ARTICLE: RESEARCHING ACROSS THE CURRICULUM: THE ROAD MUST CONTINUE BEYOND THE FIRST YEAR Skip over navigation
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Copyright (c) 2008 Oklahoma Law Review
Oklahoma Law Review

ARTICLE: RESEARCHING ACROSS THE CURRICULUM: THE ROAD MUST CONTINUE BEYOND THE FIRST YEAR

Fall, 2008

OKLAHOMA LAW REVIEW

61 Okla. L. Rev. 503

Author

Brooke J. Bowman*

Excerpt



I. Introduction



The law is the foundation upon which all arguments are built; legal research requires finding the foundation for those arguments. In the ever growing movement to integrate "skills and values" across the curriculum, 3 a critical component to this curriculum redesign is research instruction. 4 Research serves as the fulcrum upon which "skills and values," such as ethics and practical application of doctrinal studies, rests. 5



And for the most part, other courses in the law school curriculum omit discussion of research skills. 6 "No research" is the norm because the students purchase casebooks that already contain the cases the students will be assigned to read, 7 exams for the most part are closed book 8 (and if they are open-book, the students are using the casebook, rule book, outlines, or other notes, and not researching in terms of searching the library), 9 and the bar examination is closed book, 10 even for the states that have the multistate performance test exam (MPT). 11 Legal education is "no research" education because "'a first-year law student [can] navigate through the common law courses that make up the first year of law school without doing any real research at all.'" 12 The availability of casebooks eliminates the need for students to go to the library 13 and conduct research-to actually find the cases on their own-because all of the materials are compiled in the required casebook. 14



Furthermore, these casebooks primarily contain appellate decisions, ...
 
 
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