Most scientific publications have their metadata available as freely accessible and machine-readable information at CrossRef. However, student-edited law reviews have not followed suit with this practice. Consequently, a large part of legal research remains in a blind spot for scientometric analyses and tools. The present paper, by Andreas Nishikawa-Pacher, investigates whether the law reviews’ RSS feeds could serve as equivalent sources for open scholarly metadata. The suitability of RSS feeds from 51 student-edited law reviews (as indexed in Web of Science's Social Science Citation Index) was assessed with regards to three fictitious meta-scientific applications – namely (1) a ‘latest paper’-tool that lists the law reviews’ newest publications with links, abstracts and dates, (2) an author database and (3) a calculation of the mutual citation counts among different law reviews. This paper finds that only 21 law reviews offer functional RSS feeds, and while they were suitable for a basic ‘latest papers’-tool, due to their low metadata quality they cannot aid in generating an author database or in counting the mutual citations among law reviews. The result suggests that law reviews would be advised to adopt digital object identifiers (DOIs) and start depositing openly accessible metadata, for otherwise their scholarly impact and visibility will further decline.

This article, by SarahLouise McDonald, is an examination of the history and recent refurbishment of the Law Library located at the Old College campus at the University of Edinburgh. This article describes notable incidents in the history of the School of Law, and explores how these have combined to create a multifaceted identity for the Law Library. The author considers the challenges which library staff have faced during the latest upgrade to facilities and how this has affected daily operations. Finally, the effect of recent global events on the library's approach to service delivery is discussed, and opportunities for positive growth are identified amongst a complex landscape of resource purchasing and access.

The following article began life as a ten-minute presentation titled ‘Building student engagement brick by brick; using Lego® Serious Play® to explore subject engagement in HE’, presented at BIALL's 2020 virtual conference on 12 June 2020. Since 2016 I have been incorporating Lego® Serious Play® (LSP) within my practice as an academic librarian at Middlesex University. This article will explore how I have embedded LSP into workshops with students and staff, the tactics employed to gain acceptance for using LSP within academic settings and offering some tentative predictions on whether playful approaches will be successful in the current Higher Education (HE) landscape, dominated as we currently are by virtual learning and screen technologies.

Today's students have come to expect library services that are quite different from their predecessors and law librarians must evolve to meet their needs. As law libraries in the United States face the realities of declining enrolment and decreasing budgets, it is imperative that we find new and creative ways to build positive relationships with our students while also preparing them for the realities of practicing law in an environment driven by rapid technological change. Three law librarians from the United States, Brian Detweiler, Kimberly Mattioli, and Mike Martinez, Jr., discuss their successes and failures in reaching out to their student populations, creating and evaluating various student-centred instructional programmes, and in establishing a strategic plan to meet the needs of millennial law students.