LOEX 2009 – Albuquerque, NM. Friday, May 1, 2009
Many paths, one journey: mapping the routes to information literacy
Margy MacMillan (Mount Royal College) mmacmillan@mtroyal.ca
The I-SKILLS Résumé project
The project is a long-term study, now extended to ten years, of the information skills and knowledge of
journalism students. The I-SKILLS Résumé tool was designed to encourage students to reflect on and
articulate their information skills, both as to foster meta-learning, and to help them prepare for interviews,
develop portfolios, etc.
The research project was developed to answer a number of questions about the tool itself – was it easy to
use, was it useful, and about students’ information use – what did they consider to be information
tools/skills, did the skills develop over time, and if so, how, what, if any, effect did integrated information
literacy sessions have, etc. I had not anticipated that students would indicate as much as they did about
where they learned information skills. Not all did so clearly, but some made definite links between
particular classes, assignments, experiences and people from which or whom they learned. For the students,
I think the process of completing the résumés encouraged them to see how work, personal interests and
formal classes all contributed to their learning. More about the project can be found in “Open Résumé,”
cited below, and on my website: http://www2.mtroyal.ca/~mmacmillan/research.htm.
The process
Students were asked to fill out an initial I-SKILLS Résumé in November of their first year, after they had
had some information literacy sessions integrated into a number of journalism courses. These were emailed
back to the student in subsequent years for updating. Not all students who started the program completed it,
and those who did sometimes neglected to send in their résumés. At the end of five years, I received a sixmonth leave to process and analyze the data. To do this, I adapted the phenomenographic approach
Christine Bruce used in her landmark study: The Seven Faces of Information Literacy. I highly recommend
her work to anyone interested in qualitative research. The analysis involved reading through the résumés,
iteratively developing and coding categories of statements, and looking for patterns, convergences,
differences and other interesting bits that jumped out. This form of study allowed me to recognize and track
both the individual experiences of students and trends that occurred over time.
The results:
Looking at a single cohort of 44 students who enrolled in the program in 2005, I observed the following
trends on where/how students gained information literacy skills:
Self – 13 responses, most in 1st year, 5 changes
• Self-teaching on search engines such as Google, Yahoo etc
• Self –teaching (2) natural curiosity (3) analyzing info and details is pretty much a hobby of mine
People - 4 responses– profs, relatives, librarians.
• I already had some research skills…mainly taught me by my cousin, a computer technician
Communication/Journalism Classes - 41 responses, 19 in first year + 10 changes
• I often use the reverse phone look up you taught us in first year
• I've done library sessions in acom 2207, acom 2211, acom 2231 and all were helpful. I will admit I
only used google (and the like) before these sessions but now I have a broader knowledge of what
there is to search on the internet (2) the research classes have only helped me define those skills
..okay at doing this before last year but have definitely improved since taking classes with
you....You refreshed my memory in 3345 (3) have been able to find articles for psych and polisci
classes this semester because of what you have taught me. many research sources I learned about
were also helpful on my dfs
• I have done library sessions on finding the validity of websites, on finding information on writing
and other works of communication scholars and have learned about the world of blogs. The
before-mentioned skills have been acquired through acom classes. (3) Early on in journalism
library classes showed how to find good articles; however I never really found practical use for
that knowledge. Last semester I was suddenly hit with an influx of essays to do, and all required
sourcing from scholarly journals. My instructor refreshed my knowledge on how to find articles in
acom 3383.

Other classes 28 responses – 18 first year, 5 changes - most referenced their English composition
course., others included history, sociology, archaeology and astronomy + 2 previous post sec, 2
mentions of high school
• also took polisci/media course learned a lot about govt. and different websites,...Geography also
helped finding information using the internet and demographics
• Specific library sessions which introduced the skills of general searching in the specific field. Eg
Biol 2231 introduced publish experimental data and scientific studies
Communications Work (including work on the Journal, DFS work, other relevant work) 11, 5
changes from yr. 2-3
• the experience of being an active working journalist for the Journal has taught me about searching
for press releases and important contact info… actual work experience is invaluable…in terms of
developing my research skills over the past few years, i think they have developed mostly through
necessity working as a journalist
• Fact-checking for the Journal has polished my info skills
• searched many govt. websites and searched extensively on the internet for story ideas and sources
while at the Metropolis leader
• Acom 3325 researching relevant info to prove a point in editorial;
Hobbies/Personal Interest - 16 – including 6 changes
• …avid hockey fan therefore, finding info such as hockey stats… I’ve become pretty good at
finding
Other results
Many of these are reported at great length in “Watching Learning Happen,” cited below. An analysis of the
résumés of all the students who submitted more than once showed change along three main lines – location
of information (the range of tools students used, and the sophistication with which they used them
increased over time), use of information (as students moved through the program, they linked information
skills more explicitly to journalism skills) and subject knowledge (students broadened the areas they felt
comfortable researching). These changes occurred in response to the factors we’ve seen in the exercise
today, and also to the information environment and changes in the curriculum. Other interesting numbers:
 65-84% of each cohort include books
 75-91% include articles
 75-93% include web searching (but fewest mentions of Google in 2007 cohort)
 Articles and web showed most changes over time
What it means for teaching
Information from the résumés has helped me improve my teaching, target the workshops to what students
really need, and collaborate with faculty in the Journalism department. I now want to leverage students’
experience in searching for their personal interests to map those skills to academic and professional needs.
I would like to encourage you to use the I-SKILLS Résumé, and I’d be really interested to discuss results
with you! Please stay in touch, and feel free to contact me if you have any questions about the tool, the
data, the research project, the weather in Calgary, anything at all, really….mmacmillan@mtroyal.ca
403-440-6135.
References
• Bruce, C. (1997). The Seven faces of information literacy. Adelaide: Auslib Press.
• MacMillan, M. (2009). Watching Learning Happen: Results of a Longitudinal Study of Journalism
Students, Journal of Academic Librarianship, 35, (2), p. 132-142 (includes an extensive literature
review).
• MacMillan, M. (2005). Open Résumé: Magic Words for Assessment. College & Research Library
News, 66, (7), p. 516-520.

many paths, one journey
mapping the routes to information
literacy
Margy MacMillan
Mount Royal College

Roadrunner seen at Rio Grande Nature Center

LOEX 2009, Albuquerque
May 1, 2009

many paths, one journey
What we’ll do in the next hour

• Very brief introduction to the research
project
• Work with data based on materials from
the project
• Discuss benefits and challenges of
qualitative data
(you’ll get a handout at the end with more information,
I promise!)

The I-SKILLS Résumé Project
Goals

• Encourage reflection and articulation
• Observe changes in skills and knowledge
• Observe what students considered to be
information skills
Evidence of where learning occurred was a
bonus

The I-SKILLS Résumé Project
The journalism program at Mount Royal was
a three-year Applied Bachelor’s degree
that included two Directed Field Studies.
• 5 years
• 178 journalism students
• 306 résumés

The
The result:
Result:
Piles of data!

How to make sense of it?

Did you know highlighters came in
at least 16 colours?

Things
Thingsyou
youneed
needto
toknow
know
• DFS=Directed Field Study – a paid
internship
• The Journal is the community newspaper
published by the program
• ACOM 3327 is the course where the
Journal is produced
• At Mount Royal first-year courses used to
be given ‘2000’ numbers e.g. 2207

Everyone worked very hard

Turning data into knowledge
• Valuing individual
experiences – a
mindset
• Categorizing
experiences to see
trends
• Focusing on specific
aspects – e.g.
changes, technology,
source of knowledge

Codes for “Work/DFS”
2,3

found info on joint replacements, RM house for stories 3) I have found a
lot of useful info while on my dfs about the health of people in the capital
region, as well as info about fires

2,3 Fact checking for the Journal has polished my info skills 3) I did a dfs at
the real estate board …where I had to fact check every article, sidebar
and all the me
3 ACOM 3327 newsroom skills self teaching
2 ACOM 3327 researching numerous sources online
3 being a student - great deal of perks…developed skills on dfs ability to
look up law cases and legislative cases through various govt. records
websites, way of learning about people in the community
2 ACOM 3337 news writing course that involves stories with research
3 searched many govt. websites and searched extensively on the internet
for story ideas and sources while at the Gotham leader

Your thoughts?
• The students appeared to be honest
• Could ask students follow-up questions to get more detail or a better
understanding of what they meant to overcome vocabulary
challenges/interpretation issues.
• Look at surveys in information-seeking behaviour field for wording of
questions or prompts
• Could ask them to provide an example of how/what they used
• Could ask them to turn in evidence as well to see if they really know
what they think they do
• Could ask them to state explicitly where they learned things – would
provoke deeper reflection (side note – students whose first
submission is a deep reflection get even deeper over time.)

Your thoughts, continued
About qualitative research....
• Have a partner – another set of eyes is always good
• Have a rubric – to improve inter-rater reliability (Even if it’s a really
long rubric it would be helpful, but one page would be great)
• Could database rubric scores – use Likert scales develop
quantitative data based on scores
• Need to be aware of biases – get away from personal biases – not
putting too much of self into the interpretation – (it’s really easy to
fall in love with your data)
• Could teach others to use rubric to score more data – maybe a
sliding scale showing closeness or distance in relation to librarian
goals

Your thoughts, continued
Other questions to ask
• Questions relating to affect – (I haven’t yet developed this as a
category – but it would be interesting to look, and to ask about this in
other ways.)
• One student noted external sources, not internal skills as only
source of growth
• Open ended questions produce interesting data
• (from one group) – Could ask what do they see as gaps/what do
they want/need to learn
• Seeking help form a person – studies on how scientists find info
(and Christine Bruce’s work) place value on using other people - not
valued by most assessment tools which place emphasis on
independence.

Your thoughts, continued
• Could ask “How would you word this on your résumé” and give
suggestions to prompt more thoughtful reflection (side note –
quotation from John Dyer: “Understanding comes at the point of
articulation”)
• Could work with students on portfolio pieces demonstrating research
skills,
• Could use PbWiki for multimedia portfolios
Interpreting the data
• What to with ‘hockey’ – information skills from leisure
pursuits/personal interest – different motivation – searching for self –
not trying to please an instructor – more persistence?
• Can also learn to evaluate when searching for personal interest

Thank you!
Thank you for your thoughtful contributions. I
hope you had as much fun at the session
as I did.
Please make sure you pick up a handout.
Available at
http://www2.mtroyal.ca/~mmacmillan/research.htm
Margy MacMillan
Mount Royal College
LOEX 2009, Albuquerque
May 1, 2009