In/ormation Processing& Management Vol. 34, No. 2/3, pp.

219-236, 1998
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USERS' CRITERIA FOR RELEVANCE EVALUATION: A

CROSS-SITUATIONAL COMPARISON

CAROL L. BARRY I* and LINDA SCHAMBER 2

'School of Library and Information Science, Louisiana State University, 267 Coates Hall, Baton
Rouge, LA 70803, USA
:School of Library and Information Sciences, University of North Texas, P.O. Box 311068,
Denton, TX 76203, USA

(Received 1 May 1997; accepted 1 October 1997)

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. ~;, 1998 Elsevier Science Ltd. All rights reserved

1. INTRODUCTION

It has long been recognized that a wide variety o f factors influence h u m a n information
seeking and use behaviors in general and relevance judgments in particular. A l t h o u g h
the most prominent factor typically suggested as affecting relevance judgments has been
topical appropriateness o f information, m a n y others have been identified, including
factors relating to characteristics o f relevance judges, information representations, and
information systems. It has also been recognized that m a n y o f these factors are reflected
in users' own criteria for making relevance judgments. In recent years, several
researchers have conducted empirical studies that attempt to help explain relevance
evaluation behavior by describing criteria elicited directly from users.
Two user criteria studies, by Barry (1993, 1994) and Schamber (1991a,b), resulted in
detailed taxonomies o f user criteria that are readily comparable. The methodologies o f
the two studies are quite similar, based on open-ended interviewing techniques and
content analyses o f the resulting data. However, the types o f users, information formats
and sources, and information use environments differ greatly between the two studies.
In the Barry study, respondents were faculty and students in an academic environment
examining printed, textual information. In the Schamber study, respondents were
occupational users o f weather-related information in a multimedia environment in
which information sources included interpersonal c o m m u n i c a t i o n , mass media,
c o m p u t e r systems, and weather instruments.

*To whom all correspondence should be addressed: Tel.: 504-388-1468 (phone), Fax: 504-388-4581, e-mail:
lsbary(a~unixl.sncc.lsu.edu.
219
220 Carol L. Barry and Linda Schamber

One goal of the current research on user-defined relevance is to determine the extent
to which there is a core set of user criteria that encompasses the many human, system,
and situational factors that have been suggested as dimensions of relevance. The intent
of this article is to synthesize the findings of these two studies as a first step toward
identifying the criteria that seem to span information environments, as well as the
criteria that seem to be more situationally specific.

2. LITERATURE REVIEW

Throughout the history of information science, various writers have expressed a call
for research that focuses on understanding end-users as the ultimate assessors of the
quality of information and of the systems and services that provide information. The
central concept in these discussions has been relevance, manifested in a judgment of the
quality of the relationship between a user's information problem and the information
itself, or between representations of problems and information (e.g., requests and
documents). Among factors that have been suggested as affecting relevance judgments
are the knowledge level, cognitive state, perceptions and beliefs of the user; qualities of
information such as topical appropriateness, recency, accuracy, and clarity; and
situational factors such as time constraints and the effort and cost involved in obtaining
information (Boyce, 1982; Cooper, 1971, 1973, 1978; Cuadra & Katter, 1967; Harter,
1996; MacMullin & Taylor, 1984; Marcus, Kugel & Benenfeld, 1978; Rees & Saracevic,
1966; Rees & Schultz, 1967; Saracevic, 1975, 1996b; Schamber, 1994; Schamber,
Eisenberg & Nilan, 1990; Swanson, 1977, 1986, 1988; Wilson, 1973, 1978). Generally,
the discipline has seen a shift away from a systems or mechanical term-matching view
of relevance, to a view of relevance as a cognitive and dynamic process that involves all
of the knowledge and perceptions that the user brings to the information problem
situation.
Some authors have presented models of information behavior that emphasize the
cognitive and dynamic aspects of relevance judgments. Taylor (1962, 1968, 1985, 1988)
was one of the first authors to address this area, describing the information seeking
process in terms of the user's state of readiness to receive information. Taylor suggests
that factors such as educational background, familiarity with the subject area, and the
user's intuitive sense of analogy all affect the user's state of readiness. In later years,
Taylor developed a value-added model of information, which emphasizes the user's
perceptions of the utility and value of information. Belkin (1980) and Belkin, Oddy and
Brooks (1982) present a view of users' information needs as anomalous states of
knowledge (ASK). They argue that information needs are, to some degree, non-
specifiable by users and that this inability to express precise needs resides in the
cognitive states of users. Dervin (1983) developed the sense-making approach to
information needs, which concentrates on how people bridge cognitive gaps or
uncertainties in order to make sense of their world. Within the sense-making approach,
users are seen as active participants in the relevance judgment process and it is assumed
that all aspects of information seeking behavior are influenced by situational factors,
which include users' knowledge levels, cognitive states, and perceptions of the world.
Hatter (1992) presents a psychological theory of relevance, which focuses on the
cognitive states of users and the dynamic nature of cognition.
Cognitive approaches such as these have served as a conceptual foundation for the
development of dozens of user-centered information seeking and use models that have
been proposed in recent years. The newer models incorporate various aspects of
cognitive perceptions, dynamic changes in behaviors during certain stages of
information seeking and searching interactions, levels of context in information problem
situations, and multiple information sources and formats (see Allen, 1996; Saracevic,
1996b; Schamber, 1994; Hatter & Hert, 1997). It can be said that relevance assessment
 Users' criteria for relevanceevaluation 221

is implicit if not explicit in all such models, insofar as information seekers must make
judgments in order to predict or determine whether information at hand will help
resolve their information problems.
Some models place particular emphasis on the role of relevance in user behaviors.
For example, in Park's (1992, 1993) model, relevance assessments involve multiple
layers of interpretation within three contexts: internal (subject area knowledge,
searching experience), external (stage of research, search goal, perceptions of search
quality) and problem (document descriptions of the same or different problems that
were useful for definitions, methodology, framework, etc.). Wang (1994) takes a
decision-making approach in her model of the document selection process in which the
user processes information from document elements (title, author), arrives at values of a
number of criteria (subject area, novelty), combines criterion values to assess document
value (functional, emotional), and weighs document values to arrive at a decision
(accept, uncertain, reject). Saracevic (1996a) proposes a system of interdependent
relevances within a dynamic interaction framework consisting of multiple strata or
levels. In this model, user and computer interact in a sequence of actions at a surface
level; additionally, the user interacts at cognitive, situational, and affective levels, and
the computer interacts at engineering, content/input, and processing levels.
These few models, based on distinctly different approaches, serve as examples to
underscore the number and complexity of factors that can influence relevance
judgments. A small number of researchers have explored this complexity by describing
relevance criteria elicited directly from users. For example, Park (1992, 1993) developed
her relevance context model based on users' descriptions of 22 factors contributing to
their selection of citations and the contexts in which they made their selections. Su
(1991, 1993), as part of a larger study testing IR performance measurement, identified
26 success dimensions in academic users' explanations of their ratings of the overall
success of a search. The study by Schamber (1991a,b), which focused on criteria for
evaluating multiple sources of weather-related information, yielded 10 summary and 22
detail categories of criteria. Barry (1993, 1994) elicited criteria from faculty and students
in an academic environment and identified 23 criteria in seven categories. A study by
Cool, Belkin and Kantor (1993), also in an academic environment, identified at least 60
factors underlying users' evaluations.
These and other user criteria studies (see Schamber, 1994) are notable for at least four
reasons. First, although the researchers use a variety of terms for relevance and
associated concepts, they seem to share a common view of end-users as the ultimate
judges of quality, and of users' evaluation behavior as a cognitive phenomenon. In this
article, we use the term relevance in its broadest sense, including any or all individual
perceptions of internal and external reality related to the information problem situation.
We assume that relevance is (1) cognitive and subjective, depending on users' knowledge
and perceptions; (2) situational, relating to users' information problems; (3) complex and
multidimensional, influenced by many factors; (4) dynamic, constantly changing over
time; and yet (5) systematic, observable and measurable at a single point in time.
Second, the researchers seem to share a fundamental dissatisfaction with traditional
approaches to relevance-based evaluation of information systems and services. They
and most of the authors cited above have criticized previous studies that relied on a
priori relevance judgments made by nonusers and that relied only on simple (relevant/
nonrelevant; accept/reject) relevance judgments. The user criteria studies are based on
the ideas that relevance judgments should be made by users who are motivated by their
own information problem situations and that relevance judgments should take into
account a variety of factors, including nontopical factors, that underlie simple accept-
reject decisions. It should be noted that here we are concerned only with users' criteria,
and not with all criteria used in information system design and evaluation (see
Lancaster & Warner, 1993).
Third, despite wide variations in the types of users and information environments
studied, the pool of criteria identified covers all major factors inherent in general
222 Carol L. Barry and Linda Schamber

models of information seeking and use, and further exhibits a remarkable overlap of
criterion concepts from one study to the next. This redundancy of results from diverse
and independent efforts strongly supports and helps validate the existence of a finite set
of criteria that exists across types of users and information environments.
Fourth, the overlap in criterion results occurred despite important methodological
differences among the studies. Although all the studies were qualitative and
descriptive in approach, there was considerable variety in (1) the primary goals of the
studies (i.e., not all primarily to describe user criteria); (2) the open-ended questions
asked with respect to these goals; and (3) specific techniques for asking questions and
analyzing responses. These differences seem to support reliability, as well as validity,
in the collective results.
The remainder of this article compares and contrasts the results of the studies
by Barry and Schamber. We limit our discussion to these two studies, in part,
for the practical reason that the results are highly comparable. Given that both
studies focused exclusively on eliciting and identifying user criteria and took a
similar approach to content analysis, the results are presented in extensive and
well-organized taxonomies with detailed definitions that can be examined side-by-
side. In addition, the types of users and information use environments studied
demonstrate extremes in contrast that we feel help clarify how such factors may
have affected the criteria mentioned by respondents. At the same time, the
overlaps in criteria and collective range of criteria identified resemble the results
of other user criteria studies to the extent that we feel they are largely
representative of user criteria as a whole.

3. METHODOLOGIES AND RESULTS

In this comparison, we first present the two major assumptions that affected our
methodological approaches, followed by the overall criterion frequency results. We then
describe the methodological approach of each study and compare the results criterion
by criterion.
One assumption on which both studies were based is that motivated users evaluating
information within the context of a current information need situation will base their
evaluations on factors beyond the topical appropriateness of information. This
assumption is supported in both studies simply by the identification of the criteria
mentioned by respondents, and by the fact that every respondent mentioned criteria
beyond the topical appropriateness of information.
Another assumption was that there is a finite range of relevance criteria that is shared
across users and situations; that is, each individual does not possess a unique set of
criteria for making relevance judgments. The intent of these studies was to identify a
full range of criteria mentioned by respondents. The only means of determining that a
full range had been obtained was to examine the redundancy of responses, or the point
at which no new criteria were mentioned. In every possible ordering of respondents in
Barry's study, redundancy for all criterion categories was reached after the ninth
respondent had been interviewed. Redundancy in Schamber's study was similar. This is
generally consistent with the findings of previous studies, in which redundancy of
criterion mentions was achieved through interviews with fewer than 10 respondents (see
Fletcher, 1988; Nilan & Fletcher, 1987).
Table 1 lists criterion categories and frequencies of mention by respondents in each
study. It should be noted that these frequencies do not necessarily represent the relative
importance of specific criteria; respondents were only asked to describe criteria, not to
rate or rank the criteria in any way.
 Users' criteria for relevance evaluation 223

Table 1. Frequencyof criterion category mentions

The Barry study: 448 mentions of The Schamber study: 811 mentions of
criterion categories by 18 respondents criterion categories by 30 respondents
Category Number of Mentions Category Number of Mentions
Depth/Scope 64 Presentation Quality 115
Accuracy/Validity (Obj, Subj.) 60 Currency 114
Content Novelty 53 Reliability 107
Tangibility 29 Verifiability 103
Affectiveness 25 Geographic Proximity 96
Recency 25 Specificity 84
Availability Environment 21 Dynamism 63
Consensus 20 Accessibility 52
External Verification 19 Accuracy 43
Background/Experience 19 Clarity 34
Source Reputation 18
Effectiveness 16
Access (Obtain., Cost) 14
Source Quality 14
Source Novelty 10
Clarity 9
Ability to Understand 9
Relationship with Author 7
Time Constraints 6
Personal Availability 5
Document Novelty 5
Note: Schamber study data include 22 criterion subcategories, not shown.

3.1. The Barry stud)'

The intent of the research design for this study was to create, as nearly as possible,
an environment in which motivated users could evaluate information as it applied to
real and current information need situations. Respondents were 18 faculty and students
at Louisiana State University. Each respondent had submitted a request for an online
search. A search was conducted for each respondent and a set of documents was
randomly selected to serve as stimulus documents for each respondent. Respondents
were presented with various document representations (i.e., bibliographic citations,
abslracts, notes, and indexing terms) and with the full text of documents. Respondents
were instructed to examine these materials and to mark any portion of the materials
that indicated something the respondent would or would not pursue. Within this study,
relevance was conceptualized as any connection that existed between the information
contained within documents and the users' information need situations. The relevance
judgment was operationalized as respondents' decisions to pursue or not pursue
information. The notion of having respondents mark portions of the stimulus materials
was suggested by the signaled stopping technique developed by Carter as a means of
monitoring communicative activity, specifically reading behavior (Carter et al., 1973).
In an open-ended interview situation, each respondent discussed each item that had
been marked in the stimulus materials. The primary advantage of the open-ended
interview technique was that respondents could discuss any aspect of the information
presented and any aspect of their situations. There were no pre-defined categories or
questions that would inherently limit responses. Given that the intent of the study was
to identify and describe a full range of criteria, this non-restrictive approach seemed
appropriate. In addition, the interview environment allowed the researcher to probe for
depth and detail, and to immediately clarify ambiguous or confusing responses.
The interviews were audiotaped and the tapes transcribed to create a data set for
each respondent. A response was defined as anything said about one marked item. The
18 data sets contained a total of 989 responses to 242 documents. A content analytic
technique was then used to inductively identify and describe the categories of criteria
mentioned by respondents. (For an in-depth explanation of content analytic techniques,
see Krippendorf, 1980.)
224 Carol L. Barry and Linda Schamber

The content analysis identified 23 categories of relevance criteria mentioned by these

18 respondents. The 23 criterion categories were then grouped into seven broad classes.
The classes identify criterion categories that pertain primarily to: the information
content of documents; the sources of documents; the document as a physical entity;
other information or sources within the environment; the user's situation; the user's
beliefs and preferences; and the user's previous experience and background. Table 2
presents the criterion categories within these classes. (For more detailed explanations of
the criterion categories, see Barry, 1993, 1994).

3.2. The Schamber study

The intent of the research design for this study was to elicit users' criteria in real-life
information seeking and use situations that, unlike nearly all previous relevance
research, involved multiple types of information sources and information display or
presentation formats. The context of weather information suited this intent.
Respondents were 30 users of weather information in three occupational fields: 10 each
in construction, electric power utilities, and aviation. Their situations involved weather-
related planning decisions: the protection of workers and materials during winter
construction projects, the scheduling of electric power line maintenance and repairs, or

Table 2. Categories of relevance criteria from the Barry study

Criteria Pertaining to Information Content of Documents

- D e p t h ~ S c o p e : the extent to which information is in-depth or focused
- Objective Aceuracy/Validio,: the extent to which information is accurate, correct, or valid
- C l a r i t y : the extent to which information is presented in a clear or readable manner
- R e e e m T : the extent to which information is recent, current, up-to-date
- T a n g i b i l i t y : the extent to which information relates to real, tangible issues; the extent to which definite,
proven information is provided
- E f f e c t i v e n e s s : the extent to which a technique or procedure that is presented is effective or successful

Criteria Pertaining to Sources of Documents

- Source the extent to which general standards of quality can be assumed based on a source of the
Qualio,:
document (i.e., author, editor, journal, sponsoring agency, etc.)
- Source Reputation/Vis'ibility: the extent to which a source of the document is well-known or reputable
Criteria Pertaining to the Document as a Physical Entity
- O b t a i n a b i l i O ' : the extent to which some effort will be required
to obtain a document
- C o s t : the extent to which some cost will be involved to obtain a document
Criteria Pertaining to Other Information or Sources within the Environment
- Consensus within the Field: the extent to which there is consensus within the field relating to the information
within the document
- E x t e r n a l V e r ( f i e a t i o n : the extent to which information within the document is supported by other sources of
information
- A v a i l a b i l i t y w i t h i n t h e E n v i r o n m e n t : the extent to which information like that within the document is
available elsewhere
- Personal Availabilio: the extent to which the user has information like that within the document
Criteria Pertaining to the User's Situtation
- Time Constraints: the extent to which time constraints or deadlines are a factor within the situation
- R e l a t i o n s h i p w i t h A u t h o r : the extent to which the user has a personal or professional relationship with the
author of a document
Criteria Pertaining to the User's Beliefs and Perferences
- Sub/ective Aceura~T/Validity: the extent to which the user agrees with information presented within the
document or the extent to which the information within the document supports the user's point of view
- A f f ~ ' c t i v e n e s s : the extent to which the user exhibits an affective or emotional response to any aspect of the
information or document
Criteria Pertaining to the User's Previous Experience or Background
- Background/Experience: the degree of knowledge with which the user approaches information, as indicated
by mentions of background or experience
- A b i l i o ' to U n d e r s t a n d : the user's judgment that he/she will be able to understand or follow the information
presented
- C o n t e n t N o v e l o ' : the extent to which the information presented is novel to the user
- S o u r c e N o v e l o ' : the extent to which a source of the document (i.e., author, journal) is novel to the user
- D o c u m e n t N o v e l t y : the extent to which the document itself is novel to the user
 Users' criteria for relevanceevaluation 225

the scheduling and routing of airplane flights. They consulted seven types of weather
information sources: Self (often witnessing actual weather conditions); Other Person;
Weather Information System including public-access (e.g., telephone recording) and
specialized (e.g., computerized aviation) system; Television; Radio; Newspaper; and
Weather Instrument (from airport windsock to sophisticated radar-based system).
Each respondent was asked to describe events in a decision-making situation that
depended on information about the weather. The researcher created a time-line by
noting the events on index cards and laying the cards out sequentially to form visual
reference points. The interview focus then narrowed to three critical information-
seeking events and, within those events, weather questions, weather information
sources, and presentation formats. Respondents were asked to evaluate each type of
source they consulted and its mode of presentation. Criteria were operationalized as ways
in which sources or presentations made a difference to respondents in their situations.
The technique of structured time-line interviewing was adapted from work by Dervin
(1983). This technique was useful for orienting respondents to their situations and
facilitating recall of their perceptions. The questionnaire was a flexible instrument that
allowed description of situations with a wide variety of events, questions, and source
types. The open-ended, neutrally worded items and probes yielded richly detailed data
for content analysis.
Each of the 30 interviews was audiotaped, transcribed, and subjected to inductive
content analysis in order to identify and describe criteria. A response was defined as
anything said in answer to one questionnaire item. The interview transcripts texts were
so long that it was necessary to limit content analysis to the 365 responses made to only
four questionnaire items. These responses yielded 811 mentions of criteria. Within the
three critical events that were the focus of the interviews, respondents reported
consulting weather information sources 189 times, or more than six times per
respondent on average. Each respondent consulted one to seven different types of
sources and presentations, or a mean of nearly three types each.
The content analysis identified 10 summary and 22 detail categories of criteria
mentioned by the 30 respondents. Regardless of questionnaire item (e.g., evaluating
source or presentation), respondents mentioned a full range of criteria pertaining to
information, source and presentation qualities. The 10 summary-level categories were
Accuracy, Currency, Specificity, Geographic Proximity, Reliability, Accessibility,
Verifiability, Clarity, Dynamism, and Presentation Quality. Table 3 describes all 32
criterion categories, (For more detailed explanations, see Schamber, 1991b.)

4. COMPARISON OF USERS' CRITERIA FOR RELEVANCE EVALUATION

The following discussion compares the results of these two studies. We begin by
discussing the criterion categories common to both studies; that is, we examine the
extent to which these two groups of users, examining very different types of information
and sources of information, for very different purposes, mentioned the same criteria as
factors affecting their relevance evaluations. Again, this is a first step toward
determining the extent to which there is a core of relevance criteria that spans such
factors as information need situations, user environments, and types of information. We
then identify those criterion categories that were unique to one study, and explore the
possible reasons for these differences between the findings of the two studies.

4.1. Criterion categories common to both studies

Table 4 presents a summary of the criterion categories common to both studies. For
each common category, the specific categories from the Barry study and the Schamber
226 Carol L. Barry and Linda Schamber

Table 3. Categories of relevance criteria from the Schamber study

Accuracy Information is accurate
Currency Information is up-to-date or timely
Time Frame Information covers a specific time frame
Specificity Information is specific to user's need; has sufficient detail or depth
Summary/l nterpretation A summary, interpretation, or explanation is available
Variety/Volume There is a sufficient variety or volmne of specific information, or just 'a lot' of
information
Geographic Proximity Information covers a certain geographic area
Reliability Respondent trusts, has confidence in source; source is reputable
Expertise Source is expert, professional, or experienced
Directly Observed H u m a n source observes or experiences actual weather conditions
Source Confidence H u m a n has confidence in own information
Consistency Source delivers information with the same quality, often accuracy, over time
Accessibility Source is both available and easy to use; generally convenient. Little effort or
cost required for access/operation
Availability Source is readily available when needed, or where needed, or just always
available
Usability Source is easy to use; requires little effort to operate or learn to operate; there
are no technical problems
Affordability Information service is free or the cost reasonable
Verifiability Other sources of information are consulted or available
Source Agreement Information from this source is consistent with that from other sources
Clarity Information is presented clearly; little effort to read or understand
Verbal Clarity Written or spoken language is clear and well-organized
Visual Clarity Visual display is clear, easy to follow, well-organized
Dynamism Presentation of information is dynamic, active, or live
Interactivity User can engage in two-way interaction with source that allows him to
manipulate the presentation
Tracking/Projection User can track or follow movement of weather in real time or over a period of
time
Zooming User can see more than one spatial view
Presentation Quality Source presents information in a certain format or style, or offers output in a
way that is helpful, desirable, or preferable
H u m a n Quality Refers to characteristics of a h u m a n source
Nonweather Information Source presents information that does not pertain to weather or information in
addition to weather
Permanence Information is presented in permanent or stable form (e.g., hard copy)
Presentation Preference User prefers source primarily because of way it presents information
Entertainment value Presentation gives user pleasure; user enjoys it; it has interest or entertainment
value
Choice of Format Source provides a choice of presentation format or output

study are identified, and a definition based on both Barry's and Schamber's definitions
is provided.
4.1.1. Depth~scope~specificity. Respondents in both studies were evaluating infor-
mation in terms of the depth or scope or specificity of the information. Barry simply
defined this as one category: Depth/Scope. Schamber identified one criterion category
(Specificity) and then further identified two subcategories: Summary/Interpretation and
Variety/Volume. However, in the coding rules for Barry's study, any responses that
included mentions of such characteristics as the extent to which information was sum-
marized or the sheer volume of information, were in fact coded for Depth/Scope.
4.1.2. Accuracy~validity. In this instance, there seems to be an exact match in cat-
egories between the two studies. Barry's Objective Accuracy/Validity and Schamber's
Accuracy are both referring to the extent that users judged information to be accurate,
correct or valid.
4.1.3. Clarity. Respondents in both studies were evaluating information in terms of
the clarity of the information. The slight differences in the categories defined by the two
studies seem to be an attribute of the types of materials being examined by respondents.
Barry defines clarity, in part, as the readability of the information. Given that respon-
dents were only examining printed, textual materials, this is an appropriate definition of
clarity. Schamber identified two subcategories of clarity: Verbal Clarity, referring to
written or spoken language, and Visual Clarity, referring to visual displays. Given that
respondents in this study were evaluating interpersonal communications, weather instru-
 Users' criteria for relevance evaluation 227

Table 4. Criterion categories common to both studies

Depth/Scope/Specificity
Barry: Depth/Scope
Schamber: Specificity; Summary/Interpretation; Variety/Volume
The extent to which information is in-depth or focused; is specific to the user's needs; has
sufficient detail or depth; provides a summary, interpretation, or explanation; provides a
sufficient variety or volume
Accuracy/Validity
Barry: Objective Accuracy/Validity
Schamber: Accuracy
The extent to which information is accurate, correct or valid
Clarity
Barry: Clarity
Schamber: Clarity; Verbal Clarity; Visual Clarity
The extent to which information is presented in a clear and well-organized manner
Currency
Barry: Recency
Schamber: Currency
The extent to which information is current, recent, timely, up-to-date
Tangibility
Barry Tangibility
Schamber: Specificity
The extent to which information relates to real, tangible issues; definite, proven information
is provided; hard data or actual numbers are provided
Quality of Sources
Barry Source Quality; Source Reputation/Visibility
Reliability; Expertise; Directly Observed; Source Confidence;
Schamber: Consistency
The extent to which general standards of quality or specific qualities can be assumed based
on the source providing the information; source is reputable, trusted, expert
Accessibility
Barry Obtainability; Cost
Schamber: Accessibility; Availability; Usability; Affordability
The extent to which some effort is required to obtain information; some cost is required to
obtain information
Availability of Information/Sources of Information
Barry Availability within the Environment; Personal Availability
Schamber: Verifiability
The extent to which information or sources of information are available
Verification
Barry External Verification; Subjective Accuracy/Validity
Schamber: Source Agreement
The extent to which information is consistent with or supported by other information within
the field; the extent to which the user agrees with information presented or the information
presented supports the user's point of view
Affectiveness
Barry Affectiveness
Schamber: Entertainment Value
The extent to which the user exhibits an affective or emotional response to information or
sources of information; information or sources of information provide the user with
pleasure, enjoyment or entertainment.

m e n t s a n d c o m p u t e r i z e d systems, in a d d i t i o n to p r i n t e d m a t e r i a l s , s u c h d i s t i n c t i o n s a r e
a p p r o p r i a t e . I n the b r o a d e s t sense, h o w e v e r , r e s p o n d e n t s in b o t h studies w e r e e v a l u a t -
ing the e x t e n t to w h i c h i n f o r m a t i o n was clearly p r e s e n t e d a n d easily u n d e r s t o o d , r e g a r d -
less o f the f o r m a t s o f t h e i n f o r m a t i o n .
4.1.4. Currency. T h i s is a n o t h e r i n s t a n c e in w h i c h t h e r e seems to be a n e x a c t m a t c h
b e t w e e n c a t e g o r i e s d e f i n e d by b o t h studies. B a r r y ' s R e c e n c y a n d S c h a m b e r ' s C u r r e n c y
are b o t h r e f e r r i n g to the e x t e n t to w h i c h users j u d g e d i n f o r m a t i o n to be c u r r e n t , recent,
u p - t o - d a t e , o r timely.
4.1.5. Tangibility. F r o m the d e f i n i t i o n s o f c r i t e r i o n c a t e g o r i e s p r o v i d e d , t h e m a t c h
b e t w e e n B a r r y ' s T a n g i b i l i t y a n d S c h a m b e r ' s Specificity m a y n o t be o b v i o u s . H o w e v e r ,
r e s p o n s e s in the S c h a m b e r s t u d y w e r e c o d e d f o r specificity if the r e s p o n d e n t m e n t i o n e d
s u c h c h a r a c t e r i s t i c s as " h a r d d a t a " o r " a c t u a l n u m b e r s . " S u c h r e s p o n s e s w o u l d h a v e
b e e n c o d e d f o r t a n g i b i l i t y in B a r r y ' s study. T h i s is a s i t u a t i o n in w h i c h r e s p o n d e n t s in
b o t h studies m e n t i o n e d the s a m e t y p e s o f criteria, b u t t h e r e s e a r c h e r s used d i f f e r e n t
levels o f c o d i n g c a t e g o r i e s to d e s c r i b e t h o s e criteria.
228 Carol L. Barry and Linda Scharnber

4.1.6. Quality of sources. It is evident that respondents in both studies mentioned the
sources of information as one factor affecting their evaluations of information. The
different types of sources being examined by respondents in the two studies affected the
actual coding categories and definitions devised by the researchers. Given that respon-
dents in the Barry study were only examining published scholarly works, there were a
limited number of sources that respondents could evaluate: authors or editors, the
affiliations of authors or editors, publications in which documents were appearing, or
the sponsoring research agencies. Barry defined two criterion categories to reflect reac-
tions to these sources. Source Quality, the extent to which general standards of quality
could be assumed, was coded for those responses in which respondents predicted the
quality of information based on their previous, personal experience with information
from the source. Source Reputation/Visibility, the extent to which the source is well-
known or reputable, was coded for responses in which respondents mentioned the pub-
lic reputation or visibility of the source, regardless of the respondent's previous personal
experience with information from the source.
Considering that sources in the Schamber study ranged from oneself to mass media
to weather instruments - - sources widely differing from authors and publications in the
Barry study - - the criteria were impressively similar. Schamber's summary category,
Reliability, and the first subcategory, Expertise, seem to contain elements of both
criterion categories defined by Barry: the respondent trusted and had confidence in the
source; the source was reputable; the source was expert, professional, or experienced.
The next two subcategories specifically address situations in which the source of the
information was the respondent or another human communicating with the respondent:
Directly Observed, in which a human source observed or experienced actual weather
conditions, and Source Confidence, in which a human had confidence in his own
information. On the one hand, we can say that such criteria simply do not apply to the
situation of Barry's respondents, in which the information being evaluated was
published materials only. On the other hand, we could argue that there are similarities
between a human having confidence in his own information, and a respondent's
prediction of the quality of information from a specific source based on the
respondent's previous exposure to information from that source: Barry's Source
Quality. There also seems to be some overlap between Schamber's Directly Observed
and Barry's Tangibility. In the Barry study, if a respondent had mentioned confidence
in the information provided because a human had actually observed some event, that
response would have been coded for Tangibility: the extent to which definite, proven
information is provided.
Finally, Schamber included a subcategory that identifies one very specific quality of
information from a source: Consistency, the extent to which the source delivered
information with the same quality, often accuracy, over time. In the Barry study, if a
respondent had mentioned that information from a particular source was of
consistently high quality, and consistently accurate, the response would have been
coded for two categories: Source Quality and Objective Accuracy/Validity.
The differences between the two studies in terms of the criterion categories for
sources of information are clearly an indication of the extent to which the process of
inductively defining categories from the responses of individuals examining information
from different types of sources affected the resulting categories and definitions. Barry's
categories are closely tied to the environment of published scholarly materials, while
Schamber's categories allow for other sources of information, such as personal
observations of weather conditions. It does seem reasonable to conclude, however, that
respondents in both studies were judging the quality of information based on the
sources of information, and that respondents were relying on both personal experiences
and the public reputation of sources to make those judgments.
4.1.7. Accessibility. Respondents in both studies discussed the extent to which some
effort or some cost would be involved in obtaining information. Again, the slight differ-
ences between the criterion categories for the two studies seem to be a result of the
 Users' criteria for relevance evaluation 229

different sources from which respondents could be obtaining information. Respondents

in the Barry study were evaluating the accessibility of printed documents. She identified
two criterion categories relating to the effort and cost involved in obtaining printed
documents. Obtainability, the extent to which some effort would be required to obtain a
document, was typically a response indicating that a document would not be readily
available on campus and that some type of interlibrary loan or document delivery pro-
cedure would be involved. Cost, the extent to which some cost would be required to
obtain a document, was typically a response indicating that the ordering of the docu-
ment would involve a fee.
Schamber's categories of Accessibility, Availability, and Affordability are closely
related to Barry's categories; that is, the effort and cost required to obtain information
from a source. Again, the difference seems to be that respondents in Schamber's study
were also discussing the accessibility of information from sources such as weather
instruments and computerized systems. Hence, Schamber has included a subcategory
that does not appear in Barry's findings: Usability, the extent to which the source was
easy to use, required little effort to operate or learn to operate, and presented no
technical difficulties. It simply does not seem reasonable to assume that faculty and
students examining printed documents would ever mention the difficulty in using or
learning to use a printed document. In other words, respondents in the Schamber study
were discussing situations in which they often had to manipulate some source in order
to obtain information. Respondents in the Barry study were simply presented with the
information to be evaluated, and would thus not discuss the ease or difficulty of
manipulating any type of source of information. Certainly technical ease of use is a
major concern in other research focusing on users who interact directly with
information retrieval systems; however, respondents in the Barry study were not asked
to interact with such systems.
4.1.8. Availability of information/sources of inJormation. Respondents in both studies
were evaluating specific pieces of information within the broader context of the avail-
ability of information or sources of information within the environment. Barry defined
two categories of availability. Availability within the environment refers to the extent to
which information like that within a document is available elsewhere. An example of a
response coded for this category is: ++I'm really not going to write about Noel Coward,
but so little is written about him that I would grab this now that I've found it." The
respondent's decision to pursue the information was influenced by the extent to which
information is available within the information environment as a whole. The second cri-
terion category, Personal Availability, refers to the extent to which the respondent
already possessed information like that in the document. An example of a response
coded for this category is: +'This is about church history and i already have several
articles on that. I don't need more." The respondent's decision to not pursue the infor-
mation was based more on the respondent's personal collection of information than on
the general availability of information within the environment. One could argue that a
category like Personal Availability did not appear in Schamber's findings because her
respondents would not typically possess personal collections of information about cur-
rent weather conditions.
in the multiple-source environment of the Schamber study, the concept of availability
took a somewhat different slant. To these respondents, who moved around in the
physical environment, sources had to be available when or where respondents were
located; for example, " I f I happened to be out in the truck, I had it [the radio] on."
Availability was also closely related to Verifiability in the sense that other sources had
to be available for comparison, as in: '+Sometimes I get the weather from somewhere
else, and compare."
4.1.9. Verification. Respondents in both studies discussed the extent to which the in-
formation being evaluated was consistent with or supported by other information in the
environment. There seems to be an exact match between Barry's External Verification
and Schamber's Source Agreement. Verification was extremely important to Schamber's
230 Carol L. Barry and Linda Schamber

respondents, whose situations changed constantly with changes in the weather. Several
respondents said they monitored the weather every waking moment, on and off the job,
using whatever source was available.
Barry also included a separate category for Subjective Accuracy/Validity. This
category was coded when respondents mentioned the extent to which they agreed with
information being presented, or the extent to which the information supported the
respondents' beliefs or points of view. Such responses in the Schamber study would
have been coded for Source Agreement; the information from the source was consistent
with that from other sources, including the respondent's own observations and
information. In other words, the respondent agreed or disagreed with the information
being evaluated. This is yet another instance in which respondents in the two studies
seem to be discussing the same criteria, although the researchers devised different
coding categories for those responses.
4.1.10. Affectiveness. Respondents in both studies discussed the extent to which infor-
mation or sources of information provided them with pleasure, enjoyment or entertain-
ment. In such instances, respondents were exhibiting affective reactions. An example of
such a response from the Barry study is: "The footraces are really not part of my cur-
rent research, but I just love reading these articles. I shouldn't admit it, but I'll probably
get this one first and read it, just for the sheer fun of it. Then I'll get back to work. ~'
This seems to be a direct match for Schamber's category of Entertainment Value. For
example, one respondent talking about the worldwide forecast on the cable Weather
Channel said, " T h a t ' s kind of fun to see in the morning."

4.2. Criterion categories identified only by Barry

4.2.1. Effectiveness. One criterion category identified by Barry that does not appear in
Schamber's findings is Effectiveness: the extent to which a technique or procedure that
is presented is effective or successful. Respondents who mentioned this criterion were
typically, as part of their information need situation, trying to determine how to do
something; how to design a research study or methodology, or how to measure a par-
ticular phenomenon, for example. Under these circumstances, respondents seemed to be
particularly interested in documents that presented evidence that a methodology or
technique or procedure had been used successfully, and so might be used successfully by
the respondent as well.
One can argue that respondents in Schamber's study would not mention this criterion
because they were not in fact exploring how to measure or predict the weather; they
were simply interested in utilizing data about weather conditions. One could also argue
that respondents in Schamber's study might very well have been incorporating aspects
of this criterion when discussing the reliability of sources of information; that a reliable
source had devised some successful technique for measuring and/or predicting weather
conditions. However, even under those circumstances, her respondents would not
typically discuss this in terms of a technique or process that the respondent could then
use, which was the focus of respondents in the Barry study. The presence of this
particular category in one study, but not the other, seems to be an attribute of the
different use situations of the two groups of respondents; that is, respondents
attempting to devise a methodology or measurement technique to be used in their own
research versus respondents attempting to utilize data about current and future weather
conditions in order to make job-related decisions.
4.2.2. Consensus within the field. This criterion category refers to the extent to which
there is or is not consensus, or agreement, within a field relating to the information
being evaluated. One example of a response coded for this category is: " T h a t really isn't
part of the dissertation, I can't use that, but there's this whole huge argument about
this. People have been having these heated debates about whether that's true or not. So
I'd probably look at this, just to see what's going on with that debate." Another
 Users' criteria for relevanceevaluation 231

example is: "I'll only be discussing areas in which there is still some disagreement about
the effectiveness of allocating federal monies to groups, and it is pretty much agreed
that money should be distributed to the handicapped, so I wouldn't want that. That's
just not a question that needs to be addressed." Here the extent to which there is or is
not consensus within the field on a particular theory or question seemed to be affecting
respondents' decisions to pursue or not pursue the information.
One can argue that respondents in Schamber's study would not mention this type of
consensus or debate surrounding a certain theory or issue simply because such theories
or issues would not appear in data about weather conditions. In any event, any
disagreements would be resolved when a weather condition actually occurred. This is
very different from the types of information examined by Barry's respondents, in which
an intellectual theory could be supported, but not proved.
4.2.3. Time constraints. This category was coded whenever a respondent mentioned
that time constraints or deadlines were a factor in the decision to pursue or not pursue
information. Typically, a respondent would indicate that a particular document would
not be pursued because it could not be obtained in time for whatever deadline was in
place. Although the Schamber study does not include a coding category for this cri-
terion, it is actually inherent within the situations of all of her respondents. That is,
each respondent needed to obtain information about weather conditions - - often
urgently - - before and during decision-making in order to complete a task (flying an
airplane, repairing electric power lines). One can argue that the factor of time con-
straints was held constant in the Schamber study (i.e., every situation was time-driven)
and therefore that it was not mentioned per se, but rather assumed by respondents.
Time constraints were implicit, instead, in the fact that Currency was the criterion men-
tioned most often by the most respondents.
4.2.4. Relationship with author. Several respondents in the Barry study mentioned
their personal or professional relationships with authors of documents as influencing
their decisions to pursue documents. For example, respondents would mention that the
author was a colleague or friend, and that the respondent would pursue the document
for that reason, regardless of the extent to which the information within the document
actually addressed the situation for which the respondent was seeking information. It
seems obvious that respondents in the Schamber study would not mention this factor,
simply because the types of information being evaluated would not involve this type of
authorship.
4.2.5. Background/experience and ability to understand. It is clear that almost every cri-
terion category in both studies is somehow linked to the user's background and experi-
ence. The ability of respondents to predict the quality of information from certain
sources, to agree or disagree with information presented, to evaluate the accuracy or
validity of information, are all dependent on the respondents' knowledge and experi-
ence. This category within Barry's study was typically used to code responses in which
respondents indicated that they were lacking some background or experience. Respon-
dents then typically expressed concerns about their ability to understand the infor-
mation presented. For example: "This is coming out of linguistics, and I just don't have
that background, that's not my field. So 1 probably couldn't understand this anyway."
It seems probable that respondents in the Schamber study would not discuss their
backgrounds or experience in this way, simply because all respondents were examining
weather-related information and all respondents were experienced in evaluating this
type of information. Under those circumstances, it would be unlikely for respondents to
mention a lack of experience or concerns about their ability to understand the
information presented. However, a few did comment on having to learn the jargon.
This was especially true in aviation, where one respondent said: "I've been doing this
for so long it's clear. Someone new to the system, it takes a good couple years before
people feel comfortable reading these. It's like starting out in flying, you need to know
what they're saying, what the symbology means, because you do have a lot of
acronyms."
232 Carol L. Barry and Linda Schamber

4.2.6. Novelty. Barry identified three criterion categories that were related to the
extent to which information being examined was new or novel to the user. Document
Novelty refers very specifically to situations in which the stimulus document being
examined was or was not novel to the respondent. This category was most often coded
for situations in which the respondent indicated that the information content of a docu-
ment was appropriate, but the document would not be pursued because the respondent
already had a copy or had already read the document. It seems clear that this criterion
category is so closely tied to the research setting of the Barry study, in which respon-
dents were presented with stimulus documents, that it would not apply to respondents
in Schamber's study.
Source Novelty refers to the extent to which a source of information (i.e., an author,
a journal) was or was not novel to the respondent. There were two typical types of
responses coded for this category. First, there were situations in which a respondent's
familiarity with a source of information, such as an author, allowed the respondent to
predict certain aspects of the information that would be presented. Second, there were
situations in which an unfamiliar source was seen as a path to additional information.
For example, a respondent who was unaware of a journal in a particular field indicated
that he would now examine that journal for other articles of interest; it was a potential
source of information that was previously unknown to the respondent. Respondents in
the Schamber study were describing sources of information that had been used in the
past, and sources of information that were fairly standard within their work
environments. Under those circumstances, respondents were simply not presented with
new or novel sources of information to which they could react.
Content Novelty refers to the extent to which the information being examined was or
was not novel to the respondent. Examples of responses coded for this category include:
"It's not that it doesn't apply to what I ' m doing, it's just that I already know all of
that" and "This is a statement that I've never seen anyone make before, so I really
want to follow up on that, see what kind of evidence he has for that.'"
Why would this criterion not be mentioned by respondents in the Schamber study? It
does seem as if users evaluating weather information would in fact be influenced by the
extent to which new information was being presented. One could argue that, when the
information being evaluated is restricted to information about weather conditions, that
the timeliness or currency of the information is a reflection of novelty. That is, if
weather conditions have changed in the past eight hours and the user receives the most
current information about those conditions, then the information is by definition new
and novel to that user. In that sense, respondents in the Schamber study would be
likely to discuss information only in terms of currency and timeliness, not the extent to
which the information was something they had never seen before.

4.3. Criterion categories identified only by Schamber

4.3.1. Geographic proximity. This category was coded in Schamber's study when
respondents mentioned that weather information covered a certain geographic location
or area. It followed only one other category, Currency, in being mentioned most often
by the most respondents. Clearly it pertained to the topic of weather, but as the topic
of weather was held constant (i.e., every situation was weather-related), it can be argued
that the topic was assumed and therefore not mentioned by respondents. There was no
criterion category for topic in Schamber's study; instead, Geographic Proximity might
be considered a greatly expanded subset of the criterion Specificity for the importance
of topical detail.
Respondents in the Barry study did in fact mention the geographic locations or areas
discussed in documents; for example, that a study was done in the same province in
China as the respondent's study or that the section of the Mississippi River being
discussed was outside the geographic area of the respondent's research. In the Barry
 Users' criteria for relevanceevaluation 233

study, any responses that pertained to the subjects of documents (i.e., the document is
about something) were not coded as mentions of relevance criteria. Such responses were
coded for mentions of Information Content only. Given that there was no attempt in
Barry's study to develop categories for specific types of information content, there
would be no category to correspond to Schamber's Geographic Proximity.
4.3.2. Dynamism and all subcategories. Schamber's summary category of Dynamism
and the subcategories (Interactivity, Tracking/Projection, and Zooming) all pertain to
the extent to which the presentation of information was dynamic or live, and the extent
to which respondents could manipulate the presentation of information. Again, it seems
obvious that such factors would not be mentioned by respondents in Barry's study,
simply because they were restricted to the examination of printed documents that were
not interactive and that the respondent could not manipulate to change the presentation
of information.
4.3.3. Presentation quality and all subcategories except entertainment value. As dis-
cussed earlier, Schamber's Entertainment Value and Barry's Affectiveness seem to be
comparable categories. However, Schamber's summary category of Presentation Quality
and the remaining subcategories (Human Quality, Nonweather Information, Perma-
nence, Presentation Preference, and Choice of Format) are not reflected in Barry's cat-
egories. Again, the explanation for these variations seem to directly relate to the fact
that Schamber's respondents were using sources that could be manipulated in some way
and sources that varied greatly in terms of information presentation.
Presentation Quality refers to the extent to which the source presents information in
a certain format or style. One can imagine that the format of information presented by
a radio station weather report and a computerized weather information system would
vary greatly, and that this variation might influence the respondent's perception of the
utility of the information. Two subcategories, Presentation Preference and Choice of
Format, are closely related to this concept that respondents could manipulate the
presentation of formats and could prefer some formats over others. On the other hand,
one could argue that the format of published scholarly works is actually quite
standardized; that the format does not vary greatly from one source to another. For
this reason, respondents in Barry's study would not be likely to mention variations in
formats or presentations of information.
Human Quality refers to the characteristics of a human source. Examples of
responses coded for this category are: "I think the guy has a personality" and "He's got
his own style and he goes against the grain sometimes." One can simply argue that
respondents in Barry's study were not exposed to the types of interpersonal
communications that would result in such responses.
Nonweather Information refers to the extent to which the source presents
information that does not pertain to the weather, or information in addition to the
weather. This criterion category is so closely tied to the evaluation of weather-related
information that it could not apply to Barry's respondents, none of whom were
evaluating weather-related information.
Permanence refers to the extent to which information is presented in a permanent or
stable form. Examples of responses coded for this category include: "I get a printout
and post it so the men can see it" and "I'd rather have this in the form it's in because I
can actually hold onto it and look at it." The very existence of such a category in the
Schamber study is an indication that some of the sources being evaluated did not
provide information in a permanent or stable format. Such criteria would not be
mentioned by respondents in Barry's study because all of the information being
evaluated was in a permanent and stable format: printed documents.
234 CarolL. BarryandLindaSchamber

5. C O N C L U S I O N S

The results of this comparison allow us to reach conclusions about both similarities
and differences in the criteria mentioned by respondents in the Barry and Schamber
studies. First, there is a high degree of overlap among the criterion categories
mentioned by respondents in both studies. This is especially interesting considering the
marked differences in types of users, information formats and sources, and information
use environments between the two studies. In one study the users were faculty and
students evaluating scholarly publications in a variety of intellectual disciplines, and in
the other study users were aviation, construction, and utility workers evaluating
multiple sources of weather information. The similarities among criteria mentioned by
these diverse users seem to provide evidence for the existence of a finite range of criteria
that are applied across types of users, information problem situations, and information
sources.
Second, there are a few criterion categories that do not overlap; that is, categories
that are not common to both studies. It seems reasonable to conclude that this
divergence is not due to inherent differences in the evaluation behaviors of respondents
in the two groups. Rather, they appear to be due to the differences in situational
contexts and research task requirements: specifically, control for source type in the
Barry study and control for topic in the Schamber study. For example, if respondents
in the Barry study had evaluated the sources of documents (e.g., online retrieval
systems, document delivery systems, human intermediaries), it is quite likely that they
would have mentioned criteria such as system usability and interactivity. On the other
hand, if respondents in the Schamber study had evaluated only print documents and
not their sources, it is highly unlikely that they would have mentioned criteria referring
to characteristics of various formats and presentations, and the ability to control and
manipulate sources. Thus the criteria that do not appear in both studies seem to
represent shifts in users' selection of criteria, and definitional refinements of criteria,
according to the type of information problem situation, task requirement, and source
environment. Based on this observation, it can be said that different criteria mentioned
under contrasting conditions seem to provide evidence for the existence of a few
criterion categories that do respond to situational factors, including criteria that may
exist within (or hierarchically, below) the broader common categories.
Generally, the findings of both studies confirm the contention that users' relevance
evaluations depend on their individual perceptions of their problem situations and the
information environment as a whole, and that their perceptions encompass many
factors beyond information content. Again, this comparison is only a first step; we
anticipate further validation of these criterion categories in future studies involving
other types of users and use environments. We feel that continued progress in refining
the discipline's understanding of a core set of relevance concepts can benefit both basic
and applied research. For example, the core user criteria can be incorporated in the
ever more complex and multilayered behavioral models that are currently evolving, as
well as in new measurement instruments for evaluating user-centered aspects of
information system performance. Only through such studies, and the synthesis of
findings of such studies, can information science approach a greater understanding of
factors that influence users' relevance evaluation processes.

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