Seeking relevance in academic information use

Introduction. Relevance behaviour research can enrich the understanding of the complexity of relevance and different ways of experiencing relevance in information use need more empirical evidence. Method. A phenomenographic study of relevance, as part of information use by twenty one doctoral students, was carried out. Data were gathered through semi-structured interviews and students were selected from the social sciences and information science. Research questions concentrated on perception of relevance, manifestations of relevance in the electronic environment, ways of categorization and a typology of relevant information. Analysis. Semantic analyses and concept modelling were used to summarize perceptions of relevance, experienced emotions, and the individual and collective components of relevance, and time and space frameworks. Results of phenomenographic analyses are represented by four conceptual maps. Results. Respondents confirmed relevance as value, utility and importance. Main findings suggest that the same criteria are used through different contexts and are related to development of information needs. Findings suggest that relevance judgment is multidimensional, based on multi-criteria cognitive processing. Relevance is experienced and integrated by emotions, especially delight, discovery and anger. Conclusions. These findings have implications for the design of library and information systems and services and for information literacy. Users need support for discovering, decision-making and participation.