Introduction. This study investigated three different types of associations, including the associations between criteria and genres, between criteria and tasks, and between tasks and genres, with a focus on the perception of credibility in the context of university teaching. Method. It employed qualitative citation analysis and semi-structured interviews to collect data from 27 faculty members who contributed 28 courses in social sciences, humanities, and sciences to this study. Analysis. Qualitative content analysis and co-occurrence analysis were employed to analyze the data. Results. The results indicate the criteria faculty employed to assess documents served as function enablers that bridged genres and the information use tasks. Credibility was one of the function enablers that enabled faculty to use genres to perform different tasks. The information use tasks faculty performed, which determined the information characteristics of genres that mattered in faculty’s task performance, served as inclusion and exclusion criteria for genres. Conclusion. This study shed new light on existing knowledge about genre-task associations by: (1) Exploring these associations in the context of university teaching; (2) Explicating these associations through the perception of credibility; and (3) Adding the criterion-genre and criterion-task associations to complement these associations.
2016 Information Seeking in Context Conference Proceedings