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Purpose - This paper seeks to examine attitudes toward the use of clickers, as well as practicalities and pedagogical considerations that inform them. Drawing on interviews from a variety of viewpoints at one institution of higher education, this paper aims to situate a librarian perspective among those of teaching faculty, administration, and students. Design/methodology/approach - This paper is a case study of a single institution of higher education in which the experiences of teaching faculty, an administrator, and a library faculty member are gathered using semi-structured interviews. Student opinions are obtained through the use of a focus-group interview. Findings - This paper provides attitudes and experiences of nursing teaching faculty who use clickers in their instruction, an administrator who purchased clickers for his department, and a library faculty member who uses clickers in bibliographic instruction, as well as those of nursing students who used the technology in class. Research limitations/implications - Because of the nature of the research method employed, reported results may not be universally generalizable. Practical implications - This paper may help inform the choices of those deciding to use clickers in their instruction. Originality/value - This paper fulfills an identified need to analyze reactions to clicker use in instruction among students, instructors, and other program participants, including librarians. [ABSTRACT FROM AUTHOR]

Purpose - Potential and benefits of classification schemes and thesauri in building organizational taxonomies cannot be fully utilized by organizations. Empirical data of building an organizational taxonomy by the top-down approach of using classification schemes and thesauri appear to be lacking. The paper seeks to make a contribution in this regard. Design/methodology/approach - A case study of building an organizational taxonomy was conducted in the information studies domain for the Division of Information Studies at Nanyang Technology University, Singapore. The taxonomy was built by using the Dewey Decimal Classification, the Information Science Taxonomy, two information systems taxonomies, and three thesauri (ASIS&T, LISA, and ERIC). Findings - Classification schemes and thesauri were found to be helpful in creating the structure and categories related to the subject facet of the taxonomy, but organizational community sources had to be consulted and several methods had to be employed. The organizational activities and stakeholders' needs had to be identified to determine the objectives, facets, and the subject coverage of the taxonomy. Main categories were determined by identifying the stakeholders' interests and consulting organizational community sources and domain taxonomies. Category terms were selected from terminologies of classification schemes, domain taxonomies, and thesauri against the stakeholders' interests. Hierarchical structures of the main categories were constructed in line with the stakeholders' perspectives and the navigational role taking advantage of structures/term relationships from classification schemes and thesauri. Categories were determined in line with the concepts and the hierarchical levels. Format of categories were uniformed according to a commonly used standard. The consistency principle was employed to make the taxonomy structure and categories neater. Validation of the draft taxonomy through consultations with the stakeholders further refined the taxonomy. Originality/value - No similar study could be traced in the literature. The steps and methods used in the taxonomy development, and the information studies taxonomy itself, will be helpful for library and information schools and other similar organizations in their effort to develop taxonomies for organizing content and aiding navigation on organizational sites. [ABSTRACT FROM AUTHOR]

Abstract Purpose - The purpose of the paper is to describe the Long Island University Brooklyn Campus Library's experience with a Smart Space Project. This paper recounts how the library creates new instructional spaces, through the use of smart technologies. This study illustrates challenges facing the library, recounts collaboration with other campus units, and describes support service provided by Library Information Technology. This account contributes to the sharing and discussion of experiences among modern academic libraries regarding needs assessment, space planning, and utilization of technology to support library services. Design/methodology/approach - The literature review includes space planning, building renovation and construction, and instructional technology. Various aspects of the Smart Space Project are described and analyzed. Studies and experiences from other academic libraries are also discussed. Findings - Space renovation projects may be complex, requiring a systematic approach encompassing vision, needs assessment, funding, planning, technological considerations, and collaboration with other campus units. Creativity, flexibility, open-mindedness, and attention to details are keys to the success of renovation projects. Research limitations/implications - In the areas of library space, student learning behaviour, utilization of technology, and smart technology's impacts on online/distance library instruction, more research needs to be conducted. Practical implications - This account provides useful information and first-hand experience for library administrators and faculty planning instructional space projects. Originality/value - This article provides a snapshot of the efforts of a mid-sized urban library to address issues of limited space, budgetary constraints, growing collections, and increasing user needs. It provides practical lessons and suggestions for other library administrators and faculty seeking to make building and instructional technology improvements. It also offers valuable information for library information technology units implementing smart instructional projects. [ABSTRACT FROM AUTHOR]