Digitally enhanced? An examination of the information behaviours of visually impaired post-secondary students

In-depth qualitative interviews were conducted in order to examine the academic information behaviours of visually impaired undergraduates, with a focus on adaptive technology. Initial findings reveal that students' information behaviours are enhanced by technology, active support networks, and personal determination. The results also show that students struggle with time constraints, feelings of dependence, others' lack of understanding, and limitations on their access to electronic materials. The article explores possible improvements to library services, including inter-library sharing of adapted resources (e.g., Braille materials) and the creation of services to facilitate visually impaired students' information behaviours while allowing them to maintain personal independence.