Embedding legal research skills into the LLB curriculum: feedback from groups

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Feedback on activity 2 at HEA-funded workshop 'Embedding legal research skills into the LLB curriculum'.

LETR identified that “legal research skills are not sufficiently acquired by the end of the academic stage” and recommends the introduction of distinct assessment in legal research to the LLB. This workshop explored the ways in which legal research skills can be developed and assessed within a qualifying law degree.

This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/1hUljKb

For further details of the HEA's work on teaching research methods in the Social Sciences, please see: http://bit.ly/15go0mh

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Embedding legal research skills into the LLB curriculum: feedback from groups

  1. 1. Workshop Two Feedback 7th April 2014
  2. 2. GROUP 1
  3. 3. How to incorporate teaching & assessment into substantive courses?  Librarians & academics working together  Legal skill not a separate skill/unit, but part of academic life  Appropriate timing of skills teaching (point of need)  Take a program view, not a course view
  4. 4. Obstacles to incorporating research into core courses  Student scepticism, poor attendance  Timetabling issues, appropriate teaching spaces  Academic entrenchment – resistance to change/risk avoidance  “the System” – risk avoidance due to fear of failure (student and academic world)
  5. 5. Teaching Strategies  Flipped classroom – risky, possibly under estimated  Research record/blog – time consuming, but can beneficial  Annotated bib – forces to evaluate the sources – why is it included or excluded? Forces student to start the research and reference correctly  Advice clinics (real or simulated) – authentic research, real affects, but very resource intense  Cartwheel – good for visual learners  Mooting – forces research, argument development, presentation skills, confidence
  6. 6. One Step  1 Integrate research skills into every unit  2 (if we may) – assess research and be prepared to fail/mark severely.
  7. 7. Working in partnership…  Collaboration with academics  Scaffolding research skill sessions  Student recognition of transferable skills  Reinforcement of skills We like the research log and will take it back to our institutions
  8. 8. Addressing research skills deficit  Legal research skills module / embedding skills into substantive modules at year 1  Set context to provide relevance of research skills to students  Summative assessment  Compulsory
  9. 9. Years 2 & 3  Legal research skills embedded into modules  Reinforcing the skills  Placing skills in a practical context  E.g., work-based learning, legal advice clinics, mooting, pro bono projects, volunteering, extra curricular activities
  10. 10. One step university law schools can take…  Embedded throughout the entire course in all substantive courses devised and delivered in partnership between academic and Library staff

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