English Version
Abstract
The complexities of the Internet and other electronic data technologies have greatly heightened the information literacy needs of students in all subjects. Law courses are common components of many undergraduate programs and other settings external to a law degree program. The field of law has many information literacy aspects which are specialized, if not unique to the field of law. The legal information literacy basics have grown complex, and continue to do so. Successful mastery of the legal information literacy skills requires practical exercise in addition to textbook reading. Information literacy can no longer be left solely to librarian. Collaboration between instructor and librarian has great potential for bringing information literacy to the students. But several logistical, technological, economic, social and political issues complicate the process and planning behind information literacy initiatives. Awareness of these issues, and a willingness to address them, can enable students to build competent legal information literacy skills.
The complexities of the Internet and other electronic data technologies have greatly heightened the information literacy needs of students in all subjects. Law courses are common components of many undergraduate programs and other settings external to a law degree program. The field of law has many information literacy aspects which are specialized, if not unique to the field of law. The legal information literacy basics have grown complex, and continue to do so. Successful mastery of the legal information literacy skills requires practical exercise in addition to textbook reading. Information literacy can no longer be left solely to librarian. Collaboration between instructor and librarian has great potential for bringing information literacy to the students. But several logistical, technological, economic, social and political issues complicate the process and planning behind information literacy initiatives. Awareness of these issues, and a willingness to address them, can enable students to build competent legal information literacy skills.
The proliferation of the Internet and other text media technologies have increasingly demanded greater information literacy skills from students of all subjects (American Libr. Assn., 1989). This is certainly true for where law is the subject being taught (Keefe,2005).
Law courses are among the curriculum requirements or electives of many undergraduate and graduate programs, including but hardly limited to disciplines such as Business (Morgan, 2003; Mosier, 1990), Environmental Sciences (Centner & Geyer, 1993) and Psychology (Greene, 1987). Professionally and academically, the field of law has several unique attributes that impact upon the information literacy of those who seek to learn it. This article will discuss the academic information literacy issues as they pertain to teaching law courses in undergraduate programs or other settings outside of law school.
Journals for full download on the link below
Law courses are among the curriculum requirements or electives of many undergraduate and graduate programs, including but hardly limited to disciplines such as Business (Morgan, 2003; Mosier, 1990), Environmental Sciences (Centner & Geyer, 1993) and Psychology (Greene, 1987). Professionally and academically, the field of law has several unique attributes that impact upon the information literacy of those who seek to learn it. This article will discuss the academic information literacy issues as they pertain to teaching law courses in undergraduate programs or other settings outside of law school.
Journals for full download on the link below
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