi)(zhi)(zhi)責不(bu)明晰，還(huan)使得工作(zuo)人員負擔(dan)過(guo)重，阻礙(ai)業(ye)務(wu)深入發(fa)展(zhan)；同時(shi)，經(jing)(jing)費(fei)撥(bo)款方單(dan)一與總量不(bu)足，也阻礙(ai)了業(ye)務(wu)長期發(fa)展(zhan)。中(zhong)(zhong)高職(zhi)(zhi)(zhi)館(guan)實行“人+財”建設雙標準化管理，是根(gen)據中(zhong)(zhong)高職(zhi)(zhi)(zhi)館(guan)不(bu)同的(de)發(fa)展(zhan)目標，配備各(ge)自(zi)獨立的(de)工作(zuo)人員和(he)經(jing)(jing)費(fei)。例(li)如，中(zhong)(zhong)職(zhi)(zhi)(zhi)館(guan)人員應以(yi)管理崗為主配置，給予(yu)其(qi)中(zhong)(zhong)職(zhi)(zhi)(zhi)編制；高職(zhi)(zhi)(zhi)館(guan)人員應多為專業(ye)技術崗，給予(yu)其(qi)高職(zhi)(zhi)(zhi)編制。另外(wai)，經(jing)(jing)費(fei)撥(bo)款也應“兩線(xian)齊(qi)頭(tou)”劃撥(bo)，依據中(zhong)(zhong)高職(zhi)(zhi)(zhi)館(guan)實際發(fa)展(zhan)需(xu)要，各(ge)自(zi)跟進(jin)經(jing)(jing)費(fei)的(de)投入。

五、總結

中高職復(fu)合圖書(shu)館(guan)因歷史(shi)需要存(cun)在(zai)(zai)，其(qi)發展雖面(mian)臨問(wen)題，但仍有(you)(you)解決途徑(jing)。相比各校單一圖書(shu)館(guan)，中高職復(fu)合圖書(shu)館(guan)面(mian)對的受(shou)眾層次(ci)不一、參(can)照標(biao)準(zhun)不一，故其(qi)發展具有(you)(you)獨(du)特性。只有(you)(you)在(zai)(zai)明(ming)確各自(zi)發展目標(biao)的基礎上(shang)，利用好(hao)可共享資源，并在(zai)(zai)館(guan)藏體系、人才(cai)配(pei)備、經費投入等方(fang)面(mian)實(shi)行各自(zi)獨(du)立(li)化(hua)建設(she)與(yu)發展，才(cai)能更好(hao)地推(tui)進(jin)(jin)目標(biao)的達成，進(jin)(jin)而實(shi)現中高職圖書(shu)館(guan)交互協作、打通(tong)中高職進(jin)(jin)階學(xue)習(xi)等附帶優勢。

作者：王(wang)明月 單(dan)位：上海工程(cheng)技術大學(xue)高(gao)職學(xue)院