图书情报工作

图书情报工作 >

2018 , Vol. 62 >Issue 21: 39 - 45

DOI: https://doi.org/10.13266/j.issn.0252-3116.2018.21.005

工作研究

基于学科特色的教学支持服务体系构建与思考——以吉林动画学院图书馆为例

  • 海涛
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  • 吉林动画学院图书馆 长春 130012
海涛(ORCID:0000-0002-6148-5430),馆长,副研究馆员,E-mail:956272607@qq.com。

收稿日期: 2018-06-12

  修回日期: 2018-07-16

  网络出版日期: 2018-11-05

基金资助

本文系吉林省高等教育教学改革研究重点课题"高校图书馆教学支持服务体系构建的研究与实践"（项目编号：S15022015-2018）研究成果之一。

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Construction of Teaching Support Service System Based on Discipline Characteristics——Taking the Library of Jilin Animation Institute as an Example

  • Hai Tao
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  • Library of Jilin Animation Institute, Changchun 130012

Received date: 2018-06-12

  Revised date: 2018-07-16

  Online published: 2018-11-05

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摘要

[目的/意义]构建满足教学需求的教学支持服务体系，是高校图书馆实现服务职能的重要途径。[方法/过程]通过研究国内外高校图书馆教学服务途径和方法，在深入了解本校学科特色、教学需求的基础上，明确构建基于学科特色的教学支持服务体系的路径。[结果/结论]通过建设特色馆藏资源、开展嵌入教学的学科知识服务以及创建特色空间环境，以实现图书馆对教学、科研、人才培养的服务支撑作用。

关键词： 学科特色; 特色馆藏; 教学支持服务

本文引用格式

海涛 . 基于学科特色的教学支持服务体系构建与思考——以吉林动画学院图书馆为例[J]. 图书情报工作, 2018 , 62(21) : 39 -45 . DOI: 10.13266/j.issn.0252-3116.2018.21.005

Abstract

[Purpose/significance] Constructing a teaching support service system that meets the needs of teaching is an important way for university libraries to realize their service functions.[Method/process] Firstly, this paper reviewed the means and methods of teaching service in university libraries at home and abroad. Then, on the basis of in-depth understanding of JILIN ANIMATION INSTITUTE's subject characteristics and teaching needs, it built a path of teaching support service system based on subject characteristics.[Result/conclusion] By developing special collection resources, special space environment and subject knowledge service which embedded in teaching, this paper hopes the library can provide service support for teaching, scientific research and personnel training.

Key words： subject characteristic; special collection; teaching support service

参考文献

[1] Association of College & Research Libraries. Standards for Libraries in Higher Education[EB/OL].[2018-03-05]. http://www.ala.org/acrl/standards/standardslibraries.
[2] American Library Association. State of America's Libraries Report 2016[EB/OL].[2017-12-19]. http://www.ala.org/news/state-americas-libraries-report-2016/academic-libraries.
[3] OSBORN J. Librarians as teachers:forming a learning and teaching community of practice[J]. Journal of the Australian Library and Information Association, 2017,66(2):162-169.
[4] American Library Association. State of America's Libraries Report 2017[EB/OL].[2017-12-20]. http://www.ala.org/news/state-americas-libraries-report-2017/academic-libraries.
[5] American Library Association. State of America's Libraries Report 2018[EB/OL].[2017-12-21]. http://www.ala.org/news/state-americas-libraries-report-2018/academic-libraries.
[6] Harvard Library Objectives in Action 2016-2021[EB/OL].[2017-12-21].http://emeritus.library.harvard.edu/objectives-priorities.
[7] 刘磊,郭诗云.国内高校图书馆教学支持服务现状调查分析[J].图书馆理论与实践,2016(4):71-75.
[8] 蒋丽丽,陈幼华,杨眉.高校图书馆协同创新支撑服务探索与实践——以上海交通大学图书馆为例[J].图书馆学研究,2015(11):67-70,50.
[9] 陈元,赵静,胡冉,等.基于教学周期视角的高校图书馆教学支持服务模式[J].图书情报工作,2015,59(20):66-72.
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