Linda Schamber

Users' criteria for relevance evaluation: a cross-situational comparison

Abstract This article takes a cognitive approach toward understanding the behaviors of end-users by focusing on the values or criteria they employ in making relevance judgments, or decisions about whether to obtain and use information. It compares and contrasts the results of two empirical studies in which criteria were elicited directly from individuals who were seeking information to resolve their own information problems. In one study, respondents were faculty and students in an academic environment examining print documents from traditional text-based information retrieval systems. In the other study, respondents were occupational users of weather-related information in a multimedia environment in which sources included interpersonal communication, mass media, weather instruments, and computerized weather systems. The results of the studies, taken together, provide evidence that a finite range of criteria exists and that these criteria are applied consistently across types of information users, problem situations, and source environments.

What is a document? Rethinking the concept in uneasy times

Rapid growth in electronic publishing seems to have provoked a sense of uneasiness among information professionals. This essay describes the challenge of redefining the fundamental concept of “document” that underlies their apprehensions about changes in information generation, control, and access, along with their apprehensions about the future of the information professions.

Use of scholarly book reviews: implications for electronic publishing and scholarly communication

Studies examining the use of printed materials by scholars are necessary precursors to the development of scholarly electronic journals and the development of the field of electronic publishing. Electronic publishing of journals is important in scholarship, where the timeliness and relevance of publications are crucial to the advancement of knowledge. Although considerable space is devoted to book reviews in scholarly journals, few previous studies have examined or provided detailed data on the utility or importance of book reviews to scholars. In addition, book reviews have generally not been included in models of scholarly communication. This article results from a survey of science and technology faculty, and the humanities and social science faculty at the University of North Texas. The survey sought to determine: (1) Whether faculty read book reviews in scholarly journals; (2) the sources, importance, and utility of book reviews for faculty research and teaching; and (3) faculty criteria for useful book reviews. Findings show that most faculty read book reviews, however, a dichotomy exists as to the usefulness of book reviews for faculty research and teaching. Different book review formats were also preferred by humanities and social sciences faculty, and science and technology faculty. Based on these findings, an extension of Garvey and Griffiths (1971) scholarly communication model is proposed that includes book reviews and various feedback loops as part of the scholarly communication process. Findings from this study hold implications for the content and access to electronically published book reviews, and further research.

Current relevance research. Sponsored by SIG USE

After a brief overview of the status of relevance research in the 1990s, this panel reports on ongoing relevance research addressing developing a standardized evaluation instrument, identifying information traits used to determine presence or absence of relevance criteria, and identifying relevance criteria for new types of material: web pages and responses to questions on electronic lists. Audience members will be encouraged to comment on their own research during the discussion period.