Pub Date : 2020-12-11DOI: 10.19164/ijple.v4i2.1067
T. Matt, Natasha Bellinger, K. McDonald
Little did we imagine that the effects of COVID-19 would ultimately make us a stronger and more accessible clinic. The sudden halt of providing in-person services clouded the entire University of Exeter clinical programme with uncertainty. However, we could not simply stop our clinical provision – we had existing clients that still needed assistance, as well as students who were taking the clinic as a module. Furthermore, we wanted to continue servicing the community. To consider converting to a remote service, there are fundamental questions a university clinical programme must address: Why does the clinic exist? What are the goals of the clinic and can they still be achieved by a remote service? This paper outlines the process of converting our in-person clinic to a remote service, by detailing steps taken such as developing a remote operating student training manual, establishing a new case triage system, utilising Zoom sessions, and developing a user focused website. It reflects upon the process of finding effective ways of communicating and collaborating with students and clients, while managing and mitigating the potential barriers to technology. Both the successes and the challenges taught us more about the human connection and the human experience. Ultimately, the lessons learned from a swift shut down to reopening a fully remote clinic made us better organised, better communicators, and more accessible for clients. Once we safely return to in-person meetings, the value gained in providing a remote service will remain embedded in our offering, committing us to a hybrid service of in-person and remote meetings to provide a better service to our clients. For the next academic year, our strengthened service enables us to move seamlessly between a fully remote service and our new hybrid model with minimal disruption, should COVID-19 continue to cast a dark cloud.
{"title":"The Silver Lining in the Black Cloud of COVID-19","authors":"T. Matt, Natasha Bellinger, K. McDonald","doi":"10.19164/ijple.v4i2.1067","DOIUrl":"https://doi.org/10.19164/ijple.v4i2.1067","url":null,"abstract":"Little did we imagine that the effects of COVID-19 would ultimately make us a stronger and more accessible clinic. The sudden halt of providing in-person services clouded the entire University of Exeter clinical programme with uncertainty. However, we could not simply stop our clinical provision – we had existing clients that still needed assistance, as well as students who were taking the clinic as a module. Furthermore, we wanted to continue servicing the community. To consider converting to a remote service, there are fundamental questions a university clinical programme must address: Why does the clinic exist? What are the goals of the clinic and can they still be achieved by a remote service? This paper outlines the process of converting our in-person clinic to a remote service, by detailing steps taken such as developing a remote operating student training manual, establishing a new case triage system, utilising Zoom sessions, and developing a user focused website. It reflects upon the process of finding effective ways of communicating and collaborating with students and clients, while managing and mitigating the potential barriers to technology. Both the successes and the challenges taught us more about the human connection and the human experience. Ultimately, the lessons learned from a swift shut down to reopening a fully remote clinic made us better organised, better communicators, and more accessible for clients. Once we safely return to in-person meetings, the value gained in providing a remote service will remain embedded in our offering, committing us to a hybrid service of in-person and remote meetings to provide a better service to our clients. For the next academic year, our strengthened service enables us to move seamlessly between a fully remote service and our new hybrid model with minimal disruption, should COVID-19 continue to cast a dark cloud.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116619353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-11DOI: 10.19164/ijple.v4i2.1066
Emily Wapples
Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online. This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand. This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.
{"title":"Promoting Positive Mental Health in International Postgraduate Law Students at a Time of Global Uncertainty: A Case Study from qLegal at Queen Mary, University of London","authors":"Emily Wapples","doi":"10.19164/ijple.v4i2.1066","DOIUrl":"https://doi.org/10.19164/ijple.v4i2.1066","url":null,"abstract":"Law student mental health and wellbeing was already a growing concern in the UK prior to COVID-19, but when the pandemic occurred, widespread uncertainty placed an unprecedented level of mental health burden on students. Law students were faced with dashed hopes, uncertain futures and the fear of negative academic consequences. This burden was exacerbated in respect of postgraduate international students in London, who were often also forced to decide whether to return home to their families, or to continue their studies abroad, albeit online. \u0000This paper uses a case study approach to discuss how one provider of postgraduate clinical legal education (CLE), approached the promotion of positive student mental health both before, and in response to, the pandemic. qLegal at Queen Mary, University of London provides CLE to postgraduates studying for a one year law masters, and in 2019-2020, qLegal delivered CLE to 134 students from 27 countries. The impact that the pandemic had on the mental health of international postgraduate law students was therefore witnessed first-hand. \u0000This paper discusses the challenges faced, and concerns raised by international postgraduate law students at qLegal as a result of the pandemic. It examines the steps taken by qLegal to maximise student engagement and promote positive student mental health when rapidly switching to a model of online delivery. The paper concludes by outlining the steps qLegal will take to monitor and address the impact that online delivery in this period of global uncertainty has on the mental health of the next cohort of postgraduate CLE students.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122838012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-11DOI: 10.19164/ijple.v4i2.1070
Kaye Howells
.
．
{"title":"Simulated and Real-World Experience - The Challenge of Adapting Practice in Clinical Legal Education in Unprecedented and Challenging Times","authors":"Kaye Howells","doi":"10.19164/ijple.v4i2.1070","DOIUrl":"https://doi.org/10.19164/ijple.v4i2.1070","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125277284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-11DOI: 10.19164/ijple.v4i2.1065
A. Wallace
.
．
{"title":"Classroom to Cyberspace: Preserving Street Law's Interactive and Student-Centered Focus During Distance Learning","authors":"A. Wallace","doi":"10.19164/ijple.v4i2.1065","DOIUrl":"https://doi.org/10.19164/ijple.v4i2.1065","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127269265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The following opinion piece offers views on the benefits and challenges of collaborating with other individuals or entities to deliver public legal education, and some practical tips to consider when embarking on such a venture.
{"title":"Collaborative public legal education: a case of ‘many hands make light work’, or ‘too many cooks’?!","authors":"R. Kirkup","doi":"10.19164/IJPLE.V3I1.835","DOIUrl":"https://doi.org/10.19164/IJPLE.V3I1.835","url":null,"abstract":"The following opinion piece offers views on the benefits and challenges of collaborating with other individuals or entities to deliver public legal education, and some practical tips to consider when embarking on such a venture.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121110508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Street Law is believed to be a unique learning method. But do Street Law university students actually acknowledge the benefits Street Law is supposed to bring them? Has a Street Law course influenced them for their future? And how? This paper focuses on the benefits of Street Law for university students based on the empirical research conducted among the graduates of the Street Law course at Charles University in Prague, Faculty of Law, during which law students teach law in secondary schools. To find out whether Street Law actually provided the graduates with benefits, which are often stated in the literature as well as during the courses, all of the Street Law graduates were approached with a questionnaire. The paper focuses on the results – it shows which particular skills Street Law graduates feel have improved, whether they feel it has helped them to improve their legal knowledge or influenced their values. It also focuses on the opportunities Street Law skills can provide in legal practice and whether Street Law somehow influenced the teaching careers of its graduates. Although the research is not on a large scale, it creates an interesting picture about the impact of this untraditional type of education from the perspective of one of the target groups. In general Street Law graduates in the Czech Republic confirmed that they find Street Law to be a strong educational tool for faculties of law to produce better lawyers.
{"title":"Street Law as a unique learning method: What do students themselves actually find to be its benefits? Answers from the Czech Republic","authors":"Hana Draslarová","doi":"10.19164/IJPLE.V3I1.837","DOIUrl":"https://doi.org/10.19164/IJPLE.V3I1.837","url":null,"abstract":"Street Law is believed to be a unique learning method. But do Street Law university students actually acknowledge the benefits Street Law is supposed to bring them? Has a Street Law course influenced them for their future? And how? This paper focuses on the benefits of Street Law for university students based on the empirical research conducted among the graduates of the Street Law course at Charles University in Prague, Faculty of Law, during which law students teach law in secondary schools. To find out whether Street Law actually provided the graduates with benefits, which are often stated in the literature as well as during the courses, all of the Street Law graduates were approached with a questionnaire. The paper focuses on the results – it shows which particular skills Street Law graduates feel have improved, whether they feel it has helped them to improve their legal knowledge or influenced their values. It also focuses on the opportunities Street Law skills can provide in legal practice and whether Street Law somehow influenced the teaching careers of its graduates. Although the research is not on a large scale, it creates an interesting picture about the impact of this untraditional type of education from the perspective of one of the target groups. In general Street Law graduates in the Czech Republic confirmed that they find Street Law to be a strong educational tool for faculties of law to produce better lawyers.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122216804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Freda Grealy, Steve Collender, John Lunney, Rory O'Boyle
Since 2014, the Diploma Centre at the Law Society of Ireland (‘the Society’) has implemented a programme of MOOCs; ‘Massive Open Online Courses’ in key areas of practice. This article outlines the provision of Public Legal Education at the Society and how MOOCs align with the mission to widen access to legal education and the legal profession. Of interest to others who may be developing MOOCs, we discuss the instructional design process and feedback from MOOC participants. MOOCs are very much on trend and have received a mixed reception but, subject to course design, they can provide substantial educational benefit and operate as an effective means to widen access to education.
{"title":"Education, Empowerment and Access to All - Public Legal Education and Massive Open Online Courses at the Law Society of Ireland","authors":"Freda Grealy, Steve Collender, John Lunney, Rory O'Boyle","doi":"10.19164/IJPLE.V3I1.832","DOIUrl":"https://doi.org/10.19164/IJPLE.V3I1.832","url":null,"abstract":"Since 2014, the Diploma Centre at the Law Society of Ireland (‘the Society’) has implemented a programme of MOOCs; ‘Massive Open Online Courses’ in key areas of practice. This article outlines the provision of Public Legal Education at the Society and how MOOCs align with the mission to widen access to legal education and the legal profession. Of interest to others who may be developing MOOCs, we discuss the instructional design process and feedback from MOOC participants. MOOCs are very much on trend and have received a mixed reception but, subject to course design, they can provide substantial educational benefit and operate as an effective means to widen access to education.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116131035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this paper is to discuss the current state of and challenges facing Law-Related Education (LRE) in Japan. What follows defines the concept of LRE, the particular characteristics of LRE in Japan, curriculum developments in Japan and elsewhere (especially the United States of America) and, specifically, the subject of justice studies in elementary and junior high schools.
{"title":"Law Related Education in Japan - Developments and Challenges","authors":"K. Isoyama","doi":"10.19164/IJPLE.V3I1.836","DOIUrl":"https://doi.org/10.19164/IJPLE.V3I1.836","url":null,"abstract":"The purpose of this paper is to discuss the current state of and challenges facing Law-Related Education (LRE) in Japan. What follows defines the concept of LRE, the particular characteristics of LRE in Japan, curriculum developments in Japan and elsewhere (especially the United States of America) and, specifically, the subject of justice studies in elementary and junior high schools.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134138389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
If you have not yet read the judgment of Lord Reed in the Supreme Court decision of Unison v The Lord Chancellor, please allow yourself a little time over the coming weeks to enjoy a clear and evidence-based statement on access to justice in the employment tribunals of England and Wales. The case was brought by Unison, the UK public workers union, and challenged the introduction in July 2013 of the requirement to pay a fee to lodge an employment tribunal claim. Having reviewed some of the key common law authorities and quoting from the Magna Carta and Donoghue v Stevenson no less, Lord Reed concluded that the fee regime was unlawful “because it has the effect of preventing access to justice”. This landmark decision in July 2017 brought an immediate end to the fee regime. Time will tell whether the UK Government will attempt another fee scheme in the future, but there are other more pressing issues occupying Whitehall at the moment.The four-year fee regime and the Unison challenge brought access to justice in employment tribunals very much into the public eye. Other barriers to access were also widely discussed and reported, including the lack of legal aid and legal representation for claimants in employment law matters. A number of law clinics and pro bono schemes operate to give guidance and advice to the public, in addition to the essential work of ACAS (the Advisory, Conciliation and Arbitration Service). The purpose of this paper is to share with you my experience of a university student Streetlaw project at the Cardiff Employment Tribunal providing guidance to unrepresented claimants about tribunal practice and procedure.The concept of Streetlaw is familiar to readers of this Journal as a form of public legal education aimed at helping members of the public to understand their rights. It is also frequently referred to as “legal literacy”, the importance of which Richard Grimes explains in a previous edition of this Journal. The key aim of our Streetlaw project is to educate potential claimants about what to expect in the run up to their employment tribunal hearing and what happens on the day. As I shall explain, however, there are a number of secondary aims and several other beneficial outcomes.
如果你还没有读里德勋爵在最高法院对Unison诉大法官一案的判决，请在接下来的几周内给自己一点时间来欣赏一份关于英格兰和威尔士就业法庭诉诸司法的清晰且基于证据的声明。这起案件是由英国公共工人工会Unison提起的，它对2013年7月出台的向就业法庭提出索赔必须支付费用的规定提出了质疑。在审查了一些重要的普通法权威，并引用了《大宪章》(Magna Carta)和多诺霍诉史蒂文森案(Donoghue v Stevenson)的内容后，里德勋爵得出结论称，收费制度是非法的，“因为它具有阻碍诉诸司法的效果”。2017年7月，这一具有里程碑意义的决定立即结束了收费制度。时间会告诉我们英国政府是否会在未来尝试另一项收费计划，但目前白厅还有其他更紧迫的问题。为期四年的收费制度和Unison的挑战，使在就业法庭上诉诸司法的机会在很大程度上进入了公众的视野。人们还广泛讨论和报告了其他障碍，包括在就业法事项方面缺乏法律援助和索赔人的法律代理。除了咨询、调解和仲裁处的基本工作外，还有一些法律诊所和公益计划向公众提供指导和咨询意见。本文的目的是与您分享我在卡迪夫就业法庭的大学生街头法项目的经验，该项目为无代表的索赔人提供有关法庭实践和程序的指导。《华尔街日报》的读者对Streetlaw的概念很熟悉，它是一种旨在帮助公众了解自己权利的公共法律教育形式。它也经常被称为“法律素养”，理查德·格莱姆斯在本刊上一版中解释了其重要性。我们的Streetlaw项目的主要目的是教育潜在的索赔人，让他们知道在就业法庭听证会之前会发生什么，以及当天会发生什么。然而，正如我将解释的那样，有一些次要目标和其他一些有益的结果。
{"title":"Streetlaw – assisting access to justice in the Employment Tribunal: A practice report","authors":"Sarah Saunders","doi":"10.19164/IJPLE.V3I1.834","DOIUrl":"https://doi.org/10.19164/IJPLE.V3I1.834","url":null,"abstract":"If you have not yet read the judgment of Lord Reed in the Supreme Court decision of Unison v The Lord Chancellor, please allow yourself a little time over the coming weeks to enjoy a clear and evidence-based statement on access to justice in the employment tribunals of England and Wales. The case was brought by Unison, the UK public workers union, and challenged the introduction in July 2013 of the requirement to pay a fee to lodge an employment tribunal claim. Having reviewed some of the key common law authorities and quoting from the Magna Carta and Donoghue v Stevenson no less, Lord Reed concluded that the fee regime was unlawful “because it has the effect of preventing access to justice”. This landmark decision in July 2017 brought an immediate end to the fee regime. Time will tell whether the UK Government will attempt another fee scheme in the future, but there are other more pressing issues occupying Whitehall at the moment.The four-year fee regime and the Unison challenge brought access to justice in employment tribunals very much into the public eye. Other barriers to access were also widely discussed and reported, including the lack of legal aid and legal representation for claimants in employment law matters. A number of law clinics and pro bono schemes operate to give guidance and advice to the public, in addition to the essential work of ACAS (the Advisory, Conciliation and Arbitration Service). The purpose of this paper is to share with you my experience of a university student Streetlaw project at the Cardiff Employment Tribunal providing guidance to unrepresented claimants about tribunal practice and procedure.The concept of Streetlaw is familiar to readers of this Journal as a form of public legal education aimed at helping members of the public to understand their rights. It is also frequently referred to as “legal literacy”, the importance of which Richard Grimes explains in a previous edition of this Journal. The key aim of our Streetlaw project is to educate potential claimants about what to expect in the run up to their employment tribunal hearing and what happens on the day. As I shall explain, however, there are a number of secondary aims and several other beneficial outcomes.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126599802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Street Law has long been identified as a means by which the community is empowered with relevant and topical information regarding their legal rights, remedies and responsibilities. However, in more recent times, traditional forms of delivery such as in-person legal education seminars may not adequately meet the desires and needs of people who are hoping to access legal information faster and more conveniently than ever before. This article examines a pilot project designed by the University of Newcastle Legal Centre to ensure outreach keeps pace with modern expectations of legal service delivery through the development of the ‘Know the Law’ mobile cache device (‘the site’). Released in early 2016, the site is designed to provide international students with a single platform through which they can access information regarding legal issues considered most relevant to them, such as tenancy, driving and employment. Website analytics have been obtained regarding the number of ‘hits’ on the site, together with a survey of international students who have been exposed to the legal information therein. This article includes key findings in relation to the development, distribution and effectiveness of this pilot project.
{"title":"Street Law in the 21st Century: Assessing the Impact of the ‘Know the Law’ Pilot Project","authors":"Briony Johnston, Shaun Mccarthy","doi":"10.19164/IJPLE.V3I1.833","DOIUrl":"https://doi.org/10.19164/IJPLE.V3I1.833","url":null,"abstract":"Street Law has long been identified as a means by which the community is empowered with relevant and topical information regarding their legal rights, remedies and responsibilities. However, in more recent times, traditional forms of delivery such as in-person legal education seminars may not adequately meet the desires and needs of people who are hoping to access legal information faster and more conveniently than ever before. This article examines a pilot project designed by the University of Newcastle Legal Centre to ensure outreach keeps pace with modern expectations of legal service delivery through the development of the ‘Know the Law’ mobile cache device (‘the site’). Released in early 2016, the site is designed to provide international students with a single platform through which they can access information regarding legal issues considered most relevant to them, such as tenancy, driving and employment. Website analytics have been obtained regarding the number of ‘hits’ on the site, together with a survey of international students who have been exposed to the legal information therein. This article includes key findings in relation to the development, distribution and effectiveness of this pilot project.","PeriodicalId":332351,"journal":{"name":"International Journal of Public Legal Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130973198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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