In this article, which expands on a lightning talk that was delivered at the BIALL Conference 2023, Lauren Cummings discusses how she developed and delivered a commercial awareness workshop to third-year students at Goldsmiths, University of London. She then reflects on how employability training relates to information skills and how developing these skills can help students from less advantaged backgrounds achieve their career goals. Lauren also discusses how employability work might fit into the role of the academic law librarian.

Three academic and one law firm librarian, Susan Boyle, Virginia Conrick, Pattie Punch, and Ann O'Sullivan collaborated to create a ‘Lawyering Toolkit’. It was devised to support learners on the legal lifecycle from higher education to the corporate sphere and beyond. Arranged by skills level, it was imagineered via the online BIALL Irish Group meetings during the Covid pandemic. Learning steps were visually scaffolded in LibGuides to build a quick reference platform. This article describes how the Toolkit proof-of-concept developed through experiential reflection and shared discussion. It tracks the construction of a prototype to presentation at BIALL Conference 2022 and incorporates feedback from the conference and the BIALL Irish Group. It is envisaged that the Lawyering Toolkit will ensure a more collaborative and consistent approach to legal information literacy in the Republic of Ireland.

The aim of this qualitative study is to explore new barristers’ information literacy (IL) experiences during their transition from education to the workplace. New barristers are defined as individuals currently doing pupillage or who qualified as professionals in the last two years. Although the transition into work constitutes an important period in new barristers’ legal careers during which they face many IL challenges, so far neither new barristers’ perspectives on their IL experiences nor their transition experiences have been examined in detail. The study employed semi-structured interviews to explore the IL experiences of six new barristers.* This thesis finds that new barristers face a variety of IL challenges and thus have different transition experiences. For them, legal research has emotional implications. As professionals, they have IL needs and experiences that are dissimilar from the ones they developed during their education. This impacts on the content and delivery of IL training for new barristers. The study broadens our understanding of legal IL and new legal professionals’ IL needs. It has implications for law librarians and legal educators as it throws the complexity of new barristers’ workplace IL into relief. Finally, the study offers some recommendations for IL training.

Given the instant availability of information and the proliferation of questionable news, the ability to critically examine information before consuming it, is of increasing importance. The need for excellent information literacy skills is evident but lacking. This article highlights reasons as to resistance to existing information literacy efforts and suggests components for information literacy programming with a focus on fake news.

Information Literacy (IL) has been defined by the ACRL as the ability to identify, access, evaluate, and apply information in an ethical manner. However, IL skills are not an ossified set of behaviors, and IL skills cannot evolve in an intellectual vacuum, without the content that allows for such skills to emerge from practice. As such, IL should be contextualized within the structures and modes of thought of particular disciplines. In response, a burgeoning IL in law movement has arisen, applying the standards of identification, accessing, evaluation, application, and ethical analyses to legal information and the research methods and tools unique to the practice of law. This article traces the development of this movement in three distinct jurisdictions: the United States, the United Kingdom, and Turkey.

There is no doubt that the ‘Google Generation’ or ‘Digital Natives’ are entering legal education with a very different set of skills than those who came before them. In this article Daniel Bates examines the precise nature of the skillset of those beginning their legal careers, and considers his experiences teaching research skills to law students at the University of Cambridge for over a decade. Furthermore, he considers how students' educational and cultural background in the areas of research and information literacy should inform the teaching of legal skills.

This article, written by Natasha Choolhun, follows the progress of submitting a proposal to BIALL Council on the topic of devising a ‘Legal Information Literacy Toolkit’ following discussion at the 2011 BIALL conference.

Alison Pope, Keith Puttick and Geoff Walton have been involved in the information literacy aspects of a project to help students improve their research skills and they report on this and the wider current debates on information literacy with an emphasis throughout on legal research skills.

Alison Pope explains how Staffordshire University Law School has redesigned its legal research module, with emphasis placed on information literacy and with careful timetabling to ensure the module is embedded in the curriculum.

Ivo Vogel brings us news of the latest areas of interest in German legal information, with a report from a recent conference entitled Legal Information in Change, held at the Staatsbibliothek zu Berlin, including information literacy, the Virtual Law Library, copyright and catalogue enrichment.