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Two thought experiments: *Let's add SparkNotes to the catalog. After all, SparkNotes has information about books. Therefore, since all information is good information, let's add it to the catalog. *If SparkNotes, let's add free-essay-mill essays into the catalog. *If that works, let's add snippets from the Google results to the catalog. Not the first result, but the 100th. Since all information is good information, the 100th result should be better than nothing. At some point, information is bad enough or far enough away from the goals of education that while a student might conceivably use it, they would be foolish to do so. For example, if LibraryThing for Libraries recommendations uniformly terrible, nobody should add them to their catalogs. This is doubly true when the bad information is juxtaposed with good information sitting on a shelf. Whether scannless GBS is bad enough, I leave to you. I think it is, but there's an argument, certainly. I don't think we can argue that there is *some* lower threshold of quality beneath which data should be left off the OPAC. I note, for example, that most "empty" books in GBS do not show up high on Google's searches for that book name. They don't show up because, absent a scan, GBS books are pretty weak tea. As for the idea that getting a book off the shelf is a non-trivial hassle, while I admit that it can get hard if your library is split between locations, at most colleges, getting a book from a library is a trivial effort. And anyway, you're a student for pete's sake! Learning is your full-time job. If gets books off shelves bums you out, what are you doing in college? Best, Tim