Category Archives: Legal Research Instruction

Getting Users Out Of Their Seats

by Erik Adams In law firms we have struggled for years with how to get attorneys to stop relying on books, which are expensive to acquire, store, and maintain, and start using online resources. (Which are also expensive, but at … Continue reading

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Practice Makes Perfect: Assessment to Improve Student Learning and Instruction

by Ashley Ahlbrand With the spring semester at an end and my summer online courses set to begin next week, I have assessment on the brain. As we know, law school is not traditionally an assessment-heavy institution, with the majority … Continue reading

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Can Legal Research Be Taught? Part 1: The Relevance Paradox

by Paul Gatz Plato’s Meno begins with a question posed to Socrates by his eponymous interlocutor, asking whether virtue can be taught. Preparing for the last day of my advanced legal research course, I could not help but wonder the … Continue reading

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On the Brink of the Abyss; Planning for Library Services after the Plunge

by Beau Steenken Though I have written about politically-related topics a time or two on this blog, this week’s title does not refer to North Korea, Syria , Russia, or France. No, the title refers to something much more certain and imminent: … Continue reading

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Free for All, But Never All for Free

by Paul Gatz & Susan Azyndar The original idea for this post came from its co-author, Susan Azyndar. Susan is a reference librarian and adjunct professor at the Ohio State University’s Moritz College of Law. Legislative histories are notoriously complex. … Continue reading

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Letting 1Ls Leave the Nest

by Beau Steenken This week, I am teaching the final classes for this year’s 1L Legal Research. (At U.K., we teach nine classes spread out over the fall, and another six spread out over the spring, but we end early … Continue reading

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Alternative Group Work Activities

by Margaret Ambrose At the beginning of last semester, I asked my colleagues: “What is the ideal group size when having students work on problems in class?” I got several answers, all within the 3-5 range. Generally, the feedback centered … Continue reading

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