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中小学教师图书馆员作为连接教育教学与知识资源的关键纽带,其专业化发展对推动教育质量提升具有重要意义。澳大利亚中小学教师图书馆员队伍的专业化构建起步较早,其发展历程包括源起与萌芽(1960—1979年)、专业化起步发展(1980—2005年)、制度化与标准化(2006—2015年)、现代化发展(2016年至今)4个核心阶段。澳大利亚中小学教师图书馆员专业化探索凝结了形成专业化组织机构、发布专门性政策指南、推动专业化人才培养等实践路径。未来,我国应充分鼓励中小学教师图书馆员专业化体系的构建,助力服务模式创新和服务领域拓展,推动我国中小学教育高质量发展。
Abstract：As a key link connecting education and teaching with knowledge resources, the professional development of teacher-librarians is of great significance for promoting the improvement of education quality. Australia took an early start in building a professional team of primary and secondary school teacher-librarians, and its development process includes four core stages: Origin and Germination(1960-1979), Initial Professional Development(1980-2005), Institutionalization and Standardization(2006-2015), and Modernized Development(2016 to present). Australia's exploration in the professionalization of primary and secondary school teacher-librarians has culminated in the establishment of professional organizations, the issuance of specialized policy guidelines, and the promotion of professional talent training. In the future, China should fully encourage the construction of a professional system for primary and secondary school teacher-librarians, support the innovation of service models and the expansion of service areas, and drive the high-quality development of primary and secondary education in China.
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(1) LAA(澳大利亚图书馆协会)是ALIA(澳大利亚图书馆与信息协会)的前身,于1989年更名,旨在将“信息”纳入行业范畴。
基本信息:
中图分类号:G258.69;G251.6
引用信息:
[1]章洁.澳大利亚中小学教师图书馆员队伍专业化发展历程与路径研究[J].高校图书馆工作,2026,46(02):23-30+56.
基金信息:
2025年苏州市图书馆学会课题“促进数字包容:公共图书馆特殊群体——数智服务机制优化策略研究”(项目编号:25-B-012); 苏州职业技术大学2025年校级教学改革一般项目(青年专项)“基于人工智能的大学生职业生涯规划混合式教学改革研究”(项目编号:SZDJG-25025)的研究成果之一
2026-03-15
2026-03-15
