Ubiquitous Learning theories use the word ‘context’ in a number of ways. This paper examines ideas of context in relation to the issue of relevance. Relevance becomes a key concept when information is endless. Yet, it is a difficult concept to come to grips with as relevance determination is often automatic and unconscious. One approach to relevance emerges from information retrieval studies, which examine how searches for information are executed. A second comes out of a particular linguistic focus called Relevance Theory which has posited an effort vs. benefit dynamic in the processing of language. When faced with contextual material, novice literary critics will make superficial, topical relevance determinations which are not those that necessarily lead to productive readings of the primary work. The provision of knowledge by u-learning systems may make the process of relevance recognition more economical but at the cost of some of the key skills of a literary critic.
|Keywords:||Relevance, Humanities, Literature|
Associate Professor, Arts and Sciences, Australian Catholic University, Brisbane, Queensland, Australia