Abstract
Recent challenges to the status and tenure of law library directors has questioned their role law as teachers and scholars. This article analyzes the development of the legal research, clinical, and legal writing curriculum in U.S. law schools and identifies strategies that law librarians could choose to employ to bolster their status as the preeminent teachers of legal research in the academy.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
