RESEARCH SKILLS AND THE REAL WORLD
Florence Daddey and Marjory Jardine

INTRODUCTION/BACKGROUND
The JIBC Student Research Skills Development Framework
[SRSDF](2015) provides guidelines to help ensure that students
effectively develop research skills appropriate to their academic level
and course outcomes (p.16). The SRSDF(2015) identifies six facets
of the research process that students must develop. The
development of these skills occurs through repeated and
differentiated exposure to research experiences (including JIBC
Library involvement).
1. Embark&
Clarify
Question

2. Find &
Generate

3. Evaluate
& Reflect

4. Organize
& Manage

5. Analyze
&
Synthesize

METHODS
This study utilized mixed methods. After receiving ethics approval
from the JIBC Research Ethics Board the following data collection
methods were used.
Fluid Online Survey
Interviews

.

92.9%
eResources
78.6%
Study Rooms

78.6 %
Research Help

6. Communicate
& Apply

The purpose of this study was to establish a baseline for future
years and to:
1. Determine if the JIBC Bachelor of Law Enforcement Studies
(BLES) Program students feel they are graduating with the
research skills necessary to succeed in their chosen profession.
2. Examine students’ perceptions of how they develop research
skills.
3. Inform faculty on the extent to which the JIBC SRSDF has
clarified research expectations.
4. Determine the role that students felt the Library has played in
developing their research skills.

Anonymous via
email to all 26 BLES
students in Cohort 2.
Mixed questions Yes/No, open ended
and ranking.

Top 3 Library Services that
Helped with Research:

Literature Search
Using purposive
sampling,
Using JIBC
interviews were
library databases
conducted by a 3rd with key terms
party with students Librarian AND
who completed
Faculty,
Law Enforcement
Research Skills
Diploma Studies
and Collaboration
(LESD).

RESULTS
14 out of 26 students responded to survey (54% return rate).
7 students responded to the invitation to attend the interview
however only 5 students participated. Students identified research
intensive courses that were significant in contributing to the
development of their research skills and the positive role that the
collaboration between faculty and librarian played in their research
skills development.

Responses showed Somewhat
to Definitely True THAT:

71.4%
Framework
helped me
understand
research skills
I’m required
to develop

100%
Library played
important role
in academic
success

91%
One on One
library
assistance
helped
develop
research skills

85%
Library
instruction
sessions
helped
develop
research skills

70% of students identified this course as being
important in helping improve and develop their
research skills:
Semester Course
LESD 1

Title

ENGL1100 Academic Writing

2

LAWS1204 Intro to Canadian Criminal Law

3

RESM2100 Research Methods

4

LAWS2206 Contemporary Issues in Law
Enforcement

BLES 5

LAWS3001 Criminal and Deviant Behaviour

6

BUSN3110 Project Management
BUSN3115 Data and Research Management

7

LAWS4000 Applied Research

8

SOCI4400

Organized Crime and Society

DISCUSSION
BLES curriculum provides many opportunities to develop research skills.
All the students interviewed commented on their increased levels of
confidence in navigating library resources from LESD to BLES. They
commented on how over the course of their program they developed
critical thinking skills and learned to access information and evaluate
sources. Their increased ability to turn information into knowledge has
helped to cultivate traits of a lifelong learner which will be useful in the
workplace.
In terms of engagement with the librarians, student comments were
extremely positive. The main emphasis was on the helpfulness of Library
staff and the great eResources. The only negative comments were
around noise levels and lack of study space.
The research was limited by the fact that students had to reflect on their
experience in the program over 8 semesters and self reporting could
contain bias due to memory of past events.
RECOMMENDATION
1. To enhance the promotion of the SRSDF.
2. Introduce research processes in semester 1 and 2 of LESD in a fun
and non threatening way.
3. Include a mini capstone in LESD Year 2.
4. Stretch the capstone over 2 semesters; remove group projects.
5. Explore the possibility of: adding library hours at certain times of the
semester; emphasis on Library as a QUIET place; explore unused
classrooms for extra study space; add extra tables in atrium to
expand Library space for collaborative group work.
CONCLUSION
JIBC BLES students vary in their knowledge/application of the SRSDF.
BLES students are keen Library users and commented on the
opportunities and multiple encounters with librarians both in the Library
and in class. Faculty and Library staff working together impacts student
research skills development. According to Campbell (2010), faculty
provide the source material and librarians provide the “hyperlink” as to
how to locate the material. Future surveys could (anonymously) link
students’ responses to their GPA. This would indicate if SRSDF & Library
use influence grades.
KEY REFERENCES
Campbell, M. (2010). Collaborations between librarians and faculty in a
digital age. Education Digest, 75(6), 30-33. Retrieved from
http://www.eddigest.com/
Murray, A., Ireland, A., & Hackathorn, J. (2016). The value of academic
libraries: Library services as a predictor of student retention. College
& Research Libraries, 77(5), 631-642. doi:10.5860/crl.77.5.631

JUSTICE INSTITUTE OF BRITISH COLUMBIA