Library iPad Program by AFishTale

Tablet by Vonmega copyright free from openclipart.org

LIBRARY IPAD PROGRAM! !

K. BOWMAN, A. FISH, A. OPSAHL

LS 5043 FALL 2014

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A GIFT AND AN OPPORTUNITY ! ! The Chesterfield Public Library has received a donation of six iPads. ! This technology is new to their library. ! ! They have requested research assistance in order to do the following:! ! ! ! 1.! Develop iPad outreach & programming!

! ! 2.! Train staff and patrons! ! ! 3.! Prioritize for youth usage (but keep accessible to all) ! ! ! 4.! Determine best/appropriate apps to add to the iPads! ! ! 5.! Create an iPad policy and borrowing agreement

RECOMMENDED ACTIONS ! ! ! 1. !

Create Timeline, Budget, and Assessment Plan for Program Implementation.*

2. ! Adopt a Clear and Specific In-Library iPad Policy and Borrowing Agreement.  3. ! Purchase and/or download apps specific to your target demographic.*  4. ! Conduct specific iPad staff training and incorporate iPads into current computer and technology classes/tutoring.*  5. ! Consider implementing a “Teen Xpert” technology tutoring program. (See Loudoun County Public Library for example.)! ! !! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! * See Mind42 for examples

INTENDED OUTCOMES OF THE IPAD LENDING PROGRAM ! !

1. ! Increased patron awareness of and access to technology, especially for those living rurally  2. ! Greater sense of digital inclusion for Chesterfield Public Library and its patrons  3. ! Increased staff awareness of new technology  4. ! Growth in number of opportunities for members of the community to volunteer!

SIX MONTH TIMELINE

MONTH ZERO (Planning and Prep)

Library receives iPads; tech infrastructure & staff knowledge/familiarity with new tech evaluated; system upgraded if needed

MONTH ONE

Staff training on machines; policy is constructed; initial apps to be included are selected; support equipment is ordered

MONTH TWO

Policy & iPad help portal up on library site; iPads incorporated into collection & begin to circulate

MONTH THREE MONTHS FOUR-SIX

Evaluations of policy & apps; initial patron feedback gathered Evaluation of program thus far; gathering of patron feedback through surveys/face to face questions; evaluation of circulation numbers

INFOGRAPHIC FOR LIBRARY STAFF Patron feedback: What works, what should change?

Finances: Apps, accessories, security cases - what other costs?

iPads are now @Chesterﬁeld Public Library!!

Great! Now what?

Patron access: only for adults, or for everyone?

Training: for both staﬀ and volunteers

Timeline: what to do and when to do it.

Policy: what we can learn from other libraries

Assessing tech infrastructure: are we ready?

Staﬀ: ge ng familiar with technology

Clipart downloaded, adapted, and used copyright free from Openclipart.org. Infographic created by Kevin Bowman, Amy Fish, and Alyson Opsahl.

INFOGRAPHIC FOR LIBRARY PATRONS Best of all, it’s free! Sign up today! Already have an iPad? Share your knowledge and become a library Tech Volunteer!

iPads are now @Chesterﬁeld Public Library!!

Great! How can I use one?

Explore a world of new tech @ your library!

Never used an iPad before? Library staﬀ is here to help!

Valid library card in good standing required.

Apps for all ages for explora on, learning, and fun!

Under 18? Come in with parent or guardian to sign up.

iPad checks out for up to 2 hours!

Clipart downloaded, adapted, and used copyright free from Openclipart.org. Infographic created by Kevin Bowman, Amy Fish, and Alyson Opsahl.

CHESTERFIELD PUBLIC LIBRARY IPAD POLICY Chesterfield Public Library has 6 iPads for in-house use only.

! All iPad borrowers must be in good standing with the library - no overdues or outstanding fines. ! iPads may not be reserved. Available iPads will be obtainable on a first-come, first-served basis. ! Borrowers must be cardholders at the library, 18 years of age or older. !

Patrons aged 10-17 may borrow an iPad with an iPad use form on file signed by parent or legal guardian. Children younger than 10 will need a parent to check out the item and he/she must remain present with the child at all times.

Photo ID is also required of all adults. ID must be left at the circulation desk throughout the time of the loan. Only one checkout of an iPad per day per cardholder will be permitted regardless of total time actually used. iPad loan periods are for up to 2 hours or less depending on library hours and time of use. If you are using the iPad at the end of the day, it must be returned to the Circulation Desk 15 minutes prior to the library closing. No iPads can be borrowed 30 minutes prior to the library closing. iPads must remain inside the library at all times. Leaving the library building with an in-house use iPad will be considered theft of library property by the Chesterfield Public Library and will be reported as such to the Chesterfield Police Department. Do not leave a checked-out iPad unattended. Library staff is not responsible for checked-out iPads or accessories. Be careful with the iPad. Keep it safe from water and other liquids and take care not to drop it. Immediately report to the Circulation Desk any loss of, or damage to, an iPad. Do not attempt to troubleshoot problems with the iPad. The iPad Borrowing Agreement must be completed with each in-house use, acknowledging financial responsibility for lost, stolen or damaged equipment. Replacement Cost per iPad is $650. PRIVACY ALERT for iPad users: The library disclaims all liability for loss of confidential information or damages resulting from that loss, and accepts no responsibility for breach of privacy. We recommend that no personal information be entered at any time using a library iPad. Unless you clear the history, the cache, and the cookies yourself, your privacy is at risk â&#x20AC;&#x201C; the library does not do this. If you log in to any service, please be certain to log out. Otherwise, your privacy is at risk.

CHESTERFIELD PUBLIC LIBRARY IPAD BORROWING AGREEMENT IPAD IS FOR IN-LIBRARY USE ONLY Name _______________________________________Card Number ___________________ Telephone __________________________ iPad Number ____________________ iPad Barcode Number__________________________iPad Return Time____________________

STAFF:

Keep copy of signed agreement at Circulation Desk. Retain copy of patron NH driver’s license or photo ID.

I agree to: • Present valid Chesterfield Public Library card without fines or overdue items on my account. • Present valid NH driver’s license or other valid photo ID and leave at Circulation Desk. • Keep iPad away from food and beverages, including water. • Wear headphones if I am using sound-enabled resources. • Return iPad within 2 hours (15 minutes before closing) in good condition to library staff at Circulation Desk. I understand that: • I will not leave iPad unattended. • I will not remove iPad from Chesterfield Public Library. • I must notify a staff member immediately if the iPad is damaged or malfunctioning. • I am personally and financially liable for theft, loss or damage of iPad checked out to me. • I agree to pay the Chesterfield Public Library for repairing or replacing iPad and/or accessories lost or damaged while checked out to me. • The iPad and accessories replacement cost is $650. • Removal of iPad from library will be reported as theft to the Chesterfield Police Department. I acknowledge that: • I have read and will not violate Chesterfield Public Library’s iPad Policy. • I have read and will not violate Chesterfield Public Library’s Internet Policy for Public Use and/or Patron Behavior Policy. • Violation of this agreement may result in suspension or revocation of library privileges. By signing below, I attest that I am at least 18 years old, that I have read and understand all of the statements listed above, and that I agree to abide by these terms and conditions of use. Borrower’s Signature ________________________________________________________ Date ________________ Time ____________

Â USE OF IPAD BY CHILDREN AGES 10-17 ! ! ! !

I, ________________________________________, have read both the Chesterfield Library iPad Policy and the above Chesterfield Library Borrowing Agreement. I am the parent or guardian of the minor(s) listed below: _________________________________________ _________________________________________ I give my permission for the above listed child(ren) to check out iPads from the Chesterfield Library. I understand that I am personally and financially liable for theft, loss or damage of iPad while checked out to me. I agree to pay the Chesterfield Public Library for repairing or replacing iPad and/or accessories lost or damaged while checked out to me. The iPad and accessories replacement cost is $650. I understand that removal of iPad from library will be reported as theft to the Chesterfield Police Department.

_______________________________________________________________ Signature of Parent or Guardian

The following library policies and user agreements were consulted in the creation of the Chesterfield Public Library iPad Policy and Borrowing Agreement:

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• • • • • • • • • •

Balsam Lake Public Library Harborfields Public Library Lied Public Library North Shore Public Library Williamsburg Public Library Watertown Public Library Wacounda Area Library East Islip Public Library Berkeley Public Library Wyckoff Free Public Library

Please see Mind42 and Padlet for links to additional library iPad/tablet/eReader policies.

RESEARCH SUMMARY ! !

! Our research included a review of iPad, eReader, and eBook lending policies from around the country, including both large and small libraries (as well as from different types of libraries). Particular emphasis was placed upon public library in-house lending policies for iPads. Many of these policies included joint borrowing agreements. ! ! ! ! We also researched practitioner articles that described the selection and introduction of these technologies into library communities. Scholarly research included the impact of iPads and other electronic devices on library circulation, staff training, and outreach services.

Buljung, Brianna Bernadette, and Karen Gale Cooper. 2013. ”iPads, Kindles and Tablets, Oh My: Using a Technology Petting Zoo to Teach about Downloadable Ebooks." Library Hi Tech News 30 (1): 5-7.

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The National Defense University made a shift in 2012 away from providing government laptops to students. Students needed 24 hour access to downloadable materials through Proquest's Ebrary. This article describes the library's initiative to train staff on different technology platforms, and then how the library provided outreach to the student community.

The library began with creating a team of "Ebrary download experts." This group needed to learn to navigate Ebrary on eight different devices, within the parameters of Dept. of Defense security. Downloading and usage requirements for Ebrary varied across devices, making a single page pamphlet nearly impossible. Instead, staff created a series of flyers and a downloading description flowchart for the many devices. The flowchart was created with web-product Gliffy, and included three categories: PC's and Androids, iOS, & Kindle. The Ebrary experts then hosted a library "Open House" to showcase new library services. The main focus was the "Technology Petting Zoo." Many attendees "had not used tablets before, or had not considered reading coursework on their iPod." The instructional showcase proved to be a success. As library collections become increasingly digitized, the authors conclude that instructional handouts and Technology Patting Zoos will become important outreach. Perhaps the most important lesson learned from the PettingZoo/Open House was that the library is a 24/7 resource. The authors noted that the lack of standardization across devices and platforms requires library staff to be savvier about the various technologies available.

Capdarest-Arest, Nicole A. 2013. "Implementing a tablet circulation program on a shoestring." Journal of the Medical Library Association: JMLA 101 (3): 220-224. Patrons using all types of libraries can benefit from an iPad checkout program. This article details the conception and implementation of a small iPad lending program at a university health sciences library. The goal of the program was to “better support students, faculty, and staff in the use and exploration” of an emerging technology (221). To this end, 4 new iPads were purchased, along with cases, library stickers, and anti-theft measures for each. A selection of free apps was chosen and added to each machine. Apps fell into several different categories, with an emphasis on health-related apps to better suit the library’s specific patrons. A loan policy outlining the rules for iPad checkouts was written. Online guides containing resources and troubleshooting tips for both patrons and staff were placed on the library’s website. A separate portal was made for staff instructing them on how to reset the machines, which is done after each circulation of an iPad. The first four months of the program were examined for this study, with online surveys being gathered to assess patron response to it. Despite the caveats that the new program was started during the slow summer months and that “feedback is preliminary” (223), the respondents seemed pleased with the program. A 40% response rate was garnered, and almost three-quarters of respondents felt that the 4 hour loan period for iPads was sufficient. Patrons’ reasons for borrowing the machines ran the gamut from school-related purposes to interacting with colleagues over the Facetime app. Almost 90% of respondents were happy with the app selection on the machines, with the Safari browser and medical reference apps being the most popular. A few of those unhappy with the selection actually suggested apps that were already loaded onto the machines; they had simply overlooked them. The author notes that because of the organization of the apps into folders “some users might not open the folders to see what apps” are available to them (223). The author offers several other thoughts on ways to improve the program going forward, including more opportunities for staff training and possible purchase of other Apple products to streamline machine resets. Despite the limited scope of the survey and the program’s length, both quantitative and qualitative measures show that the program has been successful. A library of any type should be able to plan for and successfully implement an iPad lending program - even on a small scale - and give their patrons access to a new technology.

Duncan, Ross. 2011. "Ebooks and beyond: Update on a Survey of Library Users." Australasian Public Libraries and Information Services 24 (4): 182-193.

This study shows the market uptake for ebooks and electronic devices in libraries is not limited to the American market. In 2010 on the Sunshine coast of Australia, a survey of 40,000 library patrons was distributed to assess the usage and popularity of ebooks and Audiobooks. A follow-up survey was sent in 2011 to determine any behavior changes or changing library expectations. The study details the results of both surveys.

The purpose of the first study was to assess demand for ebooks, and to see what market penetration these devices already enjoyed. In this survey, although almost all respondents had PC's or a cell phone, very few had iPhones or other Apple device. 25% of respondents read eBooks. The iPad had yet to be introduced in Australia at the time of the first survey, although it was anticipated. Price sensitivity to ereaders and other devices was noted, although many respondents indicated a willing to purchase these devices when the price lowered.

In the second survey (2011), use of eReaders had intriguingly gone down to 20%, but the iPad had been introduced. Nearly 50% shared plans to purchase an iPad in the next six months. Furthermore, the presence of the iPad on the market was driving up interest in other electronic devices such as iPods and iPhones. The users of ebooks indicated the portability of the reader was the main reason for it's use. As the number of ebooks available grows, as well as overall interest in electronic devices, it is anticipated that the library system will be expected to respond. In both surveys, the authors asked about patron use and knowledge of ebook programs, as well as audiobook usage. Audiobook usage appeared to be on the decline.

The authors conclude with a discussion about ebooks and their effects on the publishing industry. The authors also discuss libraries by saying that as iPads and other electronic devices become more prevalent in society as well as more books available in electronic format, libraries will need to respond. Libraries need to be prepared to include ebooks in library services. As we have seen in recent years since the publication of the article, publishers and libraries have indeed had to navigate new ground in interfacing with one another. Two important questions the authors pose are: what new and alternative services are libraries going to need to offer? And, "how do we bridge the digital divide, so that those without technology are not left behind?" This has already begun to unfold, and is a critical new area for research.

Moyer, Jessica E., and Jennifer Thiele. 2012. ”E-books and Readers in Public Libraries: Literature Review and Case Study." New Library World 113 (5/6): 262-269. Moyer and Thiele explore the continued increase in eReader popularity and ownership in the general public and in public libraries. Public libraries are both consumers and promoters of ebooks and eReaders as they purchase devices and ebooks in order to increase circulation among patrons and to introduce and provide patron access to emerging technologies. As “[t]he growth in e-book use is expected to be phenomenal” (266), libraries are considering how to adapt to this new technology, increase their e-book collections, and adopt eReader lending programs. While adoption of this new technology may be important, it is not inexpensive, and collection development, format, and vendor selection are important considerations for the typical public library’s budget.

Following a brief literature review of public library e-book adoption, Moyer and Theile introduce the Kindle Lending Program at the Menmonie Public Library in northwestern Wisconsin as a case study. The library received a grant in 2010 to purchase five Kindles; four of these circulated and the fifth was used for demonstration and in-library lending. Available on a first-come, first-served basis, these Kindles contain a growing number of popular adult and teen literature. The library considers system-wide hold lists and specific user purchase requests when adding additional titles.

Most patrons heard about the library Kindles through word of mouth, a local newspaper article, or library publications and signage. Menmonie Public Library has identified four types of Kindle borrowers: patrons who checkout the device in order to decide whether to purchase one themselves; “repeat patrons” who checkout the Kindle for new material every few weeks; vacationing/traveling patrons who appreciate the portability of the device; and teen patrons who also have shown increased interest in eReading. The library considers this program a success and, at publication date, has increased their Kindle collection to 17 circulating devices.

O'Connell, Brendan, and Dana Haven. 2013. ”eBooks as a Collection and a Service: Developing a Public Library Instruction Program to Support eBook Use." Journal of Library Innovation 4 (1): 53-66. Chatham Community Library in central North Carolina offers numerous computer classes to their patrons; at least one class each month is dedicated to eBooks and eReaders. The majority of users who utilize this instruction are older adults, as the county has an increasing population of retirees. The classes are designed to teach eBook and eReader basics with ample time for hands-on activities and questioning. The library purchased iPads, Nooks, Sony eReaders, and Kindles in order to provide staff adequate time to navigate each device and gain a degree of confidence and expertise as they answer patron’s questions about the tablets and eReaders. Providing eBook and eReader classes has increased staff knowledge and expertise among all library departments and has created a positive feedback loop in which the library staff become more knowledgeable as the users become more knowledgeable and their questions become more specific and encourage the library staff to continue to increase their capacity yet again. These classes are an important part of the library’s mission of increasing patron (and staff) transliteracy and highlight the importance of promoting the library’s “brand” as an information hub, and not simply a print book repository. Chatham Community Library serves as an access point to information and training about technology that is relevant to their patrons. Offering these classes and supporting patron follow-up questions “positions librarians as the people who can help them navigate these platforms and make sense of the frequently confusing interactions between them” (62). These classes, and the library staff’s increasing knowledge and expertise in emerging technology platforms, demonstrate the public library’s importance to the community and continued relevance in an increasingly digital world.

Thompson, Sara Q. 2011. ”Setting up a Library iPad Program Guidelines for Success." College & Research Libraries News 72 (4): 212-236. Thompson discusses the steps involved in starting a small iPad lending program at a very small academic library. The program started with nothing more than two iPads, examples of policies from other, larger libraries, and staff enthusiasm for the new machines. iPad settings and restore procedures are discussed, with Thompson outlining her library’s policies on app purchases and organization and restriction of certain settings within iOS. The author also notes that a reservation system was chosen for the iPad checkouts, rather than a first come first served model. This model “allows faculty to reserve an iPad in advance for conferences, and it allows students to plan around their schedules” (213). Thompson discusses apps in depth. She notes that over 100 apps are installed on the library’s machines, and that about 15 of those are paid apps bought with iTunes gift cards. Apps are updated once a week, and that for anyone thinking about instituting a similar program, “[a]t a minimum, someone in your library will need to regularly check for updates to your apps and the operating system” 215). Monitoring several web sources is also recommended for staff wanting to stay up to date on the latest app releases in order to evaluate their purpose and potential relevance to library iPads. Clearly, iPads can easily present and hold a large amount of apps to ensure relevant content to most everyone. The author notes that despite the program’s size, a short survey was administered to those checking out the machines. Out of 22 people checking out an iPad in the program’s first month, 12 responded to this survey. The survey asked mainly about satisfaction with the included apps and if the patron had any suggestions for apps that could be added. Surveys found that patrons did have a handful of suggestions for app additions. Thompson also remarked that since the library and this program are so small, she got to personally talk to some of the patrons checking the iPads out. She found that “[m]ost patrons were simply curious and wanted to find out what the device was like” (214). Very simply, she says that a program like this is designed to “play” with emerging technology, see its possibilities, and allow patrons access. This curiosity and willingness to embrace new technology is likely to drive any iPad checkout program to a successful start, along with sound policy and budget planning, and careful consideration of app content available to patrons.

Yelton, Andromeda, "Bridging the Digital Divide with Mobile Services." Library Technology Reports, January 2012, 19-24.

In this article, Yelton's goal is to introduce ways that librarians can expand mobile internet or digital services beyond the library website. In doing so, the library may be able to increase accessibility to more diverse populations. The first discussion is of Audiobooks, already a staple in libraries. Overdrive's inclusion of Audiobooks has increased the reach of these materials. In addition, Overdrive and Library Vox offer non-English versions of many books. Yelton makes the reader aware that patrons or librarians can volunteer to record for Library Vox, an excellent outreach opportunity.

Yelton next discusses using text messages to communicate with patrons regarding a reference question or circulation notifications. As of September 2011, 61% of all American adults text. That percentage is surely higher now, and is an easy way to communicate with patrons regarding reserve availability or overdue materials. This should be an opt-in service.

Finally, and importantly, Yelton discusses mobile devices such as iPads in the library setting. Some libraries have circulating devices, while others have in-house use. An excellent suggestion is a video tutorial on the library website outlining use of the device and the apps on it. Regardless, a borrowing agreement specifically for the device should be devised with information on loss/damage fines as well as a checklist to ensure device is returned with any/ all accessories. The author discusses how policies need to include how to handle any patron downloads, the linked iTunes account, and disabling patron purchases.

EReaders are another mobile device to consider and Yelton outlines benefits and disadvantages. Of course, a major disadvantage to any mobile device is cost. The advantage to any digital device program (or texting) is to increase "participation and portability." The addition of texting or emailing is another (perhaps preferable) communication option for patrons. Yelton concludes with descriptions of various devices, as well as links to relevant blogposts about the use of the technology.

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REFERENCES

Behler, Anne, and Binky Lush. 2010. “Are you Ready for e-Readers?" The Reference Librarian 52 (1-2): 75-87.

Buljung, Brianna Bernadette, and Karen Gale Cooper. 2013. ”iPads, Kindles and Tablets, Oh My: Using a Technology Petting Zoo to Teach about Downloadable Ebooks." Library Hi Tech News 30 (1): 5-7. Buzzard, Pamela C., and Travis S. Teetor. 2011. ”Best practices for a university laptop lending program." Code4Lib Journal 15 (1).

Capdarest-Arest, Nicole A. 2013. "Implementing a tablet circulation program on a shoestring." Journal of the Medical Library Association: JMLA 101 (3): 220-224. Duncan, Ross. 2011. "Ebooks and beyond: Update on a Survey of Library Users." Australasian Public Libraries and Information Services 24 (4): 182-193.

Eichenlaub, Naomi, Laine Gabel, Dan Jakubek, Graham McCarthy, and Weina Wang. 2011. ”Project iPad: investigating tablet integration in learning and libraries at Ryerson University.” Computers in Libraries 31 (7): 17-21. Frederiksen, Linda. 2012. ”EBook Readers." Public Services Quarterly 8: 254-58. Massis, Bruce E. 2013. "From iPads to Fishing Rods: Checking Out Library Materials." New Library World 114 (1/2): 80-83. Meraz, Gloria. 2014. "What Business Are We In?" Texas Library Journal 90 (3): 88. Moyer, Jessica E., and Jennifer Thiele. 2012. ”E-books and Readers in Public Libraries: Literature Review and Case Study." New Library World 113 (5/6): 262-269.

O'Connell, Brendan, and Dana Haven. 2013. ”eBooks as a Collection and a Service: Developing a Public Library Instruction Program to Support eBook Use." Journal of Library Innovation 4 (1): 53-66. Sharman, Alison. "Roving Librarian: The Suitability of Tablets in Providing Personalised Help Outside of the Traditional Library." New Review of Academic Librarianship 20 (2): 185-203

! Thompson, Sara Q. 2011. ”Setting up a Library iPad Program Guidelines for Success." College & Research Libraries News 72 (4): 212-236. ! Vonmega. 2014. “Tablet.” Clipart from www.openclipart.org. https://openclipart.org/detail/191687/tablet-by-Vonmega-191687 Yelton, Andromeda. 2012. ”Chapter 3: Expanding Access to Devices, Collections, and Services." Library Technology Reports 48 (1): 19-24.