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The professional discourse on academic library planning and design is examined. A critical realist philosophical stance and a constructionist perspective constitute the theoretical framework that, paired with Fairclough's methodology for critical discourse analysis, is used to examine the constitution of interpretative repertoires and of a discourse constructing the academic library as a learning place. The information commons, learning commons, and library designed for learning repertoires are described and the effects of discursive activity are analyzed. Three types of effects are presented: (1) the production by the LIS community of discourse on academic libraries of a sizable body of literature on the information commons and on the learning commons, (2) the construction of new types of libraries on the commons model proposed by Beagle, and (3) the metaphorization of the library as business. The study concludes that the existing discourse takes a facilities management perspective dominated by concerns with technology, equipment, and space requirements that does not address the physical, psychological, and environmental qualities of library space design. Consequently, it is suggested that architectural programming techniques should be used in library planning and design that consider the architectural features and environmental design factors contributing to the making of a place where learning is facilitated.

The purpose of this study is to prove that narratives can be a adequate foundation for human behavior in general and economic behavior in particular using the Donald Duck universe as an example.

By using a content analysis, the authors examine 208 stories of the Donald Duck universe to prove that economic behavior is already embedded in modern narratives of the 20th century.

This analysis shows that behavioral finance effects are identified in a total of 52.4% of the analyzed comics. This study furthermore distinguishes the main comic characters Donald Duck and Scrooge McDuck and finds that eight of the nine considered behavioral finance biases can be detected in both. The most striking effect for Donald Duck is overconfidence and for Uncle Scrooge loss aversion.

Collectively, these comics provide potential exemplars for behavioral finance. Regardless of whether these comics depict human nature or merely reflect human behavior during that time, they inevitably contribute to the understanding that psychological and sociological influences determine behavior in addition to economic factors that can be used for academic teaching.

In summary, comics, such as the Donald Duck universe, are suitable narratives for behavioral finance.

This bibliography aims to give citations and annotations for a core selection of sources on the information and learning commons trend in academic libraries.

Articles, books, and web sites relevant to this topic were found in the Library, Information Science & Technology Abstracts database; Library Literature Index; WorldCat; and on the internet. Sources were chosen that contribute to an overview of the concepts or cover practical considerations in implementation.

Libraries are developing best practices as they experiment with learner‐centered service models, but they apply these best practices differently according to their unique needs. Early implementations focus on technology and access, while later implementations focus on more collaborations surrounding learner‐centered pedagogies.

This bibliography selects from English language books, web sites, and peer reviewed journals about US, British, Canadian, and Oceania academic libraries, large and small.

This survey of the literature will help librarians and administrators understand the theoretical trends and collaboration that influence how libraries can change service, space, and technology to meet emerging needs.

The purpose of this research is to apply principles from the field of industrial and organizational psychology on organizational analysis and job analysis to better identify successful candidates for employment in an Information Commons.

Review of professional research, research from both library literature and industrial and organizational psychology, review of professional association surveys.

Library administration must invest time to articulate mission, value, and goals for the Information Commons before undertaking the organizational analysis. From the organizational analysis will flow the job analysis, job descriptions and hiring protocols.

Core concepts of organizational analysis and job analysis from the field of industrial and organizational psychology are pertinent and useful to library leaders in planning, implementing and staffing new service models, such as Information Commons.

Reports on the September 2004 conference "Learning beyond the classroom: envisioning the information commons’ future" held at the University of Southern California. The two‐day event overlapped USC’s 7th annual conference on Teaching and learning with technology (TLT), giving both librarians and faculty a unique opportunity to explore the collaborative agenda presented by new academic technologies.

Libraries and library professionals face multiple challenges in meeting user needs in the second decade of the new millennium. This is particularly true in academic libraries where students and faculty demand and expect fast, easy, and seamless access to information as well as flexible, comfortable places to work alone as well as collaboratively with colleagues, friends, classmates, and instructors. These same patrons often require the assistance of information specialists to navigate a library’s increasingly large array of online resources. The paper aims to discuss these issues.

This paper provides historical context and reviews recent trends in the area in the area of learning and study spaces in academic libraries. It also cites the successful information commons at the author’s home institution, Loyola University Chicago, examining its first six years of operation and projecting changes in its next half decade.

The past 15 plus years have seen a major shift in philosophy in the USA and in other parts of the globe in terms of the importance of “library as space” in enhancing the role of the college and university library. As a result, academic institutions, at the urging of librarians, have created spaces known as information commons, learning commons, research commons, etc. in response to user needs for access to technology, group work, social interaction, and knowledge creation.

The information commons in all its forms has not been static, indeed it has matured, adapting over time to changing technologies, patron needs, and pedagogies.

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.

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.

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.

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.

To examine the changing nature and adaptation of the Information Commons concept at the University of Nevada, Las Vegas.

This article is primarily a case study on the growth and development of technology at Lied Library, including its expansion beyond the physical confines of the original model of the Information Commons. Additionally, a cross‐section of articles regarding the principles of providing services and systems within an Information Commons is surveyed.

Stresses the importance of maintaining a flexible model for the integration of technology and library services.

A matter‐of‐fact source for the implications of rethinking and reinventing the Information Commons concept.

This article addresses considerations important to the integration and evolution of technology services and space within academic libraries.

Based on the information commons service model, the aim of this article is to propose a new model for knowledge commons. It seeks to define the conceptual model and constructing framework of knowledge commons, which aim for a collaborative knowledge‐sharing environment to support innovative community activities of university library.

By analyzing the innovation activities of communities, infusing theories of knowledge management, collaboration and Library 2.0, the knowledge commons conceptual model is brought forward to improve communication, collaboration, sharing and conversation.

Since the innovative community is interdisciplinary and cross‐campus, the scattered research team and study group requires a library to extend the services to a logical system, while the virtual layer is to make this spatial decentralized and logically centralized system a reality. The core elements, namely information technology, organization and management, culture and spirit, make up the supporting layer, of which, trust and collaboration culture for innovation is important.

Research work and practice of information commons and library 2.0 have aroused a new round of the library service movement, while the knowledge commons conceptual model would provide steering for a knowledge sharing environment.

In this paper, the new model is based on information commons and assimilating the theories of knowledge management, collaboration and Library 2.0, intended to integrate digital library, physical resource, virtual resource and human resource into a whole. It is of great importance for the library to serve education and scientific research well.

The article aims to provide a historical context for the information commons model in college and university libraries, reviewing trends in reference services, user expectations, technology and facilities planning. It suggests future directions for expansion of the information commons model and provides URLs for academic libraries with information commons of note.

The article serves as a frame for three other articles in this issue on information commons.

In the 1990s, the move to “rethink reference” services intersected with the “library as place” movement. This collision, combined with changes in technology and users' expectations, resulted in the information commons model.

The literature review is not exhaustive.

The article provides a succinct review of recent historical trends in academic libraries as well as an overview of recent technological changes that have affected our users.

The article is not a case study and does not focus on any one academic library. The value of the piece is its historical perspective and identification of future challenges and trends.