ADEPT is a 5-year project whose goals are to develop, deploy, and evaluate inquiry learning capabilities for the Alexandria Digital Library, an extant digital library of primary sources in geography. We interviewed nine geography faculty members who teach undergraduate courses about their information seeking for research and teaching and their use of information resources in teaching. These data were supplemented by interviews with four faculty members from another ADEPT study about the nature of knowledge in geography. Among our key findings are that geography faculty are more likely to encounter useful teaching resources while seeking research resources than vice versa, although the influence goes in both directions. Their greatest information needs are for research data, maps, and images. They desire better searching by concept or theme, in addition to searching by location and place name. They make extensive use of their own research resources in their teaching. Among the implications for functionality and architecture of geographic digital libraries for educational use are that personal digital libraries are essential, because individual faculty members have personalized approaches to selecting, collecting, and organizing teaching resources. Digital library services for research and teaching should include the ability to import content from common office software and to store content in standard formats that can be exported to other applications. Digital library services can facilitate sharing among faculty but cannot overcome barriers such as intellectual property rights, access to proprietary research data, or the desire of individuals to maintain control over their own resources. Faculty use of primary and secondary resources needs to be better understood if we are to design successful digital libraries for research and teaching.

A goal of the Alexandria Digital Earth Prototype (ADEPT) project is to make primary resources in geography useful for undergraduate instruction in ways that will promote inquiry learning. The ADEPT education and evaluation team interviewed professors about their use of geography information as they prepare for class lectures, as compared to their research activities. We found that professors desired the ability to search by concept (erosion, continental drift, etc.) as well as geographic location, and that personal research collections were an important source of instructional materials. Resources in geo-spatial digital libraries are typically described by location, but are rarely described by concept or educational application. This paper presents implications for the design of an educational digital library from our observations of the lecture preparation process. Findings include functionality requirements for digital libraries and implications for the notion of digital libraries as a shared information environment. The functional requirements include definitions and enhancements of searching capabilities, the ability to contribute and to share personal collections of resources, and the capability to manipulate data and images.

The Alexandria Digital Earth Prototype (ADEPT) Project (1999)(2000)(2001)(2002)(2003)(2004) builds upon the Alexandria Digital Library Project (1994)(1995)(1996)(1997)(1998)(1999) to add functions and services for undergraduate teaching to a digital library of geospatial resources. The "Digital Learning Environment" (DLE) services are being developed and evaluated iteratively over the course of this research project. In the 2002-2003 academic year, the DLE was implemented during the fall and spring terms in undergraduate geography courses at the University of California, Santa Barbara (UCSB). Evaluation of the fall term implementation identified design issues of time and complexity for creating and organizing course domain knowledge. The spring term implementation added new services to integrate course content into class presentation formats. The implementation was evaluated via interviews with the course instructor, development staff, and students, and by observations (in person and videotaped) of the course. Results indicated that usability and functionality for the instructor had increased between the two course offerings. Students found classroom presentations to be useful for understanding concepts, and Web access to the presentations useful for study and review. Assessments of student learning suggest modest improvements over time. Developers are now applying lessons learned during these implementations to improve the system for subsequent implementation in the 2003-2004 academic year.

The Alexandria Digital Earth Prototype Project (ADEPT) is a 5-year (1999-2004) effort,with a goal of developing effective models for implementing digital libraries in undergraduate instruction. The ADEPT team has created a digital learning environment (DLE) that adds educational value to a digital library by offering a suite of services for teaching. Encouraged by the results of implementations in undergraduate geography classrooms, the team now shifts its focus from experimental prototype to deployable system. Everett Rogers' Diffusion of Innovations theories are used as frameworks for analyzing this complex transition. Recommendations for lowering the barriers to adoption related to complexity, trialability, and observability include the prioritization of development efforts focused on stabilizing the system, the creation of documentation and an online demonstration, and anonymous logins to the system. To increase perceived relative advantage, existing technical and copyright issues in integrating the Alexandria Digital Library must be overcome. To increase compatibility, the speed at which pedagogical change is achieved must be rethought. Finally, recruitment efforts should focus on innovators and early adopters before moving on to early majority, late majority, or laggard adopters. IntroductionAs part of the National Science Foundation's Digital Libraries Initiative Phase 2 (http://dli2.nsf.gov), the Alexandria Digital Earth Prototype Project (ADEPT) (http://www.alexandria.ucsb.edu) is a 5-year (1999)(2000)(2001)(2002)(2003)(2004)) effort, with a goal of developing effective models for implementing digital libraries in undergraduate instruction. More specifically, the ADEPT team has created a digital learning environment (DLE) that adds educational value to a digital library by offering a suite of services for teaching. The education and evaluation components of the project, led by the University of California, Los Angeles (UCLA) (http://is.gseis.ucla.edu/adept) have attempted to answer the following question: how does one design technology capable of facilitating a pedagogical change in instructors' approaches to classroom learning. More specifically, how can technology drive a curriculum based on hypothesis formulation rather than rote memorization to foster "active learning" (Dewald and Clair, 1997;Modell and Michael, 1993)? Efforts to answer this question have resulted in research by the evaluation and education team on geographic education, digital library design, and the practices and goals of faculty, teaching assistants, and students (Borgman, Gilliland-Swetland, Leazer, Mayer, Gwynn, Gazan and Mautone, 2000;Borgman, Leazer, Gilliland-Swetland and Gazan, 2001;Gazan, Leazer, Borgman, Gilliland-Swetland, Smart and al., 2003;Gilliland-Swetland and Leazer, 2001;Leazer, Gilliland-Swetland, Borgman and Mayer, 2000;Mayer, Mautone and Prothero, 2002).The conceptual and technical design and development of the ADEPT system has been led by the University of California, Santa Barbara (http://www.alexandria.ucsb....

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