Purpose

Research consultations are a long-established means of providing support to students undertaking research activities (Stapleton et al., 2020). The literature on research consultations consistently reports high levels of satisfaction and that students value the individual, bespoke advice received via one-on-one librarian tuition. However, research consultations are resource-intensive and maximising the learning potential of consultations is a priority to justify the expenditure of time and ensure the sustainability of services. This study reports on the outcomes of a service development where students attending research consultations were offered a screencast recording of their appointment to support retention and application of information literacy skills and research processes covered in the research consultation. The study explored student use and perceptions of the service and how the recording of the appointment was integrated into research practices.

Design/methodology/approach

The study used a mixed-method approach including a questionnaire and interviews. Quantitative elements explored if and how students engaged with recordings made during research consultations while qualitative elements investigated students' perceptions of the service and how content from the recordings was used to complete research activities.

Findings

Findings indicated a high degree of positive feedback on the service and reveal complex user behaviours when using appointment recordings. The study demonstrates that the addition of multimedia recording during individual research consultations (IRCs) may offer significant benefits to students by improving knowledge retention and application and for librarians by reducing follow-up enquiries and increased engagement with the service.

Practical implications

The findings of this study give an evidential basis for library and reference services interesting in incorporating synchronous recording into a research consultation service.

Originality/value

This study is believed to be the first to investigate the perceptions and use of synchronous recording of research consultations between librarians and students.

中文翻译：

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为图书馆员和专职健康学生之间的个人研究咨询评估记录预约服务

目的

研究咨询是为从事研究活动的学生提供支持的一种长期确立的方式（Stapleton等人，2007 年）。, 2020)。关于研究咨询的文献一致报告了高水平的满意度，并且学生重视通过一对一图书馆员辅导获得的个性化定制建议。然而，研究咨询是资源密集型的，最大限度地发挥咨询的学习潜力是证明时间支出合理并确保服务可持续性的优先事项。本研究报告了一项服务开发的结果，其中向参加研究咨询的学生提供了他们预约的屏幕录像，以支持研究咨询中涵盖的信息素养技能和研究过程的保留和应用。该研究探讨了学生对服务的使用和看法，以及如何将预约记录融入研究实践。

设计/方法/方法

该研究使用了一种混合方法，包括问卷调查和访谈。定量元素探讨了学生是否以及如何参与研究咨询期间录制的录音，而定性元素则调查学生对服务的看法以及如何使用录音中的内容来完成研究活动。

发现

调查结果表明对该服务的高度积极反馈，并揭示了使用预约记录时复杂的用户行为。该研究表明，在个人研究咨询 (IRC) 期间添加多媒体录音可以通过改善知识保留和应用为学生带来显着益处，并通过减少后续查询和增加对服务的参与来为图书馆员带来显着益处。

实际影响

这项研究的结果为图书馆和参考服务将同步记录纳入研究咨询服务提供了一个有趣的证据基础。

原创性/价值

这项研究被认为是第一个调查图书馆员和学生之间研究咨询同步记录的看法和使用的研究。