Search results

The paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of skills creation in diverse areas of legal practice.

The framework used draws on trends identified within an international collaborative research study in which both authors participated, titled “Developing a Blueprint for Global Legal Education”. This current paper stems from the premise that these recommendations can be further developed and better utilised if explored within a specific context. The methodology designed for this research consisted of two main components: a thorough analysis of the norms that regulate the education system and the professional practice in Mexico, and an extensive literature review that provided insights into the state of global trends in legal education.

This paper reveals that in Mexico having a well-designed and comprehensive legal framework is the first step to promote the creation of high-quality educational models.

The study analyses the current situation in Mexico within four global trends: (1) regulation of legal education and access to the profession; (2) building professional practice skills; (3) internationalisation of education and (4) incorporation of technology and responsible innovation.

The reflections are intended to promote better training of law students in the skills required to face the various challenges that the legal profession currently involves. This is under an approach that analyses global challenges and identifies the best practices to connect learning processes with in-demand professional skills.

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.

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.

This paper aims to consider a more visual approach to property law teaching practices. This will be achieved by exploring the existence of “visual learners” as a student body, evaluating the use of more visual teaching techniques in academic practice, recognising the historic dominance of text in legal education, and examining the potential for heightening visual teaching practices in the teaching of property law.

The paper reviews and analyses some of the available literature on visual pedagogy, and visual approaches to legal education, but also introduces an amount of academic practitioner analysis.

This paper evidences that, rather than focusing on the categorisation of “visual learner”, the modern academic practitioner should use the customary use of more visual stimuli, consequently becoming a more “visual teacher”. This paper demonstrates that these practices, if performed effectively, can impact upon the information literacy of the whole student body. It also proffers a number of suggestions as to how this could be achieved within property law teaching practices.

The paper will provide support for early-career academic practitioners, who are entering a teaching profession in a period of accelerated and continual change, by presenting an overview of pedagogic practices in the area. It will also provide a stimulus for those currently teaching on property law modules and support their transition to a more visual form of teaching practice.

This paper provides a comprehensive overview of visual pedagogy in legal education, and specifically within that of property law, which has not been conducted elsewhere.

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.

Under emerging social media technology, mobile learners' behavior analysis and legality education have important practical significance. The research aims to detect the mobile learning (M-learning) learners' behavior in legality education under the background of the Internet era and improve the learning and teaching effect of online legality education and law popularization.

This paper proposes a model based on deep learning (DL) fuzzy clustering analysis (FCA), and bidirectional encoder and decoder (ENDEC) of converter model to detect the mobile learners' behaviors in online legality education under the current social media. Then, the effectiveness of the proposed model is tested. The proposed model expects to be applied to multimedia teaching and law popularization activities and provides some theoretical reference and practical value for improving the effectiveness of online teaching.

The experimental results show that in the learner behavior detection process of M-learning-oriented online legality education, the model's accuracy can reach 99.8%. The response time is shorter than other algorithms. Overall, the application effect of the proposed model and algorithm is good and can be applied in practice.

The research results may lack universality due to the selected research methods. Therefore, researchers are encouraged to test the proposed methods further. In the future, it is necessary to expand the type and scale of text data to improve the accuracy of data detection.

The research results provide a specific theoretical reference and practical significance for improving the learning effect of online M-learning-oriented legality education.

This paper meets the needs of mobile learner behavior analysis based on social media.

The purpose of this paper is to identify various legal issues that affect libraries in India.

The method adopted in this study was to identify and analyze all cases filed in the Indian Supreme Court, High Courts and Tribunals and Commissions and reported in the Westlaw India database for the 10-year period from 2008 to 2017.

Among the identified cases that were related to libraries or library professionals, a large majority of them were issues related to service or employment such as pay scales, promotion, age of superannuation and service termination. There were very few cases related to library work, such as library access, services provided and copyright.

The current study is based on study of cases that have been reported and mentioned in Westlaw India Legal Database and occurring during the limited period from 2008 to 2017. The implications of the study are manifold, with the main implication being the urgent need to introduce basic legal education and training to library professionals. The other implication is the need to further research in this domain due to lack of sufficient studies on the topic and enrich the library and information science (LIS) literature.

This study would not only help create awareness about legal issues related to libraries and library professionals but also help in understanding the main areas of litigation involving libraries and library professionals. The study also makes a case for introduction of basic legal education for LIS professionals. The paper adopts a novel research approach that can be replicated by researchers in other countries to enable international comparisons.