Issue link: http://read.uberflip.com/i/87421
XXXX delivering legal services and talk to innovators in the legal profession. Instead of writing papers, our students work in teams to produce prototypes of apps to solve legal problems. In place of a final exam, students participate in a head-to- head competition we developed and christened "Iron Tech Lawyer." Here the teams demonstrate the way their projects make use of a single common ingredient — technology. Incorporating practical uses of technology is an area in which people with technology skills can help influence what and how law students learn. Within law schools, there are opportunities for technology-savvy people, including librarians, Web developers and faculty at all levels. There are also opportunities to partner with law firms and outside groups to collaborate on ways for the classroom to move closer to the conference room. Learn Process, Not Products With computer-based legal research, there's often a dilemma in deciding the scope and depth of instruction to devote to issues of interface. How much instruction is needed to explain features like icons, flags, stars, arrows, menus and folders in legal research platforms? I think of this dilemma as a question of "process vs. product." How much explanation is needed for product features to truly teach the process of what these tools can accomplish? For legal research, if there were just two options in the market, we might justify teaching the products in great detail. Of course, there's no duopoly for legal research tools. Understanding products is important, but teaching about process is the higher priority. AALL/ILTA White Paper 75