Supporting Reflective Practice and Writing in Clinical Legal Education in a Digital Technological Era
Date
2023
Authors
Atkinson, M.
Castles, M.
Editors
Atkinson, M.
Livings, B.
Livings, B.
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Book chapter
Citation
Contemporary Challenges in Clinical Legal Education: Role, Function and Future Directions, 2023 / Atkinson, M., Livings, B. (ed./s), Ch.3, pp.24-37
Statement of Responsibility
Conference Name
Abstract
Critical reflection is one of the central planks of clinical legal education and is commonly achieved through reflective journaling. Journals typically take the form of written critical reflective writing, often with some formative input from the clinical supervisor or teacher. Technological innovation in recent years opens up diverse options for reflective learning in form and content. At the same time, the value of using diverse sources for feedback across the tertiary sector influences our ideas about where and from whom students can obtain meaningful learning. For decades synonymous with reflective learning, the traditional reflective journal may be a thing of the past.
The University of South Australia and Adelaide University clinical programmes have recently implemented an innovative approach to reflective writing. Rather than the traditional journal, we also use blogging for students to engage with each other in analysing their placement experiences. We believe that incorporating peer review creates an engaging and motivating learning environment via a learning community in which peers take an active and informed role in shared reflective writing. Given the solid pedagogy around the dynamic of reflective writing, we have undertaken preliminary empirical research to test assumptions around critical reflective writing, in particular to investigate concerns about online reflective writing that include privacy, honesty, trust, and authenticity. The student of today is deeply inculcated in online communities where day-to-day communication is unstructured, public, immediate, and traceable. In this chapter, we explore research and evidence around student attitudes towards online communication and consider how critical reflective writing can be enhanced through shared learning communities.
School/Discipline
Dissertation Note
Provenance
Description
Access Status
Rights
Copyright 2024 the authors