Nearly all law schools are focusing on preparing “practice-ready” graduates. This approach to legal education was advanced in the 1990’s with the McCrate Report, and it has really taken hold within the last few years. A major part of preparing practice-ready grads is teaching effective, efficient legal research skills. For the past couple of years, survey after survey has shown the continued importance of legal research skills for practice.
In 2013, Steve Lastres, Director of Library & Knowledge Management at Debevoise & Plimpton LLP, analyzed the results of a recent survey conducted by The Research Intelligence Group called the “New Attorney Research Methods Survey.” Survey respondents “included 190 young attorneys equally represented by large and small law firms across a variety of practice areas. Nearly forty percent of the respondents were 28 or younger, in practice for five or less years, and a quarter of the respondents were recent law school graduates from the class of 2011 or 2012.”
Key findings from the survey included the following:
- Newer attorneys spend more than 30% of their time doing legal research
- Approximately 50% of associates think legal research should be a larger part of the law school curriculum
- Over 80% of associates use an extensive range of content from traditional primary law and secondary materials to News, Court Transcripts, Verdicts, Dockets, Public Records and more.
- Legal Classification systems are rarely used (only 12% begin with a legal classification system)
- Attorneys use free online research resources but spend most of their time, over 8 hours per week, using paid-for online research services.
Additionally in 2013, the Wall Street Journal blog posted the results of a focus-group study with legal employers where the results showed that employers are looking for expert researchers with people skills. According to this study, “[t]he focus-group participants said ideal job applicants have a strong work ethic, can work independently without excessive ‘hand holding,’ and would bring a positive attitude to the workplace.” The other important skill was the ability to research.
“Employers, particularly those with more years in practice, rely on new attorneys to be research experts. The employers in [the] focus groups have high expectations when it comes to new hires’ research skills, i.e., ‘[t]hey should be able to adequately and effectively find everything that’s up to the minute.’” Susan Wawrose, What Do Legal Employers Want to See in New Graduates?: Using Focus Groups to Find Out, 39 Ohio N. U. L. Rev. 505 (2013).
The legal employers noted that “[b]eing a research expert also means knowing how to scour books, not just websites. ‘Statutes, treatises and encyclopedias, and desk books are the sources employers still use in paper form. For this reason, new attorneys may want to be familiar with these paper sources.’” Id.
Last but not least, BAR/BRI recently released the first of what it intends to be an annual survey on the “State of the Legal Field.” The objective is to “evaluate industry perceptions about the state of the legal field” and establish benchmarks related to student practice readiness, employment expectations, employment trends, and law degree return on investment. Faculty, law students, and practitioners were surveyed.
Key finding number 2 from the BAR/BRI report stated that “[f]aculty placed very little importance on research, with just 4 percent citing it as the most important skill for recent law school graduates. In contrast, 18 percent of attorneys named research the most important skill a new lawyer should possess.”
These surveys offer proof from practitioners that legal research is a necessary skill for practice.
*This post was originally published on the RIPS Law Librarian Blog.