<span>The adoption of Radio Frequency Identification (RFID) technology by libraries promises a solution that could make it possible to inventory hundreds of thousands of items in their collections in days instead of months. In addition, it would allow patrons to check out and return library property automatically at any time of the day. Besides speeding up checkouts, keeping collections in better order, and alleviating repetitive strain injuries among librarians, RFID promises to provide a better control on theft, nonreturns, and misfiling of a library’s assets. With an estimated 35 million library items tagged worldwide in more than three hundred libraries, this technology is generating ever-increasing interest. In October and November 2004, the industrial technology department and the Robert E. Kennedy Library at Cal Poly State University, San Luis Obispo, surveyed participating libraries, RFID electronic discussion groups, and Library and Information Technology Association (LITA-L) electronic discussion group subscribers to collect information with regards to the implementation of RFID systems in libraries. Opinions were gathered regarding such topics, actual or estimated, as RFID implementation costs and time; the impact of the technology on operations such as handling of volumes and security; and RFID system features adopted such as conversion stations, self-checkout units, and security systems. Information on the various RFID library components and the results from the survey are presented in this paper.</span>

Purpose -Soft Systems Methodology (SSM) processes fortified by collaborative evidence-based librarianship (EBL) principles can guide end-user involvement in digital library project design and development. User-generated research examples reveal the efficacy of this inclusive humanfocused approach for building systems.Design/ Methodology/Approach -From 2003 to 2006, user-centered interaction design guided increasingly complex human-computer interaction (HCI) projects at California Polytechnic State University. Toward that end, project planners invited polytechnic students, supervised by computer science professors, to assess peers' information seeking needs. This student-generated evidence informed creation of paper prototypes and implementation of usability tests. Sustained relationships between planners and beneficiaries permitted iterative evaluation and continuous improvement of design concepts and product functionalities.Findings -Purposeful conversations aimed at learning from user-generated evidence enriches the planning process for digital library projects. Reflective of the 'learn by doing' educational values of the organization, this approach advanced learning among both users and planners throughout user-centered (re)design experiences.Practical Implications -Collaborative design assumes that enabling interfaces, systems, and environments are best designed and developed inclusively, with and for beneficiaries. Toward that -2 -end, practical guidelines are offered to enable replication of this approach, which depends on user produced and interpreted evidence, in other organizational settings.Originality/Value -A paucity of literature exists on the relevance of evidence-based librarianship in the digital age. Similarly, too little applied research has adopted a human-centered focus for design and development of information systems. Finally, too few digital library projects recognize the value of initiating positive user experiences at project inception. (Prensky, 2001b). As a consequence, in the United States today, students are enrolled in a higher education system that was not designed to teach people like them (Prensky, 2001a). Nor were academic libraries designed to serve the Net Generation (Lippincott, 2005). It is also the case that traditional design approaches for libraries' information retrieval systems are insufficient, given users' information management and knowledge creation challenges. KeywordsIn response, librarians at California Polytechnic State University (Cal Poly) in San LuisObispo, California, USA evolved an evidence-based collaborative design (co-design) approach which significantly involves users in the creation of digital library projects. As one of twenty-three campuses in the California State University (CSU) system, the institution is distinguished by an applied "learn by doing" educational approach. However, although this participatory research approach evolved within the particular circumstances of the Cal Poly environment, its processbased philosophy is easily trans...

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -This paper seeks to highlight elements of and assumptions for an inclusive planning process which guided the transformation of an information commons into a learning commons over a six-year period. It aims to present case study within the context of the North American higher education environment, in which this example illustrates the shift from a teaching to a learning orientation. Design/methodology/approach -The report illustrates the efficacy of a highly participatory and inclusive planning process which integrates ideas generated by campus stakeholders and beneficiaries -students, professors, and administrators -to redirect campus library activities from service to learning outcomes. The culminating Science Café example suggests the potential of repurposing space, revitalizing relationships, and re-energizing programming within an academic library. Findings -The case study illustrates the impact of participatory (re)design of library priorities. It demonstrates the new insights produced through expanded campus decision-making processes. Conference paper and journal article references provide detailed descriptions of consultation and research elements of this six-year initiative. Originality/value -The paper provides a campus planning framework for an inclusive learning commons initiative. References to detailed reports in conference presentations, book chapters, and journal papers published in Africa, Australia, Europe, and North America offer transferable guidance for convening campus conversations to repurpose library facilities. This topic is timely, as information and learning commons -originating over 15 years ago in North America -are of growing interest internationally.

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