The overall framework of the construction of network information service system in university libraries

The arrival of the network information era has brought new opportunities for the reform and development of higher education. Giving full play to the advantages of network information technology, innovating teaching modes and learning methods, strengthening the construction of high-quality educational resources and information-based learning environment, and promoting the comprehensive and in-depth integration of information technology and education and teaching have become the themes of the reform and development of education and teaching in colleges and universities. Therefore, in March of 20 12, the Ministry of Education promulgated the Ten-year Development Plan of Education Informatization (20 1 1-2020), which made a brand-new explanation on the construction goal, construction content and construction mode of education informatization in the next decade, with the focus on "exploring the comprehensive and deep integration of modern information technology and education, and leading the educational concept with informatization". With the implementation of this plan, the network information service system of colleges and universities will become an important position of the school-running function; The construction scale and level of the network information service system will become the main embodiment of the strength of running a university; Based on the network information service system, various network information service platform systems will become the main ways and means for colleges and universities to play their school-running functions such as talent training, scientific research and serving the society. How to make use of modern network information technology, systematically plan and comprehensively promote the construction of network information service system based on network environment, and run an open university well will become an important topic for colleges and universities to continuously study and explore.

First, the far-reaching impact of network information technology on college education and teaching reform

Once the network information technology came into being, it showed its broad application prospects to the world. The integration of network information technology and college education and teaching has revolutionized college education and teaching. First of all, information technology has changed the teaching content of higher education. In the traditional classroom teaching, teachers organize the corresponding knowledge system and experience to design the teaching content according to the teaching objectives and requirements determined by the teaching plan, teaching syllabus and teaching materials. This kind of teaching content embodies the systematization of knowledge and experience, but it also exposes the disadvantages of slow updating and disconnection from the real economic and social needs. The rapid development of information technology not only promotes the integration of information technology and higher education and teaching, but also promotes the cross-penetration and organic integration of teaching contents of different disciplines and students' 4Cs (critical thinking, communication, collaboration and creativity), which not only enriches the existing teaching contents, but also adds new connotations to them. Second, information technology has changed the teaching methods in colleges and universities. The traditional teaching method is teacher-centered, teaching-oriented, and adopts standard group teaching. The process of knowledge dissemination is mainly one-way transmission from teachers to students, and students are passive recipients, which largely ignores students' unique learning styles, interests, abilities, innovative thinking and other personality differences. The continuous development of information technology provides an opportunity to change this traditional teaching method of single indoctrination. For example, the "flip classroom" teaching method integrated with network information technology is helpful to stimulate students' interest in learning and play the role of cognitive subject, cultivate students' innovative spirit of active inquiry, and provide strong support for student-centered differentiated teaching and personalized learning. Thirdly, information technology has changed the teaching tools in colleges and universities. Traditional teaching tools are limited by many conditions, such as venues, teaching AIDS and so on, showing the characteristics of single function, weak interaction, great loss and poor dexterity. The application of information technology effectively avoids the limitations of traditional teaching and can give birth to more multifunctional, sustainable, flexible and portable new teaching tools. Teaching tools such as "clicker", "geometric sketchpad", "super sketchpad" and "electronic textbook" can not only provide information solutions for traditional teaching tools, but also promote the innovative development of various special teaching tools, thus directly serving teaching and improving teaching effect. Fourthly, information technology has changed the teaching environment in colleges and universities. Information technology represented by the Internet, portable smart phones, computers, audio-visual and other multimedia tools has broken the boundaries between time and space to a great extent, and a series of digital learning such as online learning, mobile learning, micro-learning, ubiquitous learning and virtual learning have emerged continuously, fundamentally creating an unprecedented new learning environment. The cloud-based education and learning environment developed on the basis of cloud computing integrates various physical spaces such as home, outdoor, school and community learning center to form a virtual cloud-based learning space, which can realize home-school interconnection, resource exchange, teacher-student interaction and student-student mutual assistance, and provide a highly intelligent information learning environment for forming a "learning society". Fifth, information technology has changed the education and teaching mode of colleges and universities. The traditional school-running mode of physics campus makes the education and teaching mode of colleges and universities have serious characteristics of stage, selectivity and closure. Students can only concentrate on the school to receive a fixed stage of education. Once they graduate, it means the end of the education stage. Limited teaching resources determine that only certain groups of people have the opportunity to receive higher education; The closed process of running colleges and universities in different regions objectively leads to the unbalanced development of higher education and a large gap in education quality. With the continuous development of network information technology and the continuous integration with higher education, the teaching activities in colleges and universities have achieved continuity, universality and openness, which has opened up a new way for building an information service system for higher education and teaching, promoting the popularization and enjoyment of high-quality educational resources, improving the quality and fairness of education, supporting continuous learning and lifelong education, and building an open university and a learning society.

Second, the stage of the development of college education and teaching informatization

Since the emergence of network information technology, its service function and service field have made rapid development, and the degree of integration between network information technology and higher education has also shown a gradual, expanding and deepening dynamic development and evolution process. In 2005, UNESCO put forward a four-stage development theory by summarizing, analyzing and studying the development process of the integration of network information technology and education and teaching. Compared with the development and evolution process of network informatization of higher education and teaching in China, it also shows an obvious stage development and evolution trend (Figure 2- 1).

Figure 2- 1 Development and evolution of the integration of network information technology and higher education

1. The initial stage of the integration of education and teaching

The school still continues the traditional school-running idea of relying on physics teaching resources, taking teachers as the center and students' passive acceptance as the main form. Network information technology is only an auxiliary tool for school education, teaching and management to a certain extent, which is manifested in the diversification of teaching tools, the improvement of teaching methods, the perfection of teaching content, the partial change of teaching mode and the software of teaching management. For example, the basic knowledge of computer, the operation of office software and the use of e-mail are added to the teaching content, PPT demonstration is used instead of teachers' blackboard writing, and educational management software is initially applied. Most colleges and universities in China have experienced this stage, and the great influence of information technology on education and teaching has been widely recognized. The introduction of information technology has become a more common and positive behavior.

2. The application stage of the integration of education and teaching

Teachers have experienced the advantages of network information technology in education and teaching. Teachers actively and widely use network information technology, constantly optimize teaching tools, explore new teaching methods, update and enrich teaching content, and constantly improve teaching mode, thus deepening the integration of network information technology and higher education and teaching. Most colleges and universities in China have entered this stage, but with the continuous improvement of teachers' enthusiasm and initiative in using network information technology, schools are facing obstacles that network information infrastructure and high-quality resources can not meet the demand.

3. The integration stage of education and teaching.

With the systematic planning and construction of the school's network information infrastructure and the construction of the education and teaching resources expansion system under the network environment, the school's education and teaching activities will realize a brand-new transformation, from relying mainly on the physical teaching environment to relying mainly on the network information teaching environment. Teachers will make full use of the school's perfect network information education teaching platform system, realize the comprehensive innovation of teaching tools, teaching methods, teaching contents and teaching modes, organize and carry out "student-centered" learning activities, and through active guidance and help, fully reflect that some universities in developed areas in China have entered this stage, and it has become the choice of more and more teachers and students to use network information technology to carry out project-based collaborative learning and network collaborative teaching and research.

4. The innovation stage of the integration of education and teaching.

With the construction and use of the network information teaching platform system, the school has gradually realized the running mode of the open university. The teaching means, teaching methods, teaching content and teaching mode are deeply integrated with the network information technology, making students the center of learning activities, and the organization of teaching activities and teaching content is centered on promoting students' autonomous learning. At the same time, the school began to pursue the continuous expansion and deepening of education and teaching resources under the network environment, the diversification of service fields and functions of network education and teaching resources, the personalization and characteristics of network education and teaching resources, and the cooperation and sharing of inter-school and inter-regional network education and teaching resources. It depicts a broad development prospect for the development of education and teaching informatization in colleges and universities in China.

Third, the demand analysis and characteristics of university library readers

Readers' demand refers to the process of readers looking for suitable books and documents. It takes the reader's reading purpose as the starting point and its use of literature as the result. This process reflects the relationship between readers and documents and belongs to pre-reading activities. The process of obtaining suitable books and documents is the process of meeting the needs of readers.

Readers' demand in a broad sense is the demand of library readers for library materials; In a narrow sense, it is the demand for books and periodicals literature resources. Therefore, the demand of readers is actually that readers obtain knowledge and information from documents through reading activities, thus resulting in the research and utilization of documents. Readers' needs are always based on their own specific needs, which are reflected in reading content, reading behavior and reading effect. Its performance is as follows: reading content is selected according to needs, reading behavior is controlled and adjusted according to needs, reading effect is evaluated according to needs, and reading activities are deepened to meet needs. Readers' needs are not only personal needs, but also a manifestation of social needs. Therefore, the changing, complex and diverse characteristics run through the needs of readers.

1. Characteristics of college students' readers' needs

College students are the most important group of readers in university libraries. It is the main task of readers' work in university libraries to analyze their demand characteristics and meet their reading needs. College students' demand for literature has the following characteristics:

(1) The demand for teaching books has the characteristics of stability, concentration and stages.

Due to the arrangement of major and teaching plan, curriculum and teaching content system, the basic scope of teaching books is limited, which makes teaching books quite stable among college students. The concentration of teaching books is manifested in the concentration of books used and readers, the concentration of readers and the concentration of time used. At every stage of the university teaching process, teaching books are used periodically, which has a strong cyclical law.

(2) Reading activities are related to the major and future professional work.

The reading interest and purpose of college students' readers are greatly influenced by the needs of future work. Therefore, they tend to read professional literature and some professional-related subject literature, eager to gain more professional knowledge.

(3) College students are active in thinking, have high interest in new things and spiritual and cultural life, and have higher reading needs than other readers.

In addition to reading literature in combination with teaching content, college students will also read many extracurricular books according to their personal hobbies, covering a wide range, including not only professional books, teaching materials and teaching reference books, but also books on literature, philosophy, law and sports culture. Both social environment and personal subjective desire are encouraging college students to learn more knowledge and read more books, thus enriching their lives and improving their cultural quality, learning ability and research ability. Therefore, their reading enthusiasm, attitude and purpose all show a strong thirst for knowledge.

2. The characteristics of teachers' readers' needs

Teachers and readers are the key service objects of university libraries, which are determined by their tasks in universities. Teacher readers can be divided into three levels from the age structure: old, middle-aged and young teachers. In the process of using the library, they show different characteristics of literature demand.

(1) Older teachers have been engaged in teaching and research in colleges and universities for many years and have rich experience, which is the leading force in teaching and research in schools.

Older teachers are mainly responsible for writing books, taking graduate students and cultivating senior talents, and also undertaking some important scientific research projects. After years of accumulation, elderly teachers have a rich collection of personal professional books, and the use of library documents is mainly to find some relevant latest research trends, foreign language materials and historical documents. For these old teachers, library staff have the obligation to help them find the needed documents and let them spend their precious time on scientific research and personnel training.

(2) Middle-aged teachers are in the front line of teaching and scientific research, and they are the backbone of teaching and scientific research in colleges and universities.

Middle-aged teachers have solid professional knowledge, rich teaching experience and high academic level. Faced with heavy teaching and research tasks, frequent academic activities, and the pressure of updating knowledge and improving learning, it is often necessary to consult a large number of documents. In the selection of documents, they usually use the library catalogue and various retrieval tools to find documents, and they are used to finding them by themselves, but they also hope that the library staff can help them find them. Its literature content mainly focuses on books and periodicals related to this discipline and specialty. They hope that the staff can provide a higher level of secondary and tertiary literature in order to understand the academic trends at home and abroad.

(3) Young teachers are active and energetic, and they are the new force of teaching and scientific research in colleges and universities.

Young teachers have just taken up teaching posts, and most of them are teaching tutors. At the same time, I am constantly accumulating and improving my basic knowledge, professional quality, teaching experience and ability. They study hard, have a high enthusiasm for their work, and have a high enthusiasm for using the library. It has two characteristics: frequent going to the library, extensive literature content and large borrowing volume. According to the reading needs of young teachers, library staff should meet the needs of readers with various forms of services.

Four, the principles of the construction of university library network information service system

The purpose of information service is to meet the needs of information users through the physical and mental work of information service providers. The labor value of information service providers is ultimately reflected in the information utilization activities of users. Because information service providers face a wide variety of user groups, different occupations and changeable needs, information service providers must carefully study users and carry out various forms of information services for different users and their information needs. But no matter what form of information service is carried out, the following basic principles must be adhered to in the service process:

1. correlation principle

User's information demand is the starting point and destination of information service. Any information is effective for the specific needs of specific users at a specific time and occasion, and no matter what information service exists and develops for the information needs of users. Targeting is to find certain information for specific users, meet the specific needs of users, and achieve the optimal matching of service content and service objects.

2. The principle of timeliness

In information service, information service providers must rely on a wide range of user contact channels, timely understand the information needs of users, efficiently produce the information needed by users, and provide information to users in time by using convenient transmission channels. On the one hand, the principle of timeliness requires information service providers to adhere to the concept of "customer orientation" and keep track of users' needs at all times; On the other hand, it objectively promotes that the information infrastructure represented by modern information technology and modern communication technology is becoming the basic element of information service.

3. Refinement principle

Information service providers should carefully screen and process information on a complete basis, so as to be analytical, comparative, selective and highly centralized, so that the information provided can be concise, strive for perfection and meet the needs of users in quality and quantity.

4. The principle of convenience

Information service should provide the greatest convenience for users' information behavior, such as using modern information technology to overcome time and space obstacles and realize cross-regional, cross-industry and cross-platform information resource sharing; Strengthen internal management, simplify the use procedures of information services and improve the efficiency of information services; Optimize the system design and develop a friendly human-computer interaction interface; Publicize and popularize information knowledge, carry out user training, and enhance the information awareness and information ability of the whole society. Only in this way can we eliminate users' strangeness and distrust, stimulate users' consumption demand and provide a broader market for information service providers.

5. System principle

When constructing the network information service system, university libraries must closely focus on the basic functional requirements of talent training, scientific research and serving the society, and construct a comprehensive information service system from the aspects of talent demand analysis and prediction, learning and practice of talent training, management and control of training process, collection and arrangement of scientific research information, content and platform of serving the society, etc. Only in this way can we give full play to the functions of the information service system and finally realize the basic functions of colleges and universities.

Fifth, the overall framework of the network information service system of university libraries.

According to the analysis of the information service needs of various readers in colleges and universities, the operating rules and functional requirements of personnel training, teaching process, teaching management, scientific research and serving the society, and on the basis of following the basic principles of constructing the network information service system of university libraries, the overall framework and ideas of the network information service system of university libraries can be planned and designed (Figure 2-2).

Figure 2-2 Overall Framework and Ideas of University Network Information Service System

The network information service system of university library includes four aspects: target layer, function layer, scheme layer and technology layer. On the target level, firstly, we should make a comprehensive and forward-looking analysis of the information resources, infrastructure, network environment, technical level and personnel quality of university libraries, closely link the advantages and characteristics of universities in personnel training, scientific research, discipline construction, serving local or industry economic development and social needs, and scientifically plan the construction target, construction scale and service level of university library network information service system; On the functional level, closely around the basic functions and requirements of talent training, scientific research and social services in colleges and universities, the functional design, functional requirements and functional contents of the network information service system of school libraries are reasonably planned; At the scheme level, starting from the functional requirements of university library's network information service system, based on the process and content of talent training, scientific research and social service in the school, and with the help of the methods and technologies of library's network information service, the specific system platform of university library's network information service is systematically designed. On the technical level, on the basis of fully considering the conditions of university libraries, this paper analyzes the information service demand of university libraries, and according to the demand analysis results, constructs the information service knowledge base, develops the system platform, and maintains and updates the system during operation.