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dc.contributor.authorParker, Carol
dc.date.accessioned2011-01-01T21:16:13Z
dc.date.available2011-01-01T21:16:13Z
dc.date.issued2011-01-01
dc.identifier.urihttp://hdl.handle.net/1928/11816
dc.description.abstractMany non-director academic law librarians publish and teach legal research classes. Some hold faculty status as well. Law librarians have expertise in the development and delivery of legal research instruction methodologies and are developing a body of literature documenting their efforts to create and share a pedagogy of legal research instruction. Principles of shared faculty governance entitle library faculty to contribute to the development and delivery of a curriculum of legal research instruction. Encouraging law librarian participation in the shared governance of law schools should lead to increasing opportunities for the successful reform of legal education curricula with respect to legal research instruction.en_US
dc.language.isoen_USen_US
dc.subjectLaw Librariansen_US
dc.subjectBoulder Conference on Legal Information: Scholarship and Teachingen_US
dc.subjectBoulder Statement on Legal Research Educationen_US
dc.subjectSignature Pedagogy of Legal Research Educationen_US
dc.subjectFaculty Status for Academic Librariansen_US
dc.subjectShared Governanceen_US
dc.titleHow Law Schools Benefit When Librarians Publish, Teach and Hold Faculty Statusen_US
dc.typeArticleen_US


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