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Title: Working with law students to develop legal literacy materials
Authors: Watkins, Dawn
Canto-Lopez, Maribel
First Published: 22-Aug-2015
Publisher: Routledge
Citation: Law Teacher, 2016, 50 (2), pp.195-208
Abstract: This paper sets out the findings of a teaching development project undertaken with undergraduate law students at the University of Leicester (UOL) in 2013–2014, funded by the Higher Education Academy (HEA). In the course of this project, students were actively involved in the design, development and delivery of five interactive workshops for primary school children, each built around a particular theme and each designed to help develop an aspect of the children’s legal literacy. The aims were to assess the impact on the learning experience of student participants; to assess whether it may be possible to incorporate this form of activity within the undergraduate curriculum and to assess whether it may be possible to create a sustainable model for use in the future, with new groups of students and a wider number of schools. The most positive outcomes of the project relate to the students’ self-reporting of the development of transferable skills and their reported increase in self-confidence, as a result of being involved in the project. The role of group work in the development of transferable skills is also evident. By far the weakest area was the demonstration and development of legal research skills. The authors reflect on these findings, and comment on some of the unforeseen benefits and challenges of the project, before drawing conclusions as to its future viability.
DOI Link: 10.1080/03069400.2015.1064668
ISSN: 0306-9400
eISSN: 1943-0353
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2015 The Association of Law Teachers. Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website. This is an Accepted Manuscript of an article published by Taylor & Francis in The Law Teacher on 20 Aug 2015, available online: 10.1080/03069400.2015.1064668.
Description: The file associated with this record is under an 18-month embargo in accordance with the publisher's self-archiving policy, available at The full text may be available in the links provided above.
Appears in Collections:Published Articles, School of Law

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