Digitally enhanced? An examination of the the information behaviours of visually impaired postsecondary students.

In-depth qualitative interviews were conducted in order to examine the academic information behaviors of visually impaired undergraduates, with a focus on adaptive technology. Initial findings reveal that students' information behaviors 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 behaviors while allowing them to maintain personal independence.