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The essay connects information science research on relevance judgments with models for teaching and learning information literacy. 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J. (2024) . Centering Relevance in Information Literacy Teaching and Learning. Communications in Information Literacy, 18 (2), 244–263 . [https://doi.org/10.15760/comminfolit.2024.18.2.7](https://doi.org/10.15760/comminfolit.2024.18.2.7)  \nThis open access Perspective is distributed under the terms of the Creative Commons Attribution-NonCommercialShareAlike 4.0 International License (CC BY-NC-SA 4 .0) . All documents in PDXScholar should meet accessibility standards. If we can make this document more accessible to you, contact our team.  \nCentering Relevance in Information Literacy Teaching and Learning  \nAnne Jumonville Graf, Trinity University  \nAbstract  \nThe process of determining whether a source of information is relevant is multidimensional, dynamic, and subjective. This essay puts information science scholarship on relevance, including the process and nature of making relevance judgments, in conversation with models of teaching and learning information literacy. Teaching librarians are encouraged to recognize students’relevance judgments as sites of reflection and instruction. This essay suggests a variety of ways librarians might do this, from re-thinking source evaluation methods to emphasizing the opportunities available at the sourceselection stage. The process of determining relevance is a practical site of reflective possibility and deserves greater attention in information literacy teaching and learning. Discussing relevance judgments can help students better understand and evaluate sources, reflect on their own and others’ perspectives and motivations, and create opportunities to discuss the impact of information systems.  \nKeywords: relevance, information literacy, source evaluation, information behavior  \nPerspectives  \nedited by Andrea Baer  \nGraf, A. J. (2024). Centering relevance in information literacy teaching and learning. Communications in Information Literacy, 18(2), 244–263.  \nCentering Relevance in Information Literacy Teaching and Learning  \nThe desire for relevant information animates the most sophisticated and extensive information searches, as well as a casual scroll on social media. Yet the process of determining what is relevant and to whom is surprisingly complex and nuanced. The Merriam-Webster Dictionary defines relevance as “relation to the matter at hand”(Merriam-Webster, n.d.). But who determines the “matter at hand”? Relevance judgments, or decisions about an information source’s value at a particular moment (Mizzaro, 1997), vary not only between people but also for the same person in different situations. In academic contexts, researchers find that students struggle to determine the relevance of sources (Bruce, 2008; Head et al., 2020; Steinerová, 2010) . At the same time, the challenges of media and web-based information environments have made apparent the importance of teaching people how to evaluate the credibility of sources, while leaving relevance underaddressed, even as proprietary relevance algorithms heavily influence these same environments. For these reasons, evaluating sources for relevance in academic projects and everyday life comprises a crucial information literacy skill. Information literacy instruction should include more opportunities for students to assess source relevance explicitly, develop greater awareness of their relevance criteria and process, and better understand how information systems influenc","cbCaijNGUjf0N16G","https://ap.wps.com/l/cbCaijNGUjf0N16G","pdf",221059,21,"English","# Abstract\n# Perspectives\n## Relevance as a complex, subjective process\n## Teaching implications for information literacy","[{\"question\":\"What makes relevance judgments multidimensional and subjective?\",\"answer\":\"Relevance depends on multiple factors, changes over time, and differs across individuals and situations. The essay emphasizes that the “matter at hand” is determined differently by different people.\"},{\"question\":\"Why does the article connect information retrieval research with information literacy?\",\"answer\":\"Most relevance scholarship comes from information retrieval rather than being commonly paired with information literacy. The essay uses retrieval and seeking insights to add implications for teaching relevance in literacy instruction.\"},{\"question\":\"How should librarians incorporate relevance into information literacy teaching?\",\"answer\":\"Librarians should create explicit opportunities for students to assess relevance, develop awareness of their criteria and process, and discuss how information systems shape relevance judgments. Approaches include reframing source evaluation methods and focusing on the source-selection stage.\"}]","Centering Relevance in Information Literacy Teaching and Learning - Article 7 | PDF",1792088831,53]