高校图书馆的中心地位 英文翻译.docx

Centrality of the university libraryThe university library has always been at the geographical and intellectual centre of the campus. However, this role,which was formerly based upon the importance of the book and journal collections, has been reinforced by the revolution in IT provision, interactive learning and multimedia. Now the library is the primary focus of campus connectivity through both its provision of technology-enhanced educational provision and the use of wireless networking (Marmot,2005, p. 50). This has enhanced the importance of the central university library at the expense of faculty libraries and in turn has encouraged the library to innovate in its provision of support for learning and research. At the same time, the university library has assumed the role of flagship for their institutions with the emphasis on innovative architectural design, high quality construction and fittings, generous use of space, accessibility and transparency (Wilson, 2008). The centrality exists on three levels: as an intellectual centre, as the focus for wire and wireless information connections, and as an architectural symbol. Disraelis dictum that universities are places of light, liberty and learning is nowhere more evident than in the design of the university library. The sense that the college or university library is the major vehicle for campus connectivity in both paper-based learning support and IT provision has had twomain effects. First, there is growing pressure to ensure that library facilities are available 24 hours a day and every day of theweek.This in turn has encouraged the construction of social spaces and cafes in the library, which through WiFi have become informal learning zones often away fromthe gaze of library staff. Here students can network not only with peers but teachers and professors whomay be using the cafes to take refreshment. Studies have suggested that these informal social spaces have become an important arena to support more structured teaching (Marmot, 2005, pp. 2125). To maximize these benefits it is necessary to create congenial, stimulating and inspirational public areas in libraries (Wilson, 2008, p. 36). The second main consequence is that more students are using the library than ever before and this is leading to pressure to expand provision to meet student demand. Since many are part-time or international students, there are often training spaces whereby students can be inducted into the technologies available. Coupled with this the demands for group and project working whereby a range of sources (paper and digital) is employed and spoken word communication essential there is growing pressure to provide study rooms for such activities. Formerly these were in the schools and departments elsewhere on campus, but by centralizing the information resources (often using the term Learning Resource Centre) the library has become the focus of much teaching. The growing importance of libraries has reinforced their role not just in the provision and interconnectivity of information services but critically in providing space where that information can be employed. After all, in the digital age information can be accessed almost anywhere so the library needs to provide attractive and inspirational areas which encourage knowledge exchange. Partly as a consequence of these changes, the quality of the library becomes an important component of measures employed to assess the standing of different universities. For instance, the Times Good University Guide uses library provision and annual library spending to score the relative merits of the hundred or so UK universities. Similarly, the Higher Education Funding Council in its periodic audits makes an assessment of a universitys library. Here the judgement is not just in the size and comprehensiveness of the collection but how well it is used in the pursuit of teaching, learning and research. To use a collection well invariably involves redesigning all or part of the building in order to accommodate the updating of library facilities for the needs of the twenty-first century. Hence, annual investment is a measure employed by those who audit library quality As academic libraries assume greater importance, their architectural design has enjoyed a renaissance over the past few years. Many recent university libraries have been innovative and award-winning buildings, such as Lord Fosters central library at the Free University of Berlin. Nicknamed the brain because of its organic shape and central cortex of information services (Wilson, 2008, p. 36), the new building has centralized library provision on this campus of 35,000 students. Another example of the library as landmark is Herzog and de Meurons academic library at the Brandenburg Technical University in Cottbus in former East Germany. Built as a futurist castle encased in etched glass that reflects the sky by day and glows after dark, the library, which is both media centre and traditional book repository, signals the academic values of the twentyfirst century (Wilson, 2008, p. 37). This building, which won the Library of the Year award in 2006, acts as a gateway to knowledge and as a container of memories. Changing pattern of teaching and the library Academic libraries, both university and school, are rapidly adapting to new forms of teaching and learning. The growing use of group projects means that students study as a team. This inevitably entails discussion and leads to the provision of group study areas in libraries away from those areas for quiet study. Group work, especially around projects, involves interaction between members, access to IT and physical space which encourages team working. Large tables are needed surrounded by chairs and, ideally, the furniture layout should be flexible enough to allow for a variety of configurations. Rarely are projects undertaken without academic guidance, which leads to the erosion of boundaries between teaching and library space. Rarely too are projects tackled without the use of both traditional and electronic sources hence the need to integrate book, journal and IT provision within the place of study. Projects are a growing aspect of student-centred learning. It is argued that projects encourage intellectual cross-fertilization, are a deeper source of learning than traditional lectures, and mimic more closely the world of work. Projectbased teaching has a profound impact upon the use of the library, especially when accompanied by a rise in studentnumbers. Where, at one time, libraries were quiet and relatively under-occupied buildings with individual readers surrounded by books in personal carrels, the reality today is one of bustle, social interaction and knowledge exchange. The library caters for these changes in a variety of ways in the use and zoning of space, in the provision of silent and discussion areas, in the choice of furniture layout, and in the integration of IT and book facilities around the concept of PC study clusters. As students are now required to type most of their projects, there is great pressure upon word-processing facilities. This further breaks downthe barrier between library and computer buildings, leading inevitably to the provision of learning resource centres where book, IT and especially multimedia packages can be integrated into a single space. There are consequences too for library staff who will increasingly be involved in the support of learning. Old demarcations between academic staff and librarians become irrelevant as new forms of teaching and learning around IT packages take hold. This changes staff roles and the use or location of staff offices. To be most effective insupporting student-centred learning, library staff need to be accessible close to the material held. They become stallholders in a market place of subject zones, each with their own clusters of PCs and learning packages. The book stacks, if they exist at all, simply define the territories within which student projects take place.The changing library: the learning resourcecentreIf universities have led the recent revolution in library design (to the benefit of public and national libraries alike), the impetus for change, in the UK at least, was the Follett Report published in 1993 (Joint Funding Council, 1993).The Follett Inquiry was set up by the bodies which fund higher education in the UK in response to perceived stress upon academic library space, equipment and collections. The timing was critical just as IT was biting into budgets and disrupting buildings and the conclusions drawn by the committee of inquiry rightly put technology high on the agenda of reform. In his report, Sir Brian Follett made five recommendations, which had profound implications for the design of academic libraries: information storage and access should take greater account of new digital technology the emphasis upon the collection should give way to facilitating access IT should not be separated but integrated with traditional library sources research and teaching material should be more closely integrated and organized around the emerging reality of the electronic library extra funding should be available for universities to develop new IT libraries and modify existing academic libraries.The Follett Report, which was accepted by the UK government with the allocation of additional resources, led to much innovation in library design in the 1990s. When one examines some of the new academic libraries created under the influence of the Follet Report (e.g. at Thames Valley University), it is evident that space within the library has become more fluid and, as a consequence, flexible. The integration of IT and traditional library material (books, journals) within the same general volume has led to what have been described as libraries without walls places of information exchange across storage systems (Wright, 1997, p. 26). The Follett Report anticipated the impact new technology was to have upon the library both as a building and in terms of its contribution to teaching and learning. In directing the bulk of its recommendations to IT, Follett effectively championed change within libraries, not just academic ones. The emergence of learning resource centres is one manifestation, another is the rebalancing of library physical space with electronic service innovation, underpinned by changing technological infrastructure capabilities and new systems developments (Brindley, 1995, p. 3). Although a few people have subsequently questioned the concept of a library as a physical building, what Follett effectively championed was a new type of space to serve new forms of library technology. The new library has to accommodate flexibility but without excessive initial cost. Recent library design has moved away from characterless interiors towards more interesting expressive space. It is increasingly realized that short-term modification can be less costly than building in infinite flexibility at the outset. Certainly, the quality of the architectural interior suffers from an inexhaustible quest for adaptability. The open flexible library has also to balance the need for ventilation with acoustic separation, and workspace privacy with trading floor activity. In addition, in an age of wireless networks, the dominance of cable-led determinism should not fashion building layouts. All libraries face the same general problems, not just academic ones. Ultimately the library is a building which, like all others, is judged by quality of experience, not performance against abstract notions of flexibility or technological innovation. Space, light and ambience are enduring factors which can exist across changes in library technology. It is easy to be seduced by IT, but experience suggests that the promised flexibility sometimes fails to be delivered. If the academic library provides a vision for the future, recent learning resource centres offer many lessons in the difficult choices faced by library managers and their designers. What is evident from learning resource centres is the fact that, though they are shrinking in size as they seek to accommodate less stock, they are becoming more expensive. The IT provision, wiring systems and environmental standards required of computer-based libraries results in them costing 2025% more per square metre than traditional book-based libraries. So, although learning resource centres are slimmer and leaner than old-fashioned libraries, they are more expensive to build. However, once built they can often accommodate a variety of uses beyond library ones. This inbuilt adaptability offers institutions great advantage in an age of educational change.The changing nature of Learning Resource CentresSince their introduction in the 1980s learning resource centres (LRC) have begun to take on new characteristics. Formerly, they were primarily computer-orientated libraries, essentially open-plan but with limited enclosed or semi-enclosed study areas. In such buildings books and journals were rarely employed since they were held in adjacent libraries, so students worked either digitally or used paper sources. Studies suggested that having two separate buildings discouraged integration of study material in spite of their physical proximity. This was partly because the library and LRC had their own staffing cultures, study methodologies, facilities, opening hours, policy on noise, etc. Over the past decade there have been attempts to combine the book and computer-orientatedcum- IT library within not just a single building, but within a single culture of information and study provision. The LRC highlights a characteristic of the modern library. The physical collection of books requires a building whilst information services such as the Internet require only a laptop: one is space specific, the other exists in universal space. If new information technologies are busy dissolving the solidity of knowledge and making fluid its boundaries, the library still has to compete in architectural terms in order to retain its clientele. Although dedicated IT areas are needed in such buildings, scholars also require ready access to the book collection, theses and reference library. Digital and paper sources can be integrated at the study desk or nearby seminar room as long as media interaction is an objective at the outset of design. Also, since flexibility of space provision is needed and future trends in both technology and modes of pedagogy are hard to predict, there are certain principles to follow: use raised floors throughout, except in the book-stackareas provide proximity of all media, especially digital andpaper-based sources provide a perception of other study areas and sources ofinformation by ensuring visual connection use folding or sliding doors to create a spacious interior use lightweight walls on top of raised floors forflexibility zone the space for acoustic protection provide small teaching rooms in LRCs, some under thecontrol of students for undertaking project work consider using mobile compact storage of rarely usedbook sources中文译文：高校图书馆的中心地位高校图书馆一直在校园的地理和知识产权中心。然而，这个角色，这是根据以前的书籍和期刊收藏的重要性后，已加强了在提供IT，互动学习和多媒体革命。现在的图书馆是校园连接，通过其提供技术增强教育提供和使用的无线网络的主要焦点。这提高了在牺牲教师库中央大学图书馆的重要性，并反过来又鼓励创新的学习和研究提供支持的库。同时，高校图书馆与创新的建筑设计，高质量建设和配件，毫不吝啬地使用空间，可获得性和透明度（威尔逊，2008年）的重点假设的旗舰，其机构的作用。核心存在三个层次：作为一个知识产权中心，作为有线和无线信息连接的重点，并作为建筑符号。迪斯雷利的名言，大学是“轻，自由和学习的地方是无处比在大学图书馆的设计更明显。这个意义上，大专或大学图书馆是校园连接在这两个文件为基础的学习支持主要的汽车和IT提供了影响。首先，有越来越大的压力，以确保图书馆设施提供24小时营业.这鼓励社会空间和咖啡馆在图书馆的建设，通过WiFi已成为非正式的学习区经常离开其外图书馆工作人员的凝视。在这里，学生可以网络不仅与同龄人，但教师和教授whomay使用网吧采取茶点。研究表明，这些非正式的社会空间，已成为一个重要舞台，以支持更多的结构化教学。为了最大限度地发挥这些优势，它是要创造和谐，激励和鼓舞人心的公共图书馆领域（威尔逊，2008年，第36页）。第二个主要的后果是，越来越多的学生使用库比以往任何时候，这是导致大的压力扩大，以满足学生的需求提供。由于很多是兼职或国际学生，也有经常的训练，让学生可以将现有的技术引导的空间。再加上本 - 组和项目的需求来源（纸张和数字）的范围，即雇用和口语单词沟通必不可少的工作 - 有越来越多的压力，为这些活动提供自修室。以前，这些都是在校园的其他地方的学校和部门，但通过集中的信息资源（经常使用的术语的学习资源中心），图书馆已成为许多教学的重点。图书馆的日益增长的重要性，加强了他们的作用不仅仅是提供信息服务的互联互通，但关键在提供空间信息可以采用。毕竟，在数字化时代的信息可以在几乎任何地方访问，以便图书馆需要提供有吸引力的和鼓舞人心的地区，鼓励知识交流。部分原因是由于这些变化的后果，库质量的措施，以评估不同高校的地位成为重要组成部分。例如，“泰晤士报优秀大学指南使用库提供和年度图书馆开支，以百元左右的英国大学中取得的相对优势。同样，高等教育拨款委员会在其定期审计，评估一所大学的图书馆。在这里，判断是不是只在集合的大小和全面性，但它是在追求教学，学习和研究使用。使用集合，必然涉及重新设计所有或部分的建设，以适应二十一世纪的需要图书馆设施的更新。因此，每年的投资是通过审计库的质量，学术图书馆承担更大的重要性，他们的建筑设计一直享有在过去几年的复兴采用的一种措施。最近许多大学图书馆已如福斯特在柏林自由大学中央图书馆，创新的和屡获殊荣的建筑。绰号的“大脑”，因为它的有机形状和信息服务（威尔逊，2008年，第36页）中央皮质，新大楼集中在这35000名学生的校园图书馆提供。作为具有里程碑意义的图书馆的另一个例子是赫尔佐格和德梅隆的前东德的科特布斯勃兰登堡工业大学的学术图书馆。内置作为一个未来学家城堡包裹蚀刻玻璃，反映了白天和发光的天空，天黑后，库，它是两个媒体中心和传统图书库，标志着的twentyfirst世纪的学术价值（威尔逊，2008年，第37页） 。建设，在2006年赢得年度图书馆奖“，作为知识的大门，并作为一个回忆的容器。改变教学和图书馆学术图书馆，大学和学校的模式，正在迅速适应新形式的教学和学习。组项目越来越多地使用，是指学生学习，作为一个团队。这不可避免地需要讨论和提供组研究领域在图书馆安静的学习这些地区远离。工作组的工作，特别是围绕项目，涉及成员之间的互动，获得IT和物理空间，鼓励团队合作。大表需要椅子包围，理想的家具布局应该足够灵活，允许多种配置。很少有项目没有进行学术指导，从而导致教学和图书馆空间之间的边界的侵蚀。很少太没有使用传统和电子源 - 因此需要学习的地方内的书，杂志和提供IT整合解决的项目。项目是一个以学生为中心的学习成长方面。有人认为，项目，鼓励知识产权的交叉施肥，是一个比传统的讲座学习更深的根源，并模仿更密切的工作世界。 工程基于教学有深远的影响后，利用图书馆，特别是在通过在学生数量上升陪同。在哪里，在同一时间，图书馆是安静相对下占领的建筑物，并与书籍包围个人carrels个人的读者，今天的现实是一个热闹，社会互动和知识的交流。库迎合这些变化在各种不同的方式 - 在使用和分区的空间，在沉默和讨论区的规定，在选择家具布局，并在IT集成和围绕PC的概念本书设施研究集群。作为学生现在需要输入他们的大部分项目，是根据文字处理设施的巨大压力。这进一步减免downthe图书馆和计算机楼宇之间的屏障，不可避免地导致书，IT，尤其是多媒体包可以集成到一个单一的空间学习资源中心提供。图书馆工作人员也将越来越多地参与支持学习的后果。学术人员和馆员旧之间的界限，成为新形式的教学和学习周围包把握无关。这改变了工作人员的作用和使用或工作人员办公室的位置。是的有效insupporting以学生为中心的学习，图书馆工作人员需要接近的材料举行。他们成为摊贩在市场主体的区