Purpose - The paper is aimed at analysis of benefits and limitations of the phenomenographic methodology which has been recently applied in information studies at the Department of LIS, Comenius University in Bratislava. We analyze briefly selected phenomenographic studies in information science. (Limberg et al., 2012; Bruce, 2016; Andretta, 2010; Webber et al., 2005; Diehm & Lupton, 2012; Virkus, Bagimbola, 2013 etc.). Design/Methodology/Approach - We apply a meta-analysis of studies based on dissertation theses focused on information literacy (Fázik, 2019), information ethics (Nováková, 2018) and the project of information behavior of researchers (Steinerová, 2019). The studies apply the phenomenographic methodology combined with data acquisition by semi-structured interviews, surveys, written tasks, information horizons of students. The analyses are combined with conceptual modeling and visualization of outcome conceptual spaces in final models of information literacy, information ethics and information environment of scholarly communication. Results - We present common aspects of the selected phenomenographic studies, namely relations to digital technologies, emotional background, motivation and social and situational representations. Benefits of the phenomenographic analyses are rich contexts discovering causes of problems in the topics of information literacy, information ethics, and information behavior. Limitations of the methodology are difficulties of multiple analyses and interpretations of the data, verification of outcomes, overcoming subjectivity with regard to validity of research. That is why the selected methods are usually related with other methods of research, e.g. observation, tasks and problem solving, visualization of information representations, etc. Originality - We characterized the innovative approach to phenomenographic analyses in information science. We confirmed the sociocognitive, sociotechnological and sociocultural background of information use regarding concepts of information literacy, information ethics and information behavior. Based on the analyses we present conceptual models of information interactions, digital literacy and digital ethics with the use of new knowledge of phenomenographic studies. We articulated recommendations for support of information literacy, information ethics of students and for information environment and information infrastructures of academic institutions. [ABSTRACT FROM AUTHOR]