Abstract
As a result of the coronavirus pandemic, college students across the United States temporarily became online learners regardless of their learning modality preferences. Academic libraries and the student support they offer also went entirely online for extended periods. How did this involuntary online environment affect students’ library research? Using qualitative and quantitative survey data, this study explores the impact of the closures on students’ perceived helpfulness of librarian-led instruction, motivation to conduct research, barriers experienced, and preferred online help-seeking methods. The findings highlight the importance of academic libraries being proactive and flexible in supporting reluctant online learners.
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