Abstract Summary
The concept of relevance in Information Retrieval (IR) has been extensively studied. However, most mainstream IR models have been developed with adult users in mind, assuming cognitive maturity and autonomous interaction. Younger searchers, who increasingly integrate IR systems into their information-seeking practices, differ in cognitive abilities, information needs, and limited digital knowledge, which shape how they judge relevance, often diverging from traditional definitions assumed to work for adults. This calls for a deeper understanding of how this underrepresented group judges online content. In this study, we explore how children interpret and determine relevance when searching for information online in primary school classrooms. As information-seeking in this context is often guided by teachers, we also probe their criteria for relevance. By comparing both perspectives, we uncover points of alignment and divergence. These findings contribute to revisiting the concept of relevance for the primary school context and, more broadly, to the design and evaluation of equitable, context-aware IR systems that support responsible and inclusive information seeking practices.
