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Three Faces of Information Literacy in Legal Studies: Research Instruction and Law Student Information Literacy Standards in the American Common Law, British Common Law, and Turkish Civilian Legal Traditions†

Published online by Cambridge University Press:  28 February 2019

Dennis Kim-Prieto  and
Mustafa Kerem Kahvecioğlu
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Abstract

Information Literacy (IL) has been defined by the ACRL as the ability to identify, access, evaluate, and apply information in an ethical manner. However, IL skills are not an ossified set of behaviors, and IL skills cannot evolve in an intellectual vacuum, without the content that allows for such skills to emerge from practice. As such, IL should be contextualized within the structures and modes of thought of particular disciplines. In response, a burgeoning IL in law movement has arisen, applying the standards of identification, accessing, evaluation, application, and ethical analyses to legal information and the research methods and tools unique to the practice of law. This article traces the development of this movement in three distinct jurisdictions: the United States, the United Kingdom, and Turkey.

Keywords

information literacylaw student information literacylegal research pedagogymetacognition in research instructionTurkish legal research instructionUK legal research instructionUS legal research instruction
Type
Articles
Information
International Journal of Legal Information , Volume 42 , Issue 2 , Summer 2014 , pp. 293 - 302
Copyright
Copyright © 2014 by the International Association of Law Libraries. 

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References

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2 See, e.g., Am. Bar Ass'n, Section of Legal Educ. & Admissions to the Bar (1992). Legal Education and Professional Development – An Educational Continuum: Report of the Task Force on Law Schools and the Profession: Narrowing the Gap (hereinafter referred to as the “MacCrate Report”); see also William M. Sullivan, et al. (2007). Educating Lawyers: Preparation for the Profession of Law (hereinafter referred to as the “Carnegie Report”).Google Scholar

3 Paul Douglas Callister, The Metacognitive Imperative, in The Boulder Statements on Legal Research Education: The Intersection of Intellectual and Practical Skills, 51 (Susan Nevelow Mart, ed., 2014) (citing Dennis Kim-Prieto, The Road Not Yet Taken: How Law Student Information Literacy Standards Address Issues in Legal Research Education and Training, 103 Law Libr. J. 605, 619 (2011)).Google Scholar

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5 See id. for a detailed analysis of the Standards and a discussion of what they might be used to accomplish. See also Nancy B. Talley, Are You Doing It Backward? Improving Information Literacy Instruction Using the AALL Principles and Standards for Legal Research Competency, Taxonomies, and Backward Design, 106 Law Libr. J. 47 (2014) for valuable insights into utilizing the Standards in legal research pedagogy.Google Scholar

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15 See, e.g., Blummer, Barbara, Watulak, Sara Lohnes, & Kenton, Jeffrey, The Research Experience for Education Graduate Students: A Phenomenographic Study, 17(3-4) Internet Reference Services Quarterly, 117–146 (2012). It is worth noting that the ACRL apparently remains silent on the question of whether IL standards are intended for exclusive undergraduate (or, in the case of subject-specific standards, graduate) student use. See, e.g., ACRL Guidelines and Standards, available online at <http://www.ala.org/acrl/standards> (last viewed 26 August 2014).Google Scholar

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22 Further information on this project is available at https://sites.google.com/site/ialleducationcommittee/ Google Scholar