While noted blogger and speaker David Lee King has recently talked about “quite a few uses for an iPad in a library setting,” I’m wondering if its multiple uses completely undermines its usefulness as a serious reading tool.  After all, unlike Amazon’s Kindle, which in its simplicity provides a more traditional and intimate reading experience, the iPad is loaded with distractions: Safari, YouTube, iTunes, and of course the App Store.  In a recent article in the Wall Street Journal, an author laments the Internet’s constant distractions and interruptions and asks, “Does the Internet Make You Dumber?”  Perhaps the same could be asked of the iPad.  Is the App Store just one more thing promoting a wide-spread turn toward shallow thinking?

Modern libraries are, of course, about much more than books.  I’ve argued, in fact, that libraries should have widespread computers and technology.  Yet, there is definitely a difference between technology for productivity purposes and technology for content consumption purposes.   The Tech Guy Leo Laporte talks about iPads as replacements for entertainment tools, but not computers.  I think he’s right.  My iPad does a lot, but it’s a far cry from my laptop.  That means that the iPad is not a computer but is much more than an ebook reader.  And this, in my view, makes it an awkward fit for a library.

As an educational tool, the iPad’s potential is enormous.  The number of apps in the App Store is growing at an amazing rate.  But, I have to wonder if the educational tool can be justified as a library tool.  Several questions need answering:  Do libraries want to provide this type of entertainment tool, even if it has educational use?  If so, will it be loaned or used strictly in-house?  Would patrons be permitted to add content and apps?  If so, what types?  If not, how could that be prevented?  What content will the library provide? Fiction books?  If so, the iPad would amount to a really costly ereader.  Could the iPad contain reference sources and act as a portable reference collection?  The answer to this is, perhaps in the future, but not presently, as neither the iBooks Store nor the Kindle Store offer many reference titles.  And one final question (from the Library Law Blog): Do prohibitions against lending the Apple software even allow for library usage?

Library mission statements often talk about meeting patron “recreational needs,” “promoting life-long learning,” and providing “access to modern technology.”  Maybe in this language librarians can find support for iPad use.  And maybe I’m just looking at this subject way too narrowly.  As of right now, I’m really not sure.  Besides, I’m on my iPad and I’m now distracted.

With the help of several custodians, I began dismantling my school’s library in July 2008. In my opinion, the library looked like a warehouse, with lots of shelves, little room, less comfort, and no defined learning spaces. It was basically “a box of books,” I had told the committee that interviewed me a couple months earlier. And if a complete library program were to be developed, the box would have to be replaced.

I was fortunate to get the support of my school board when I proposed a complete room redesign. In short, several shelving units were removed, a few were replaced, reference and browsing sections were created in the middle of the room, and new furniture allowed for the creation of defined spaces (e.g. presentation area, large-group and small-group work areas, a space for reading). The most controversial addition to the room was a large, flat-screen TV mounted on the wall. “You weeded books for this?” more than one parent asked. I responded by saying that I had weeded because de-selection is part of good library management. But, in truth, the summer-time weeding project did open up space, which allowed for the floor space redesign and the beginning of a new library program.

With old and under-used (and never-used) volumes removed from the room, I do recognize that some books have perhaps been missed. Yet, I know that a lot more has been gained. In new learning spaces within the library, collaboration among students happens all day long, large-group instruction in information skills happens regularly, and at the same time reading and individual work takes place in adjacent spaces. Further, with the addition of eBooks to the reference collection, book sources are now retrievable seven days a week, 24 hours a day. Kindles? We have two.

The transformation of my small library doesn’t compare, of course, to that of Cushing Academy. It nonetheless is similar, I think, because it’s the result of believing that libraries are meant to connect people with information and that information takes many forms. While there are now fewer books in my library, I argue that there’s now more information. As students search print or electronic sources, discuss an event seen on a TV news program, use a library laptop to jointly build a multimedia project, or show one another an interesting magazine article, information is being rapidly gathered and widely shared. In other words, within the library there has developed a dynamic information exchange.

My commitment to this type of library leads me to this judgment about Cushing: On a ten scale ($12,000 coffee machine aside), where zero is total disagreement and ten is fully agree, I say the Academy’s bold library transformation is a seven. If you believe what students and staff said about the old place, then unless you’re trying to build a warehouse, the change must be viewed positively. Although I would argue for a more balanced blend of print and digital sources, I’d choose their busy library over the quiet warehouse any day. Are some old books being missed? Most likely. Is accessing and taking notes on information sometimes now more challenging? No doubt. But is the library merely a box? No way.