International Legal Collections at U.S. Academic Law School Libraries
Follow this and additional works at: http://scholarworks.sjsu.edu/slissrj Part of the Library and Information Science Commons Acknowledgements This article originated as a final research project for Professor Jean Bedord's fall semester 2011 graduate course, Information and Society (LIBR 200-05). I would like to thank Prof. Bedord for her suggestions, insights, and criticism. I am also grateful to the other students in the course for sharing their own research and thoughts via on-line discussion boards over the course of the semester.
Legal Information Management in a Global and Digital Age: Revolution and Tradition
Abstract
 This article presents an overview of the public policy issues surrounding digital libraries, and describes some current trends, such as Web 2.0, the social network. It discusses the impact of globalization and the Internet on international and foreign law information, the free access to law movement and open access scholarship, and mass digitization projects, then turns to some concerns, focusing on preservation and long term access to born digital legal information and authentication of official digital legal information. It finally discusses new roles for librarians, called upon to evaluate the quality of information teach legal research methodology and be advocates in information policy. Law librarians are encouraged to join professional associations and undergo continuous professional education. A recent development in the U.S.A., to add a legal research test on the bar exam, is of interest to the whole world, because it signifies the importance of sound legal research training to the competent practice of law.
A Study of the Changes Over Time in State Anxiety in a Computer-Assisted Instructional Program
The purposes of this study were to analyze (1) the changes over time in the state anxiety level of children in a computer-assisted program of reading instruction and in classroom reading instruction, (2) the changes in state anxiety patterns as related to gender, achievement level, and ethnicity, and (3) the difference in anxiety levels of the students while in computer-assisted reading instruction and classroom reading instruction.