Tablet Use in the Library - Weebly



Tablet Use in Libraries

Aimee Maranto

LS 573

July 8, 2013

Technology use in the library is increasing. Ideally, librarians should have knowledge about and be equipped with the best technologies available to assist library patrons. One type of technology that would help librarians and patrons find and access information is the tablet. Specifically, the iPad could be used for roving reference, performance of duties away from the desk, patron use, and even storytimes. The examples below illustrate why and how iPads should be used to improve customer service in, and even outside of, the library.

Librarians at Southern Illinois University-Carbondale have implemented the use of iPads for reference staff (Lotts & Graves, 2011). The iPad is used for roving reference because “it untethers both the librarian and student from their computer workstations” (Lotts & Graves, 2011, p. 218). The battery life allows librarians to use the iPads for roving all day on a single charge. The library staff was able to sync all three of the iPads purchased to the same account. This saved the library money. Purchased apps were also synced across the devices. Library staff is exploring the possibility of acquiring the iPad 2 to use it for video chat reference.

Librarians at the University of Maryland, Baltimore County (UMBC) have tested the use of iPads in mobile reference stations (Gadsby & Qian, 2012). The mobile stations allow librarians to provide reference service at locations outside of the physical library, such as the commuter commons. The test proved successful with graduate and undergraduate students, as well as faculty. The librarians at UMBC plan to have roving reference at set times at fixed locations on the campus. This type of service could be used by public librarians to provide outreach services at malls, community events, and back to school nights.

Staff at the University of Northern British Columbia’s Geoffrey R. Weller Library also piloted a form of mobile reference using iPads (MacDonald & McCabe, 2011). Instead of setting up a station, the librarians roamed the campus. In order to help students and librarians connect, a chat widget specific to the iPads was available on the website during the roving time periods. Students could use the chat widget to initiate a transaction and the librarian could come to them if necessary.

iPads can be used by patrons as well as librarians. The University of the Pacific Library tested the use of iPads by students when receiving one-on-one reference assistance from a librarian (Maloney & Wells, 2012). The students were able to “search the library’s resources concurrently with the librarian” (Maloney & Wells, 2012, p. 11). Students and librarians provided feedback on these interactions. One student told the librarian that by using the iPad to practice the search, they would be able to remember how to do the search again when assistance wasn’t available. Accessing and using databases can involve several steps on the website. Having iPads for patrons to use alongside reference staff will allow them to develop their information literacy. Also mentioned in the Maloney and Wells (2012) article, librarians may be able to use iPads when providing reference service outside of the library. Providing iPads to librarians would increase the opportunities for outreach.

Other libraries have pioneered the use of the iPad for a variety of functions within the library. For example, Boise State University Albertsons Library purchased iPads for staff members starting in 2010 (Aagard, Armstrong, Cooper, & Nuxool, 2013). The library staff used them for “off-site acquisitions purchases, creating a mobile computer lab…and e-mailing meeting minutes” (Aagard, Armstrong, Cooper, & Nuxool, 2013, p. 19). The iPad allowed staff to “provide excellent customer service at the point of need” (Aagard, Armstrong, Cooper, & Nuxool, 2013, p. 19). Also, providing every staff member with the tablets made the staff feel valued and allowed staff to appreciate each other’s skills.

Other creative uses of the iPads in libraries are to use them in storytime, circulate iPad kits, and provide iPad use in the library. The Watertown Free Public Library in Massachusetts combined traditional storytime activities, like books and songs, with interactive apps on iPads (Samtani, 2013). The Darien Library in Connecticut provides early literacy kits with iPads preloaded with apps for checkout. The Darien Library also plans to mount iPads throughout the library to provide informational content to subject areas (Samtani, 2013).

The iPad can be used in many ways in a library setting. As more libraries acquire iPads, even more ideas for using iPads in libraries will be explored. The articles listed below provide more details about using iPads in libraries. Some of the authors mention challenges the libraries faced when undertaking using the new technology. This information will be helpful for any library undertaking the use of iPads or tablets. The use of iPads in the library will enable librarians to provide services to patrons at their point of need, either in the stacks in the library or outside of the library’s walls. Patron use of tablets will further develop their information literacy. The articles discussed demonstrate the value that iPads can provide to libraries.

Tablet Use in Libraries: An Annotated Bibliography

Aagard, M., Armstrong, M., Cooper, Pl, & Nuxool, R. (2013). iPads for all. College &

Research Libraries News, 74 (1), 18-20.

The Boise State University Albertsons Library provided iPads to all staff. This allowed the staff to perform library functions while away from workstations, help patrons at their point of need, and allowed staff members to appreciate each other’s skills and abilities. This article shows that the iPad can be used effectively in a library setting and can have a positive impact on staff.

Gadsby, J. & Qian, S. (2012). Using an iPad to redefine roving reference service in an academic

library. Library Hi Tech News, 29(4), 1-5.

Reference librarians at the University of Maryland, Baltimore County (UMBC) tested the use of a mobile reference unit at locations on campus. The mobile reference unit consisted of an iPad, a portable laptop stand, and a sign. The mobile units were placed in locations outside of the physical library. The most successful locations were the common areas on the campus. For the experiment, a 3G connection was used for the iPads so that the connection would be consistent. This article illustrates how the iPad can be used to provide reference service at fixed locations other than the physical library.

Lotts, M., & Graves, S. (2011). Using the iPad for reference services. College & Research

Libraries News, 72(4), 217-220.

Librarians at Southern Illinois University-Carbondale have implemented the use of iPads for roving reference service. The librarians using the iPads report that the iPad helps to initiate roving reference transactions. This article details some of the logistics of using iPads in a library setting.

MacDonald, J.R.W. & McCabe, K. (2011). iRoam: Leveraging mobile technology to provide

innovative point of need reference services. Code4Lib Journal, 13. Retrieved from



The University of Northern British Columbia’s Geoffrey R. Weller Library piloted a roaming reference program in 2010 because use of the library’s reference service was declining. The program was called iRoam and used iPads. The library added chat service to the iPads so that students could chat with a librarian with an iPad. The librarian would then either go to the student’s location or answer the question virtually. The program was successful. Eight percent of all reference questions for the test period were roaming reference questions, even though roving reference was only available 9 hours per week. Regular reference was available 39 hours per week. This article provides information about apps used on the iPad and some of the issues that were resolved with an updated iOS operating system.

Maloney, M.M., & Wells, V.A. (2012). iPads to enhance user engagement during reference

interactions. Library Technology Reports, 48(8), 11-16.

The University of the Pacific Library developed a project to test the effectiveness of student use of iPads at the reference desk. The students used the iPads to mirror searches performed by the librarian. This type of interaction was explored to support information literacy and critical thinking in students. Librarians were trained and a LibGuide was created to answer basic questions about using iPads. Students answered survey questions about the reference interactions. Fifty-five percent of students surveyed “strongly agreed” that the option to use the iPad would make it more likely for them to return to the librarian for research assistance. Both students and librarians provided constructive feedback on the surveys. This article describes an instructive use of iPads in libraries.

Samtani, H. (2013). Libraries “app up” storytime. School Library Journal, 59(1), 14.

Libraries are starting to use iPads to promote early literacy. The Watertown Free Public Library in Massachusetts has integrated the use of interactive apps into storytime plans. Darien Library in Connecticut circulates early literacy iPad kits and plans to provide iPads in the library. The iPads would be loaded with apps to correspond to the section they are placed near. This article demonstrates creative uses of iPads to promote reading and learning.

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