Abstract
The purpose of this study was to better understand how individual research consultations (IRCs) with a librarian impact undergraduate social work students' feelings, thoughts, and actions during their information search process. Screencast videography was the primary method of data collection in this qualitative case study. Participants (n = 7) were sampled from a social work research seminar course at a regional university in the upper Midwest. Both prior to and after an IRC, study participants joined a recorded Zoom meeting with the researcher, share their screen, and talk aloud during their search process. Follow up interviews with participants were also conducted. Results showed participants' feelings moved from confused prior to the IRC to confident after the IRC. Participants had a more refined topic and were more effective in applying inclusion and exclusion criteria when selecting articles for their literature review assignment after the IRC. The actions students took after the IRC were more beneficial to their information search process, especially when it came to reading and understanding scholarly research. These results underscore the value IRCs can provide to undergraduate social work students. The findings of this study demonstrate and explain changes in student information seeking as a result of an IRC.
Published Version
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