Nowadays, new law courses are not approved unless both the “needs analysis” is convincing and the “consumer demand” is certain. Needs and demands today are driven by new pressures for technological literacy accelerated by globalisation and the current revolution in information and communication technologies (ICTs). The popular logic is that new global “knowledge economies” need “knowledge workers” or “wired workers” to labour in the new emarkets for goods and services and to use the burgeoning number and high quality of electronic information databases now essential to legal research. Students are acutely aware of these developments as well as of the highly competitive nature of the contemporary labour market for law graduates. Consequently, students are demanding more “how to” research skills training. This article puts in context the reasons why, at the University of Waikato, we regard creating synergy between critical and technological literacy as essential for teaching and learning law-incontext research methods, and then describes the curriculum we designed for a legal research methods course in order to trial this approach.
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Havemann, Paul and Mackinnon, Jacquelin
"Synergistic Literacies: Fostering Critical and Technological Literacies in Teaching a Legal Research Methods Course,"
Legal Education Review: Vol. 13
, Article 4.
Available at: http://epublications.bond.edu.au/ler/vol13/iss1/4