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The global Clinical Legal Education (CLE) movement transcends borders as law teachers worldwide try to inculcate law students and future legal practitioners with social justice values. One method of achieving this is through developing reflective practitioners. Kolb, finding common ground in the work of Lewin, Dewey, and Piaget, formulated the four stages in the experiential development of concrete experience, reflective observation, abstract conceptualization, and active experiment. Although Kolb’s model is used in legal education literature, students may not be provided with the relevant conceptual tools required to engage in reflective practice. This often results in students providing subjective analysis of their work, which fails to fully contribute to their educational experience. One of the reasons for omitting analytical tools is that reflective practice suffers from a lack of conceptual clarity. According to Kinsella, the “concept remains elusive, is open to multiple interpretations, and is applied in a myriad of ways in educational and practice environments”. A further issue hindering reflective practice relates to Donald Schön’s critique of the positivist approach adopted by law schools.

This chapter will apply a human rights framework to CLE to develop reflective practitioners. The two main reasons for this are, first, human rights as formulated by the Universal Declaration on Human Rights are universal, interrelated, and indivisible and, second, reflection based on these universal human rights values will benefit cross-jurisdictional societies in assisting vulnerable clients affected by emerging implied and direct human rights challenges.

This chapter examines the efforts undertaken to restructure the legal education system in South Africa and Nigeria. It investigates the connection between contextual influences and professional development, particularly with respect to the concept of legal information literacy and the value of acquired educational skills in the context of legal practice. The chapter provides insights to the needs and challenges for graduate requirement for legal information literacy skills in the effort to ensure productivity in the legal education system in Africa. Data were obtained using both quantitative and qualitative approaches. Outcomes from the study were supportive of the importance of information literacy as central to the development of professional competence. Findings also point to a need for greater collaboration between the legal education system and the legal profession in narrowing the gap between the teaching and practice of law specifically in the design and implementation of an information literacy framework for the legal education system.

The purpose of this paper is to discuss the current context, scope and problems in the provision of work-integrated learning (WIL) in legal education and how the adoption transformative pedagogies in WIL which is offered in legal education can foster personal and social transformation in addition to enhancing lawyering skills. The paper draws on learning from Australia, England and the USA.

The backdrop of this conceptual paper is WIL and transformative education. The text begins with a critique of existing WIL frameworks and practices in legal education in Australia, England and the USA. This exposes a focus on skills enhancement at the expense of social and personal transformation. Drawing on transformative learning, the paper proposes practices which can be used in WIL offered in legal education to enhance personal and social transformation.

There is very little literature on how legal education and WIL in legal education can enhance personal and social transformation. Tensions continue to exist between the predominant aim of instilling the legal skills necessary to ensure that graduates are prepared for legal practice through WIL programmes and between the need to simultaneously enhance critical consciousness and social transformation necessary for active participation in social and professional life.

More research is required on the best manner in which the ideals and practices of emancipatory education can be installed within WIL programmes so as to successfully reduce the tensions between the instilling of legal skills required to practice law and the need to train students to be holistic, critical and constructive thinkers.

The suggestions made in this paper provide a framework to adopt critical pedagogies in the provision of WIL in legal education. The theoeretical and practice-based suggestions presented in this paper are also relevant to other professional disciplines where personal transformation is desired.

The literature on legal education predominantly focuses on enhancing lawyering skills and competencies and there is an absence of the utilisation of transformative pedagogies in legal education generally and WIL offered in legal education. Drawing predominantly on the literature and practices relating to legal education in Australia and incorporating comparative insights from England and the USA, the paper contributes to the broader literature on transformative learning. Most significantly, the paper contributes specifically to the use of transformative pedagogies in WIL offered in legal education through the suggestion of practices relating to critical reflection and dialogue which are not commonly used in legal education.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

The paper provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this study is to suggest strategic-based measures for improving the current situation of academic law libraries in Khyber Pakhtunkhwa, Pakistan.

Using a survey method, this study attempted to explore a strategic-based measure for improving academic law libraries in Khyber Pakhtunkhwa. Data were collected from 43 respondents through semi-structured interviews, including library and information science professionals, academicians and administrative officers of the affiliation awarding institutions and principals of the law colleges.

Based on the interview findings, the study found that most of the law colleges do not pay attention towards the development of their institutional libraries. Outdated collections, scarcity of information and communication technologies and budgetary issues, inactive roles of regulating bodies and professional associations, limited roles of professional library staff, limited access to the Higher Education Commission digital library, absence of proper library setup and moral obligations and responsibilities of institutional administrations towards the development of academic law libraries were the main challenges.

The scope of this paper covers Constituent Law College of the University of Peshawar and its 18 affiliated law colleges (Total 19), and the geographical area is restricted to the province of Khyber Pakhtunkhwa. The scope of this paper can be extended to additional private and public sector universities in Pakistan, as well as abroad.

This study is the first of its kind in Pakistan which will help the stockholders of affiliated and affiliation granting institutions to improve the current situation of academic law libraries in the province of Khyber Pakhtunkhwa. The study presents a number of suggestions for the improvement of academic law libraries, which may be of value to the local institutions and developing countries with similar situations.

The purpose of this paper is to provide an overview of prevailing issues in UK legal education in terms of current developments and changing patterns.

The paper is designed to bring together a range of perspectives which inform how legal education is changing in terms of key spheres of influence. The authors are directly involved with the Committee of Heads of University Law Schools in the UK and also have extensive experience of managing law programmes in business and management environments. This experience provides a dynamic opportunity to lead ideas for change whilst being at the forefront of policy and strategy.

Globalisation of legal, business and management education indicates that the stimuli operating in one jurisdiction are not without response to others. Universities are subject to external influences which impact on the extent to which law schools are able to operate. Political, social, economic and technological factors shape the nexus between external factors and internal spheres of influence. In many ways, law schools appear well‐placed within business or management schools to maximise opportunities to lead change most effectively. This wider perspective provides the ability to transcend local influences and create a more contemporary environment in which to enhance legal education in a global context.

The value of this paper is to highlight current challenges for those in positions of policy‐making and strategic responsibility in law schools. It provides an awareness of prevailing issues in order to inform thinking about how best to position legal education given the changing influences which shape legal education in a global context.

According to the Centers for Disease Control and Prevention (CDC), the number of children diagnosed with autism has increased dramatically, especially over the past decade. Most recently, the CDC estimates that an average of one in 88 children have an autism spectrum disorder (ASD). In terms of numbers, this translates into approximately 730,000 people between the ages of 0 and 21 who have ASD. While the primary cause(s) of increases in the identification of autistic students continue to generate debate school officials across the nation need to be prepared for the changing legal landscape associated with children diagnosed with ASD. The primary purpose of this chapter is to provide a detailed legal/policy update of the leading legal considerations and concerns involving K-12 students with autism. The chapter will discuss four specific legal topics involving the identification and eligibility of K-12 students with autism. These four legal topics include: Changes in the New DSM-5 Diagnostic Manuel and its Impact on Legal Definitions of Autism; Insurance Reform and Autism Coverage: A Comparison of the States; Developing Legally Compliant Individualized Education Plans (IEPs) for High-Functioning Students with Autism, and; Recent Legal Developments in Case Law Involving K-12 students who are autistic. The chapter will conclude with a detailed discussion of how today’s school officials can become more legally literate and better serve the legal needs of students with autism in their schools.

Legal information work has expanded with the growth in knowledge management and emergence of a new type of knowledge/information manager, the professional support lawyer. This study aims to investigate competency requirements for library‐based information work in UK law firms, including the specialist subject knowledge required, methods of development and the impact on information professionals of professional support lawyers.

The investigation used a pragmatic mixed‐methods approach, including a mainly quantitative questionnaire, administered online to 64 legal information professionals, followed by eight semi‐structured interviews and a focus group with four participants. A literature review informed the questionnaire design and contextualised the findings.

The survey confirmed a broad range of competency requirements and clarified the specific subject knowledge needed. Participants favoured a varied combination of formal, and informal learning. Most participants also wanted specialised professional education for the sector.

The nature of the sample and use of categorised questions were limiting factors, partly compensated by inviting open‐ended comments and follow‐up interviews. A larger study using qualitative methods with professional support lawyers and fee‐earners would provide a fuller more rounded picture.

The findings indicate that the subject knowledge needed for legal information work in law firms is more extensive than for other sectors and suggest that information science departments should strengthen and extend curriculum content to reflect this need.

The study has advanced the understanding of the competency, education and training needs of UK legal information professionals, challenging assumptions about academic/professional qualifications and illuminating the blend of competencies needed.

Feminist legal activists in law schools developed what we call critical community tactics beginning in the late 1960s to bring about important cultural change in the legal educational arena. These feminist activists challenged the male-dominant culture and succeeded in making law schools and legal scholarship more gender inclusive. Here, we develop the critical community tactics concept and show how these tactics produce cultural products which ultimately, as they are integrated into the broader culture, change the cultural landscape. Our work then is a study of how social movement activists can bring about cultural change. The feminist legal activists’ cultural products and the integration of them into the legal academy provide evidence of feminist legal activist success in shifting the legal institutional culture. We conclude that critical community tactics provide an important means for social movement activists to bring about cultural change, and scholars examining social movement efforts in other institutional settings may benefit from considering the role of critical community tactics.

Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.

A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.

According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.

Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.