Human-centered design, human-computer interaction, participatory design, and the ubiquitous ethnographic study are deeply embedded in the vernacular of technology developers and IT support personnel. In the academic world, researchers hope increased knowledge about "users in the wild" will result in the design of more useful and usable technology-enhanced teaching and learning environments. Ongoing research at the University of California, Berkeley, into faculty behavior and attitudes suggests a possible chasm between what productive and creative scholars say they need, on the one hand, and what many technological enthusiasts envision on the other. Indeed, "the lack of faculty willingness to change" is often cited as a key barrier to wider adoption of a variety of technologies in undergraduate teaching and other forms of scholarship. This article draws on an in-depth study of humanities and social science (H/SS) faculty and their attitudes about use and nonuse of digital resources in teaching undergraduates. The purpose of the research was to map the universe of digital resources available to undergraduate educators in a subset of users in H/SS and to examine how understanding use, users, and nonusers might benefit the integration of these resources into scholarly environments. (Contains 4 tables and 13 endnotes.)