Beyond Training: Law Librarianship's Quest for the Pedagogy of Legal Research Instruction

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Beyond Training: Law Librarianship's Quest for the Pedagogy of Legal Research Instruction

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dc.contributor.author Callister, Paul D. en
dc.date.accessioned 2010-11-15T19:06:19Z
dc.date.available 2010-11-15T19:06:19Z
dc.date.issued 2003
dc.identifier.citation Callister, Paul D., Beyond Training: Law Librarianship's Quest for the Pedagogy of Legal Research Instruction. Law Library Journal, Vol. 95, pp. 7-45, 2003. Available at SSRN: http://ssrn.com/abstract=984303 en_US
dc.identifier.uri http://hdl.handle.net/10355/9050
dc.description Includes bibliographic references. en
dc.description.abstract The paper (I) outlines the nature and extent of the dissatisfaction with legal research instruction and demonstrates that the problem predates computer-assisted legal research, (II) presents the history of the debate (focusing on a heated exchange between advocates of a "process-oriented" approach and proponents of the traditional, "bibliographic" methods), and (III) presents the requisite elements of a satisfactory pedagogical model, discussing various issues surrounding each of these elements. In part III, the paper proposes that a complete pedagogical model requires (A) an identifiable and fully understood objective in teaching legal research (which objective must distinguish between the kinds of research done by attorneys, scholars, and librarians), (B) a theory and understanding of the nature of legal source materials, (C) a theory of mathetics, or the nature of students and how they learn (with emphasis upon the provision of conceptual models for internalizing research techniques), and (D) a methodology consistent with the previous elements. Besides proposing the elements of the pedagogical model, this paper will explore the subtle issues surrounding each element (including examples of frameworks selected by the author), concluding that an appropriate pedagogical model has to be designed based upon the particular circumstances and needs of each law school. en_US
dc.description.tableofcontents The Nature and Extent of the Problem -- History of the Debate and Its Aftermath -- Round I: The Wren Indictment & The Wrens' Model -- Round II: Countercharge from Traditional Law Librarians & Proposal of Berring and Vanden Heuvel -- The Wrens' Response -- Conclusion of the Wren Debate and Its Aftermath: End of the Debate, Impact on Law Librarians as a Profession, CALR Overshadows the Debate, The Concurrent Shift in the Nature of Legal Research, & Summary of Developments and Aftermath -- Requisite Elements of a Pedagogical Model for Legal Research Instruction: Objective of Teaching Legal Research -- Nature of Legal Sources -- Mathetics: The Nature of Students and the Conditions of Learning -- A Consistent Methodology -- Conclusion. en
dc.format.extent 39 pages en
dc.language.iso en_US en_US
dc.publisher American Association of Law Libraries en_US
dc.subject legal research, education, teaching, pedagogy, instruction en_US
dc.subject.lcsh Legal research -- United States en
dc.subject.lcsh Law -- Study and teaching en
dc.subject.lcsh Information literacy -- Study and teaching (Higher) en
dc.subject.lcsh Research -- Methodology -- Study and teaching (Higher) en
dc.title Beyond Training: Law Librarianship's Quest for the Pedagogy of Legal Research Instruction en_US
dc.title.alternative Law Librarianship's Quest for the Pedagogy of Legal Research Instruction en
dc.type Article en_US


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