Abstract: Against the backdrop of major national strategies such as the 15th Five-Year Plan and the Outline for Building China into a Leading Country in Education, interdisciplinarity has become an important practical context and intrinsic requirement for building an independent knowledge system. Taking an interdisciplinary perspective, this paper examines how disciplinary independence can be established, sustained, and expanded in the digital and intelligent era, and systematically analyzes the necessity, practical tensions, framework, and pathways for building an independent knowledge system for Information Resources Management in China. The study argues that disciplinary independence from an interdisciplinary perspective does not imply closure or self-containment. Rather, it requires maintaining disciplinary subjectivity through open interdisciplinary engagement, systematizing knowledge through transformation, and generating sustained knowledge contributions in response to China-specific problems. To this end, the building of such a system should be guided by the balance between preserving disciplinary foundations and pursuing innovation, with the coordinated advancement of the disciplinary system, academic system, and discourse system as its goal. Through the knowledge transformation mechanism of identification, internalization, and expansion, and the subjectivity-sustaining mechanism of foundation-building, interaction, and reinforcement, knowledge gains generated through interdisciplinary innovation can be transformed into accumulable theoretical, methodological, and discursive resources, thereby promoting the coordinated restructuring of the disciplinary system, academic system, and discourse system. This paper provides an explanatory framework for understanding where disciplinary knowledge comes from, why it becomes usable, and how it can be transformed into locally grounded theories and methods. It also offers a mechanism-based practical pathway for enabling Information Resources Management in China to move from knowledge borrowing to knowledge self-reliance and from passive incorporation to active shaping through open and integrative development.

Key words: Information resources management, Interdisciplinarity, Independent knowledge system, Disciplinary system, Academic system, Discourse system