Three-Dimensional Construction of the "One Body, Two Wings, Three Collaborations" Venue-Based Education Model: A Case Study of Anhui Agricultural University Library

Authors: Zhu Jianjun, Wang Jie
Affiliation: Library of Anhui Agricultural University, Hefei 230036

Abstract

[Purpose/Significance] Exploring the "One Body, Two Wings, Three Collaborations" venue-based education model facilitates the deep integration of physical spaces and resources, two-way linkage between management and services, and collaborative innovation among multiple stakeholders. This approach holds significant importance for university libraries seeking to construct an educational ecosystem and enhance educational effectiveness.

[Method/Process] Employing literature review, questionnaire surveys, and case analysis methods, this study examines the current state of university library education with the goal of improving educational outcomes. It investigates the three-dimensional construction logic of the venue-based education model from four perspectives: theoretical foundations, the integrated education mechanism of field and resources, systematic education through management and services, and collaborative education among multiple stakeholders. Using the practical exploration of Anhui Agricultural University Library as a case study, the paper elaborates on the construction mechanism of the "One Body, Two Wings, Three Collaborations" model.

[Result/Conclusion] Through its implementation of the "One Body, Two Wings, Three Collaborations" venue-based education approach, Anhui Agricultural University Library has successfully built a robust educational ecosystem and achieved notable educational results, providing a replicable practical model for university library venue-based education.

Keywords: Venue-based Education; University Library; Education Model; Education Ecology; Three-Dimensional Construction

Classification Number: G258.6

Introduction

In February 2017, the CPC Central Committee and the State Council issued the Opinions on Strengthening and Improving Ideological and Political Work in Colleges and Universities Under New Circumstances [1], introducing the "Three-All Education" concept that emphasizes education by all personnel, throughout the entire process, and in all aspects, with fostering virtue through education as the fundamental mission. This policy requires universities to break traditional educational boundaries and integrate resources across all departments to jointly participate in talent cultivation. In 2019, Xi Jinping emphasized in his reply to senior experts at the National Library that libraries are important indicators of national cultural development levels and vital venues for nourishing national spirit and cultivating cultural confidence [2], highlighting the significant role and status of libraries in national and social development.

Venues inherently belong to the cultural domain, and venue-based education represents a transformation from cultural spaces to educational spaces. As higher education shifts from scale expansion to connotative development, single classroom-based education can no longer meet the needs of comprehensive student development. University libraries, as "knowledge centers" and "second classrooms," must transform from supporting roles to educational mainstays to respond to the demands of educational modernization.

Implicit education constitutes an important implementation pathway for "Three-All Education" [3]. Through the collaborative interaction of hardware and software elements such as library environments, cultural atmosphere, and document resources, libraries create subtle and imperceptible educational effects. However, current university library educational practices still have considerable room for improvement. For instance, resource integration remains unsystematic, weak technological empowerment exacerbates resource fragmentation; collaboration is insufficient, and cross-departmental coordination mechanisms are not yet sound; services are singular, and educational carriers fail to match diverse needs. These factors constrain educational effectiveness to varying degrees. Through long-term educational practice, Anhui Agricultural University Library has explored a venue-based education mechanism founded on library spaces and resources. By implementing cultural layout designs, strengthening document resource construction, issuing series of management regulations, innovating service content and methods, creating educational service brands, and building educational service platforms, the library has constructed a "One Body, Two Wings, Three Collaborations" venue-based education mechanism that effectively leverages the educational functions of the library and has generated positive influence in both professional and academic circles.

Concept of Venue-Based Education and Literature Review

Currently, academia has not yet established a formal conceptual definition for "venue-based education." Some scholars have attempted to define it from alternative perspectives, such as "red venue education" and "venue education." Li Xian'e et al. conceptualize red venue education as the process by which venues utilize their red cultural resources through knowledge education, exhibitions, outreach services, and situational experiences to integrate elements such as human flow, logistics, knowledge flow, and information flow, enabling learners to increase wisdom, trigger emotions, cultivate sentiment, and elevate spiritual realms. Its essence lies in using physical and virtual spaces to design and express educational scenarios, shaping learners' thinking patterns and values [4]. Sue Mitchell broadly defines venue education as activities that utilize venue resources to stimulate visitor learning behaviors [5]. Wang Le et al. further elaborate on the concept of venue education from the perspectives of conceptual clarification, boundaries, and attributes, proposing that "exhibits constitute knowledge," "visiting constitutes learning," and "venues constitute educational domains" [6]. Based on these related conceptual formulations, venue-based education can be understood as a form of informal education that relies on the spaces, resources, and environments of libraries, museums, exhibition halls, and gymnasiums to shape learners' values and provide ideological guidance through outreach services and practical experiences.

International research on venue-based education began relatively early, primarily focusing on macro perspectives of venue education in three main areas. First, scholars have explored the introduction of new theories. Hein et al. introduced constructivist theory into the venue domain [7], emphasizing the interactive and open nature of individual meaning-making and advocating a shift "from objects to people" [8]. Second, research emphasizes the application of new technologies. The 2016 NMC Horizon Report (Museum Edition) identified digital humanities technologies, makerspaces, intelligent positioning, virtual reality, information visualization, and networked objects as technologies that would impact museum education in the coming years [9]. Third, scholars stress effect evaluation. The U.S. National Research Council proposes that venue education goals include generating learning interest and motivation, understanding scientific knowledge, developing scientific reasoning abilities, actively reflecting on science during learning processes, participating in scientific activities, possessing the ability to use scientific tools, and developing self-identity capabilities [10].

Domestic research primarily focuses on practical implementations of venue-based education, exploring functions, models, and pathways, though a mature theoretical system has not yet been established. Scholars have conducted explorations from various perspectives, mainly in three areas. First, research on red venue education covers concepts [4], platform construction [11], evaluation mechanism design [12], pathways [13], mechanisms and practical strategies [14], values [15], and integrated education [16], with rich content and broad coverage. Second, studies on museums, science and technology museums, and exhibition halls primarily address connotations [17], implementation pathways [18], educational functions [19], and integration with ideological and political education. Research on science and technology museums and exhibition halls mostly targets primary and secondary school students [20]. Third, research on university library education includes case studies such as Wuhan Textile University Library's practice in constructing venue-based education mechanisms and platforms using emerging information technologies [21]; Fan Jian's proposals for optimizing library educational functions through environmental improvement, atmosphere creation, humanistic care, and beneficial activities [22]; Wang Yu et al.'s exploration of red cultural space education in university libraries [23]; and Liu Ran et al.'s discussion on learning commons education [24].

Theoretical Research Requires Further Deepening

Current literature searches reveal that research on venue-based education primarily concentrates on practical summaries of functions, models, and pathways, with scarce exploration of concepts and connotations. No authoritative conceptual formulation has emerged in academia. Venue-based education practices are mainly exploratory initiatives based on researchers' practical work, lacking mature theoretical guidance. Moreover, systematic studies on the linkage mechanisms and collaborative pathways of libraries' "field-management-service" integration are rarely found in existing databases.

Educational Effectiveness Requires Further Enhancement

[TABLE:1] Distribution of Research Samples (N=20)

To objectively understand the current state of venue-based education in university libraries, our research team distributed questionnaires to 20 university libraries in W Province, central China, as shown in Table 1. To ensure data authenticity and validity, questionnaires were distributed directly to responsible persons for document resource construction and reading promotion at each library. All 20 questionnaires were successfully collected. The questionnaire design comprised 10 mandatory questions, including 8 multiple-choice and 2 fill-in-the-blank questions. Among the 20 universities, there was 1 double-first-class university and 19 non-double-first-class universities; 15 undergraduate institutions and 5 vocational colleges; and 19 public institutions and 1 private institution. The institutions covered various disciplines including science, engineering, agriculture, medicine, and humanities and social sciences.

Insufficient Resource Guarantee for Education

Venue-based education relies on comprehensive education through venue spaces, resources, and outreach services. Survey results indicate that 6 libraries (30%) have total areas (including main and branch libraries) under 20,000 square meters, and 9 libraries (45%) have annual document resource construction budgets below 3 million RMB. Regarding environmental education design, 25% of libraries exhibit deficiencies in venue layout, facility provision, and librarians' exemplary roles. Small venue areas, insufficient document resource budgets, and the need for improved librarian competencies constitute core elements constraining the educational functions of venues.

Weak Educational Brand Influence

Educational brands reflect learners' cognitive recognition of educational activities and content, with brand influence directly affecting educational effectiveness. Survey results show that among the 20 libraries, 1 has not created any reading activity brand; 7 libraries (35%) have created 1 brand, and another 7 libraries (35%) have created 2 brands. Libraries with 2 or fewer reading activity brands account for 75% of the sample. Regarding annual reading activity frequency, 13 libraries (65%) hold 20 or fewer activities, while none hold more than 50 activities. Brand quantity and activity frequency are important indicators of brand influence, directly affecting readers' brand recognition.

Lackluster Educational Service Innovation

Cultural education services based on venue resources constitute the primary form of venue-based education. The educational functions of resources require service support, with service forms and content being key factors attracting reader participation. Beyond reading activities, brands, and regulations, responses to the question "What innovative practices does your library employ in educational services?" revealed only 1 library integrating regional culture to create a "Small Cart Spirit" exhibition hall, while others focused on conventional activities such as new student orientation, information literacy training, and reader participation in document resource construction.

Imperfect Educational Management Systems

In venue-based education, the formulation of regulations and systems also represents a form of education, fostering readers' awareness of rules. Regarding regulatory completeness, most libraries have established basic regulations on document procurement and attendance, but systems concerning librarian professional ethics, institutional culture, and air conditioning usage require further improvement. Regarding implementation effectiveness, 2 libraries (10%) reported that regulations exist "only in name," while 9 libraries (45%) rated effectiveness as "average."

Incomplete Educational Mechanisms

Venue-based education is a systematic project requiring effective coordination among venues, spaces, resources, and services. Isolated educational activities rarely achieve satisfactory results. Survey results indicate that insufficient document resource budgets, inadequate venue space, limited reading activities, and imperfect regulations are common challenges facing libraries. Under these circumstances, various educational elements struggle to coordinate effectively.

The Construction Logic of the "One Body, Two Wings, Three Collaborations" Venue-Based Education Model in University Libraries

Theoretical Foundations of Model Construction

The "One Body, Two Wings, Three Collaborations" venue-based education model for university libraries represents the deep integration of modern educational theory, constructivist theory, field theory, and collaborative education theory. From the perspective of educational ecology, this model conceptualizes the library as a complete educational ecosystem that maximizes educational functions through optimizing internal element allocation and external environmental interaction. Constructivist learning theory provides effective support for venue-based education by emphasizing learners' active construction processes within specific contexts. Field theory establishes that libraries' spatial, cultural, relational, and information fields lay the foundation for developing readers' "habitus." Synergy theory explains how multiple stakeholders can achieve "1+1>2" educational effects through resource sharing and complementary advantages.

The essence of venue-based education lies in using physical and virtual spaces to design and express educational scenarios that shape learners' thinking patterns and values. Its core characteristics include: spatial educability, resource integration, service permeability, management standardization, and systematic collaboration. These features collectively constitute the theoretical core of the "One Body, Two Wings, Three Collaborations" model.

"One Body" Construction: Integrated Education Mechanism of Field and Resources

Field Empowerment Logic in Education

The educational function of spatial fields builds upon environmental psychology and situated learning theory. University libraries can achieve educational goals through three-dimensional field design:

First, reconstruct functional zones. Designing different functional areas such as shared spaces, makerspaces, and featured exhibition zones meets diverse learning needs while helping cultivate students' self-discipline and social norm awareness through regulation publication and implementation. Seat reservation systems not only provide convenience but also enhance readers' digital literacy and time management concepts. Through spatial function reconstruction, traditional spaces transform into scenario-based educational environments.

Second, create cultural atmosphere. Through cultural walls, themed exhibitions, and featured bookshelves, libraries integrate socialist core values, excellent traditional Chinese culture, and patriotism/campus love education into spatial designs, enabling readers to experience cultural influence subtly and fulfilling the function of implicit education. This "silent education" often produces more lasting impact than explicit preaching.

Third, build smart scenarios. Applications of virtual reality (VR), artificial intelligence (AI), and intelligent guidance systems break physical space constraints, creating immersive learning experiences that extend spatial education from physical to virtual realms and from synchronous to asynchronous modes, expanding educational dimensions.

Resource Integration Pathways in Education

Document resource construction follows the dual logic of "carrier as content, process as education." On one hand, the collaborative allocation of print and digital resources accommodates different learning preferences. On the other hand, the resource construction process itself holds educational value. Featured resource development reflects cultural inheritance functions, such as "Four Histories" special collections and local rare documents that integrate ideological and political education into resource construction systems. The democratized design of resource recommendation systems cultivates participation awareness among teachers and students, while attention to resource utilization efficiency guides readers to develop cost-effectiveness concepts. This resource-based education is not simple knowledge transmission but achieves value shaping and capability development through the entire process of resource selection, organization, revelation, and utilization.

"Two Wings" Support: Systematic Education Through Management and Services

Institutionalized Design of Management Support

Management serves as the "hard support" for education, with its educational value manifested in three aspects:

In institutional education, scientific and comprehensive management norms (such as seat reservation systems and resource construction regulations) cultivate readers' discipline awareness and public spirit through rule constraints. The democratic participation, interpretation, and supervision in system formulation itself constitute vivid rule-of-law education practices.

In technology empowerment, smart management systems (such as seat reservation systems and user profiling) combine technological application with literacy education, enabling students to naturally develop information literacy and digital citizenship awareness during usage.

In librarian exemplification, institutional construction of professional ethics and service standards enhances librarians' educational awareness and capabilities, enabling them to lead by example and exert demonstrative influence on readers in daily work.

Branding Strategy of Service Support

As the "soft support" for education, service effectiveness depends on its stratification and branding.

Regarding stratified service systems, libraries design differentiated service projects based on the characteristics and needs of different reader groups (undergraduates, graduate students, faculty, etc.). Services such as new student orientation, graduate research support, and faculty teaching assistance form a service chain covering the entire campus lifecycle.

Regarding brand activity matrices, libraries enhance educational appeal through systematic and distinctive cultural activities (such as reading festivals, cultural lectures, and featured practice projects). Brand building involves not simply activity packaging but requires clear educational positioning, systematic content design, and continuous quality control, making the brand a guarantee of educational effectiveness and a carrier of cultural inheritance.

"Three Collaborations" Mechanism: Collaborative Education Among Multiple Stakeholders

External Collaboration Through "Library+"

The "Library+" collaboration mechanism breaks organizational barriers to construct a three-dimensional education network. Collaboration with university functional departments (such as publicity, student affairs, and youth league committees) enables joint characteristic education activities and resource complementarity. Collaboration with academic units includes cooperative resource procurement and embedding library resources into professional courses to promote integration between information literacy and disciplinary learning. Collaboration with social forces (such as enterprises and cultural institutions) expands educational perspectives through practical education activities. This collaboration should not be temporary but based on shared educational goals and long-term cooperation mechanisms.

Functional Collaboration Among Internal Departments

Internal library collaboration through project-based operations achieves seamless departmental integration. The acquisition and cataloging department handles resource construction and content planning, circulation departments manage reader communication and activity implementation, and technical departments provide platform support and data security. All departments form educational synergy around shared goals. This collaboration requires breaking departmental barriers, establishing flat communication mechanisms, and integrating dispersed professional strengths into systematic educational forces.

Interactive Collaboration Between Librarians and Volunteers

Student volunteer team participation creates a new "two-way education" model where readers are both service subjects and objects, both educators and learners. Through participation in library management, services, and cultural activity organization, readers' comprehensive qualities are comprehensively enhanced, while librarians continuously update educational concepts during guidance processes, achieving a virtuous cycle of mutual learning. This collaboration transcends traditional "preaching" models to construct a librarian-student co-growth educational community.

System Characteristics and Practical Value of the Model

The "One Body, Two Wings, Three Collaborations" venue-based education model exhibits three distinct systematic characteristics: holistic (organic connections among all elements), dynamic (adjustable according to changing needs), and open (continuously absorbing new resources with lasting vitality). Its practical value manifests in three ways: educationally, the model achieves organic integration of explicit and implicit education, complementary coordination between regular services and characteristic activities, and synergy between internal resources and external forces, constructing an all-round education pattern; for library development, it drives transformation from traditional document service institutions to modern education platforms, elevating libraries' strategic position in higher education; theoretically, it enriches the theoretical connotations of venue-based education, providing new perspectives for university library cultural education.

Practice and Exploration of Venue-Based Education at Anhui Agricultural University Library

"One Body" Practice: Integration of Field and Resources

Creating Educational Atmosphere and Optimizing Educational Environment

Practice-based education: The library has opened 6 student team activity rooms accommodating over 50 people for reader exchange activities, accessible through convenient smart campus reservations. To provide innovation and entrepreneurship opportunities, the library has established a university student innovation and entrepreneurship space in the first-floor lobby, currently hosting three platforms: Qinghe Bookstore, "Miao Senlin" Coffee Bar, and "Yi Zhan Nianhua" Tea Bar, which have enhanced readers' entrepreneurial enthusiasm.

Culture-based education: This is manifested through cultural wall and pillar designs that create a cultural education atmosphere. To facilitate borrowing of new books and "Four Histories" materials, the library has created a "New Books Shelf" and "Four Histories" special collection on the first floor, improving borrowing efficiency and optimizing the educational atmosphere. The inaugural Reading Culture Festival employed diverse promotional methods including official websites, WeChat platforms, and offline exhibition booths to create a strong reading atmosphere.

Building Educational Platforms and Optimizing Educational Ecology

Some librarians have been appointed as part-time ideological and political course instructors, integrating library venue-based cultural education concepts into classrooms to explore a "venue + ideological and political courses" education model. As an Anhui Provincial Social Science Popularization Base, the library integrates science popularization education with cultural education through series of brand activities, expanding educational depth. The library has established student innovation and entrepreneurship platforms such as Qinghe Bookstore, Miao Senlin Coffee Bar, and Yi Zhan Nianhua·Xiangyuan Tea Bar, providing university students with entrepreneurial opportunities. Student volunteer teams including the Student Service Center, Qinghe Yuedu, We Media, and New Media groups participate in library management and services, totaling over 200 members. These volunteers are both education recipients and education providers, facilitating implementation and enhancing educational effectiveness.

In 2015, the library publicly solicited library emblems and mottos from all faculty and students, ultimately selecting a green-based emblem incorporating the library name, book volumes, and founding date that reflects Anhui Agricultural University Library's cultural elements, along with the motto "Establish Virtue, Establish Merit, Establish Words; Be a Person, Do Things, Pursue Scholarship." This practice upholds the service philosophy of "Readers First, Service Foremost, People-Oriented," strengthening readers' cultural identity and sense of belonging.

Deepening Resource Construction and Building Resource Guarantee Systems

Anhui Agricultural University Library currently holds over 1.6 million print books, 1.3 million e-books, 58 purchased Chinese and foreign databases, and over 80 shared databases. Print literature acquisition involves three channels: librarian selection, reader recommendation, and social donations. Acquisition librarians contact major publishers for catalogs based on university disciplinary structures and reader needs while maintaining regular communication with academic departments to enhance procurement precision and achieve refined selection. Reader-recommended and donated books undergo content review by the cataloging department to ensure quality. Electronic resource construction comprises three components: purchased, self-built, and trial resources. Purchased resources undergo departmental recommendation, director's office review, and expert evaluation before procurement, with annual usage effectiveness evaluations ensuring database quality. Self-built databases include dissertation databases, gene family databases, and digitized print journal platforms. Trial databases are purchased based on user feedback. The library also provides document delivery services and a resource discovery system to facilitate user access.

"Two Wings" Innovation: Two-Way Optimization of Management and Services

Standardizing Field Management and Issuing Education Measures

To create an elegant, comfortable, and harmonious learning environment, the library has formulated regulations including Interim Provisions on Prohibiting Seat Occupancy in the Library, Smoking Penalty Measures, Central Air Conditioning Management Regulations, and Fire Safety Systems to help readers develop rule awareness. To enhance document resource construction quality, the library has issued Interim Provisions on Print Book and Database Procurement and Interim Provisions on Book and Periodical Management. To improve librarian professionalism and service awareness, the library has established Librarian Professional Ethics Code, Attendance Interim Provisions, Teaching and Research Workload Calculation Interim Measures, and Assessment and Reward Interim Provisions, while organizing series of librarian competency enhancement lectures that effectively improve librarian quality and reduce reader-librarian conflicts.

Creating Educational Service Brands and Building Educational Service Systems

The library website offers series of reader services including new student columns, graduate columns, seat reservation systems, and team activity room reservation systems to help readers use the library efficiently. Through long-term practice and exploration, the library has developed high-quality reading activities and created series of reading brands that serve as carriers for educational activities, reaching increasingly larger audiences.

"Qinghe" (green shoots of grain) embodies our university's campus cultural element. Since 2013, the library has continuously held 10 World Book Day series events. In 2024, these events were upgraded to create the inaugural Reading Culture Festival. Through brand enhancement and spiritual inheritance, reading activities have been continuously deepened. The Reading Culture Festival integrates campus cultural education forces based on brands including Qinghe Lectures, Qinghe Yuedu, Qinghe Bookstore, and Qinghe Station, creating new brands such as Qinghe Dialogue, Qinghe Station, Qinghe Digital Intelligence, Qinghe Experience, and Qinghe Practice, forming a comprehensive education system with different educational orientations. For example, "Qinghe Dialogue" integrates reading, exchange, and sharing to meet diverse reader needs; Qinghe Station extends reading services to the "last mile" to serve rural revitalization; and Qinghe Experience inherits and promotes excellent traditional Chinese culture through immersive experiences [25].

Implementation of the "Three Collaborations" Mechanism

"Library+" Education Model

Single-library education effects are often limited. In recent years, the library has proactively contacted campus functional departments and schools including the Party Committee Publicity Department, Student Affairs Department, Graduate Student Affairs Department, Academic Affairs Office, Youth League Committee, School of Marxism, and School of Humanities and Social Sciences to jointly organize series of educational activities with positive results. For example, the library co-hosted Qinghe Dialogue with the Publicity Department, Qinghe Lectures with the School of Humanities and Social Sciences, and Qinghe Digital Intelligence with the Graduate Student Affairs Department. To further enhance educational effectiveness and influence, the library has actively reached out to invite social forces to participate in educational activities, partnering with Anhui Time Publishing and Distribution Co., Ltd. and Anhui Film Group to establish Qinghe Bookstore and Qinghe Cinema for series of activities, and collaborating with Xiangyuan Tea Co., Ltd. to create Yi Zhan Nianhua·Xiangyuan Tea Bar, managed independently by current students to provide entrepreneurship platforms and broaden education channels.

Inter-Departmental Collaboration

Educational activities are systematic projects that rarely can be completed independently by a single department, requiring multi-departmental cooperation. For example, Qinghe Lectures involve the Acquisition and Cataloging Department in planning and contacting speakers, the Comprehensive Services Department in publicity and on-site support, and the Systems and Digitalization Department in video recording. Qinghe Experience involves the Acquisition and Cataloging Department in explaining ancient book knowledge and the Circulation Department in teaching thread-bound book production. Clear division of labor ensures smooth progress while strengthening inter-departmental communication and facilitating other work.

Department-Student Volunteer Team Collaboration

Each library department establishes student volunteer teams oriented toward different educational directions based on their functions. For instance, the Acquisition and Cataloging Department guides the Qinghe Yuedu team for cultural education; the Office guides the New Media team for online education; the Comprehensive Services Department guides the Student Service Center for management service education; and the Systems and Digitalization Department guides the We Media team for ideological and political education. Volunteer team members are both education subjects and objects, achieving two-way education.

Conclusion

Through years of practical exploration, Anhui Agricultural University Library has constructed a new "One Body, Two Wings, Three Collaborations" venue-based education model. By systematically integrating spatial fields, document resources, management services, and multi-stakeholder collaboration mechanisms, the library provides a demonstrable practical solution for the educational transformation of university libraries in the new era. Through field-resource integration, management-service linkage, and multi-stakeholder collaborative innovation, the model addresses the contemporary challenge of fragmented education in university libraries. Practice has verified the model's operability and effectiveness, providing a "space-resource-mechanism" integrated educational reference framework for university libraries.

Future developments will explore the application of virtual reality (VR), artificial intelligence (AI), and metaverse technologies in venue-based education to construct immersive educational scenarios that integrate virtual and physical spaces, and establish scientific evaluation mechanisms to quantitatively analyze the impact of spaces, resources, and activities on readers' comprehensive qualities. The "One Body, Two Wings, Three Collaborations" education model represents both a practical summary of Anhui Agricultural University Library's experience and new thinking for university library transformation: only by reconstructing libraries from "knowledge warehouses" to "educational ecosystems" can university libraries truly fulfill their educational and information service functions.

Funding

This work is supported by the Key Scientific Research Project of Anhui Provincial Department of Education in 2024, "Exploration and Construction of One Body, Two Wings, Three Collaborations Venue Education Mode" (Grant No.: 2024ah052437).

Author Information

Zhu Jianjun, Associate Research Librarian, Master's Degree, E-mail: 814770144@qq.com
Wang Jie, Librarian, Master's Degree

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