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1.
ABSTRACT

There have long been complaints about the legal research skills of law school students and recent graduates. In this article the author focuses on the period between the release of two important reports on legal education, the MacCrate Report in 1992 and the Carnegie Report in 2007, examining how law librarians and other professionals involved were engaged in responding to the problem. The author concludes that if law librarians want to be involved more fully in legal research education, some changes or reexamination of our professional culture and positions may be necessary.  相似文献   

2.
ABSTRACT

Questions about the importance and viability of legal research and writing as a part of the law school curriculum are not novel. Confronting these questions head-on, however, is a responsibility that should be handled by law librarians. This article addresses the issue of teaching legal research in an academic law library setting. The reasons why the author has pursued an aggressive approach when dealing with legal research instruction are explored. The methods employed to carry out that legal research instruction mandate are examined. creased as legal research and writing are more and more frequently combined and taught by writing faculty.1 At the same time, the research skills of law students are on a downward spiral. Howland and Lewis document this plunge in an informative survey.2 Law librarian Donald Dunn substantiates this decline and attributes it, in part, to “the increased emphasis in law schools on legal writing,”3 in consequence of which, while “legal writing entered the expressway; legal research took the off-ramp.”4 Further, law librarians and legal research have even been pummeled by one of America's most popular authors.5 In this environment, it may seem unwise to continue to advance the argument that academic law librarians should teach legal research. Notwithstanding the obstacles that face such instruction, law librarians have an obligation to press forward in this important work.6 Legal writing instructors have not demonstrated that they have the expertise to provide this instruc-tion.7 Likewise, law faculty have demonstrated that they do not have the interest in tackling the task.8 Say two authorities on the subject: “Regular faculty members generally do not teach a research course, and when they do decide to teach one, the results are invariably disastrous. Most law faculty members cannot teach legal research because they do not understand it themselves. If compelled to teach the course, they rebel.”9 Perhaps it is time for law schools to cede the stewardship for legal research instruction to those information professionals who have been trained and are qualified to teach legal research instruction -law librarians.10 And it is time for any reticent law librarians to accept the obligation to take a more proactive approach toward teaching legal research.11  相似文献   

3.
Information literacy of recent law school graduates is examined from both the academic and professional sector. This article explores the literature on the different types of legal resources, the adequacy of legal research instruction provided to law students, employers’ expectations in regard to the legal research skills of recent graduates, and the information literacy of lawyers. This study consists of two surveys designed to determine the scope of the research instruction and resources available at law schools, and the electronic resources available to new associates at their employment, and to assess employers’ expectations of the research skills of their new associates. The surveys were sent to samples of Massachusetts’ law school libraries and law firms.  相似文献   

4.
SUMMARY

Academic law librarians must teach law students the legal-research skills they will need both now and in the future. Furthermore, legal-research instruction should be consistent with a variety of learning styles in order to help all students learn more effectively and efficiently. This article discusses methods and tools that can be used to engage different learning styles, extend the learning environment beyond the classroom without unduly burdening the professor or student, and help students transfer what they learn to future legal research situations.  相似文献   

5.
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6.
Surveys of law librarians show concern with the lack of cost-effective research skills of law students and new associates. Some commentators call for greater emphasis on the subject in legal research classes. To explore whether the subject merits increased instructional attention, the author surveyed second- and third-year law students at the University of Arizona James E. Rogers College of Law about their summer research experiences. The purpose of the survey was to find out how much importance summer employers placed on containing online research costs. The student survey results contradict the commonly expressed view that employers are greatly concerned with containing online research costs. The author posits that law library surveys generally reflect the experiences of large firm librarians, whereas the great majority of students and practicing attorneys do not work at these organizations. The concerns of these librarians might not be as relevant for students who work at smaller firms and government organizations. The author notes that the survey results suggest that there is no need for increased emphasis on cost-effective research at schools that do not have a large percentage of students who go on to work at large firms.  相似文献   

7.
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8.
Many nondirector academic law librarians publish and teach legal research classes. Some hold faculty status as well. Law librarians have expertise in the development and delivery of legal research instruction methodologies and are developing a body of literature documenting their efforts to create and share a pedagogy of legal research instruction. Principles of shared faculty governance entitle library faculty to contribute to the development and delivery of a curriculum of legal research instruction. Encouraging law librarian participation in the shared governance of law schools should lead to increasing opportunities for the successful reform of legal education curricula with respect to legal research instruction.  相似文献   

9.
Although scholars have explored many aspects of legal education, the fundamental analysis of research behavior and the quality of research skills remains somewhat uncharted territory. There have been assessments of the research skills of incoming law students and the effectiveness of various research programs but little to assess skills and preferences of existing law students. Building on surveys and studies from other disciplines, this article describes an effort to gather empirical data on law students' legal research practices.  相似文献   

10.
Reference librarians in large academic medical center libraries deal with a variety of user groups with markedly different needs and skills. Undergraduate nursing students in particular have unique requirements. To help these students effectively with a small reference staff, librarians at the Indiana University School of Medicine Library developed a library instruction module for use in an introductory nursing research class. This article describes the module and the particular needs of the nursing students.  相似文献   

11.
Law libraries should play a greater role in addressing the current crisis in legal education. Proponents for educational reform often view libraries as a vehicle for cost savings, while overlooking the ability of libraries to train students in the skills and competencies that are essential for the practice of law. Libraries’ research assistant programs can be particularly effective in imparting workplace values and lawyering skills beyond the traditional law school curriculum. This article encourages libraries to build on the strengths of their research assistant programs as a substantive way to equip law students with essential skills for today's legal marketplace.  相似文献   

12.
The legal profession has been adamant about the need for law schools to more adequately prepare law students for legal practice. Criticisms concerning a student's practical legal skills, such as the ability to conduct legal research, are prevalent. As the legal profession continues to transform, the need for law students and new attorneys to be “legal information literate” prior to being hired is quite evident. In order to instill competent legal research skills, legal research instruction must focus both on incorporating legal information literacy skills and on understanding how students learn. For this reason, teachers of legal research should rethink teaching strategies and explore different teaching methodologies.  相似文献   

13.
While there is considerable research on interventions to support academic staff in writing for publication, there is limited literature on writing interventions for librarians. This article explores the potential of a blended learning approach to support librarians to develop the motivation and skills to write for publication. The program combines three elements: a formal writing seminar; a structured series of online exercises and mentoring support; and two peer-feedback days. The article suggests that the combination of online and face-to-face activities has the potential to be a sustainable model for helping to develop librarians as academic writers. It suggests that this type of model could provide a context, which is currently lacking, for librarians to develop their identity and skills as academic writers.  相似文献   

14.
Public and academic reference librarians play a vital role in the informational needs of a democratic society. The importance of law and government to daily life negates the philosophy of legal bibliography solely for special librarians. Traditional views have stifled the intellectual growth of nonlaw librarians. Outlining the significance of legal reference resources to the democratic process attempts to raise the consciousness of nonlaw librarians untutored in their use. The interest and support of public and academic reference librarians is needed to encourage administrators to provide staff development to close this informational gap.  相似文献   

15.
According to the administrative office of the U.S. Courts, a significant part of the present docket of federal district courts consists of prisoner litigation. This category of litigation, composed largely of habeas corpus petitions, civil rights suits, and suits related to prison conditions, is often pressed by prisoners whose only legal assistance is the resources and materials available in their prison law library. Although prisoner litigation is an essential means of ensuring that our prisons and criminal justice systems operate within the confines of the U.S. Constitution, these often poorly researched and poorly written lawsuits also present special challenges to the federal courts tasked with processing them. This article explores how establishing programs that involve law students in teaching legal research in prison law libraries could help to both ameliorate the burdens that prisoner litigation places on the federal court system and improve prison law libraries’ ability to provide prisoners with meaningful access to the courts. The article begins by discussing the history of prisoner litigation in federal courts and describes four models of legal research instruction and assistance that have been employed in prisons. Based on the lessons learned from these efforts, the article presents a proposal for a prison legal research clinic that could be established by interested law schools and their librarians, and discusses the benefits to law students, prisoners, and the courts that such a program has the potential to deliver.  相似文献   

16.
SUMMARY

Distance learning technologies will be used increasingly by law schools both to enhance learning within their existing residential programs and to reach new audiences. For law librarians, the questions involved in serving distance learners are a subset of the questions about the future of the law library that arise from changes in the legal information environment. This article discusses current distance learning alternatives for law schools, and the impacts of distance learning and other technological innovations on the future role of the academic law library in legal education.  相似文献   

17.
Critical Legal Studies presents numerous challenges to reference librarians. Among them are the difficulty of identifying and collecting materials written by Critical Legal Studies scholars, the problem of locating and acquiring materials about the Critical Legal Studies movement, and the use by Critical Legal Studies scholars of materials, vocabulary, and a style of scholarship not traditionally found in law schools. Librarians, particularly reference librarians, should be able to anticipate trends in the legal community. The Critical Legal Studies movement has existed for ten years, and yet the academic law library community has only recently responded to its existence by collecting matertals relevant to Critical Legal Studies scholars and by making those materials accessible through subject headings, bibliographies, and computerized legal research sources.  相似文献   

18.
ABSTRACT

If the goal of library instructional guidance is to provide students with the knowledge needed to acquire new skills in order to accomplish their learning objectives, then it is prudent to consider factors that impact learning. Cognitive load theory addresses several of these factors and is applicable to a wide-range of instructional devices used by librarians, particularly during research guide design, multimedia development, and database administration. This article will provide academic librarians with an overview of cognitive load theory and strategies for minimizing distractions while maximizing the student's learning potential.  相似文献   

19.
This research article is based on a national survey, conducted in 2016, concerning the value of an advanced subject degree in addition to a master's degree in library science (MLS/MLIS) for liaison librarians. In the article we discuss perceptions academic librarians have about their own professional education, the potential merit (or lack thereof) of an additional graduate degree, and the relationship and interdependence between both degrees as perceived by those who have obtained them. Two groups of academic librarians are evaluated: those with both an MLS/MLIS and an advanced subject degree, and those with solely an MLS/MLIS degree. This study utilizes both quantitative and qualitative data to evaluate the current population related to our research. The overarching goal of this study is to ask questions and stimulate conversation about the value of an advanced degree and how academic library liaisons can acquire and develop skills required to successfully serve as liaison and subject librarians.  相似文献   

20.
This article explores the current state of online legal research guides. It surveys guides from 197 ABA-accredited law school libraries and (1) identifies four major types of guides and (2) calculates the total number of academic-law-library-produced online legal research guides. The article also takes a closer look at the content and format of online legal research guides, with immigration-focused guides as an illustration. After analyzing the survey results, the article suggests some best practices for format regardless of the guide type. Ideally, an awareness of the breadth and depth of existing online legal research guides will result in less duplication of efforts among law librarians and more current, accurate, and functional online legal research guides.  相似文献   

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