This article seeks to shift the focus of the literature about law journals from their perceived benefits for academics and law schools to the real advantages they present for students. The discourse on law journals in the American jurisdictions demonstrates that the prolific debate there has overwhelmingly been dictated by academic concerns over unsupervised student editorship, lack of credible peer review and unreliable standards. The Australian and British discourse about law journals has, by contrast, been inconsequential. However, it too has focused on the roles played by law journals in the research done by academics and the development of the law. The benefits for law students have been ignored. The article then demonstrates that working on law journal production and publication achieves critical learning and teaching outcomes for the attainment of generic graduate attributes and specific legal skills. When included within a formal unit of study with academic supervision, student editorship of law journals bears the hallmarks of experiential learning and includes the potential for a successful capstone experience for final year law students.
"Law Journals: From Discourse to Pedagogy,"
Legal Education Review: Vol. 25
, Article 4.
Available at: https://epublications.bond.edu.au/ler/vol25/iss1/4