Research Consultations

Katie Merriman

4 Research Consultations

Katie Merriman

Overview

This chapter examines research consultations and offers strategies for collaborating with students who require accessibility support. It provides recommendations for information professionals through the lens of Universal Design (UD) and Universal Design for Learning (UDL), addressing each phase of the research consultation process: scheduling, physical and virtual space considerations, and the consultation itself.

Description of library teaching practice

Most academic libraries offer some version of research consultations. Typically seen as a practice where student(s) and librarian meet, either individually or in a small group setting to discuss research or library related topics. Research consultations are usually booked either through direct email with the librarian or a booking form, typically lasting between 15-60 minutes. Historically, these consultations were in-person either at a service desk, in a librarian’s office, or in a consultation space. While in-person consultations are still an offering for many, during and after the Covid-19 pandemic, many librarians switched to online modes of consultations, usually through platforms like Zoom or Teams. This practice of online consultations has persisted as a favoured method for many students and librarians. The content usually covered in research consultations can include:

Using library resources
Databases
Library website
Other library tools
Searching/research techniques
Knowledge synthesis
Research methodologies
Publishing
Research data management

Listed below are many areas where a student might face accessibility barriers:

Screens: For those individuals who are blind or with low vision, there can be difficulty interacting with screens. This can pose challenges to sharing information with the learner as the primary access point to most information sources is online.
Inaccessible tools: There are many tools required when doing research: databases, citation managers, etc. Many tools, especially databases, are not considered user-friendly, nor do they have accessible interfaces, making traditional research practices challenging to those with accessibility needs.
Consultation locations: Both in-person and virtual consultation settings can present accessibility challenges. Some students may benefit from the structure and reduced distractions of in-person meetings, while others may prefer virtual consultations for the comfort of using their own tools and avoiding travel.
Audio/volume: Individuals who are D/deaf or hard of hearing benefit from having live captioning or the ability to adjust volume.

Guiding principles

When working with individual learners, it is impossible to anticipate every specific accessibility need. Therefore, the recommendations in this chapter are grounded in the Universal Design for Learning (UDL) framework—a flexible and inclusive approach that serves as a practical starting point for supporting diverse learners. UDL is particularly well-suited to research consultations, which are inherently adaptive and personalized to each student’s needs. By applying UDL principles, information professionals can create more accessible and equitable consultation experiences. For readers interested in exploring UDL further, a list of recommended resources is provided in the “Further Reading” section.

Recommendations for accessibility

Before Consultation

Begin by considering the booking platform/system. Are the means of booking with a librarian clear and accessible? Consider:

How are students made aware of this service?
How do students find the form/system to book with a librarian?
Does the form/system meet WCAG standards of accessibility? You can use tools, like WAVE or accessibility checker, to evaluate your webpages.
Is the service clear on what students can speak to a librarian about? Is it free of library jargon and does it use clear language?
Are you providing students with options of in-person and/or virtual consultations?

Lastly, add an optional question in your booking form or a line in your email correspondence offering accessibility support to those who may require it. The wording could be, “If you have any accommodation requests, please share them”. Including this in your form or email correspondence shows users that you are interested and willing to support their needs, and removes some of the burden of correspondence from users, and allows the librarian to prepare appropriately for the consultation.

Consultation Location

Consider if/how you can offer both in-person and virtual meeting spaces.

In person spaces

Consider:

Wheelchair/mobility aid accessibility (stairs, floor gaps, steep ramps, large enough space, etc)
Locked doors
Unclear signage
Quiet, distraction free
Strong Wifi connection, outlets, computer access
Provide information on the library website so learners know how to access your spaces.

Virtual spaces

Consider:

Is the platform used by your organization accessible? Zoom is often considered to be the most accessible platform.
Ensure permissions for sharing are enabled.
Recording meetings^[1]
Sharing transcripts
Live captioning

During Consultation

This stage of the consultation is where the principles of Universal Design for Learning (UDL) can have the greatest impact on how support is delivered. The following recommendations are intended not as a definitive checklist, but as a starting point—guiding information professionals toward cultivating an accessible and inclusive mindset in their practice.

Audio supports

For individuals with hearing impairment or auditory processing disorders, supports may include:

Live captions
Slower speech
Jargon-free language

These practices allow those who are Deaf/deaf or hard of hearing to read generated text, lip read or process speech/sound easier.

Visual

For individuals with visual impairments, supports may include:

Zooming in on text and screen visuals
Using descriptive language
Changing the visual display of your computer, which might include one of the following:
- Dark mode: A pre-defined visual configuration
- High contrast mode: A mode that changes the colour of what appears on screen
- Inverted colours mode: A mode that changes the colour of what appears on screen
- Reduced motion mode: A pre-defined visual configuration

These practices enhance visual contrast and/or visibility of a screen to allow for easier visual consumption.

Content/communication

For individuals experiencing language barriers or auditory processing disorders, supports may include:

Leading with kindness and patience, providing space for invisible disabilities, and remembering that you never know someone else’s experiences^[2]
Recording consultations
Employing some of the strategies listed above, such as transcripts, live captioning, and screen contrasts, to aid learners who may struggle with content/communications concerns

These practices create a comfortable and safe learning environment where learners can be comfortable to ask for what they need to thrive.

References

Accessibility | EBSCO. (n.d.). Retrieved February 20, 2025, from https://www.ebsco.com/technology/accessibility
CAST (2024). Universal Design for Learning Guidelines version 3.0. Retrieved February 20, 2025, from https://udlguidelines.cast.org
Irish, J. E. N. (2020). Increasing participation: Using the principles of universal design to create accessible conferences. Journal of Convention & Event Tourism, 21(4), 308–330. https://doi.org/10.1080/15470148.2020.1814469
Leporini, B., Buzzi, M., & Hersh, M. (2021). Distance meetings during the covid-19 pandemic: are video conferencing tools accessible for blind people? Proceedings of the 18th International Web for All Conference, 1–10. https://doi.org/10.1145/3430263.3452433
ProQuest Platform Accessibility Statement. (n.d.). Retrieved February 20, 2025, from https://support.proquest.com/s/article/ProQuest-Platform-Accessibility-Statement?language=en_US