Publication Date

2009

Document Type

Article

Abstract

The difference between expert and novice problem solvers is that experts have organized their thinking into schemata or mental constructs to both see and solve problems. This article demonstrates why schemata are important, arguing that they need to be made explicit in the classroom. It illustrates the use of schemata to understand and categorize complex research problems, map the terrain of legal research resources, match appropriate resources to types of problems, and work through the legal research process. The article concludes by calling upon librarians and research instructors to produce additional schemata and develop a common hierarchical taxonomy of skills, a “Bloom's Taxonomy,” which would define legal research problem-solving skills more precisely and set benchmarks for assessment.

Publication Title

Legal Reference Services Quarterly

Volume

28

Issue

1-2

Comments

This is a draft copy only. The published version appears in 28 Legal References Services Quarterly 31-51 (2009), which version should be cited in subsequent publications.

Included in

Law Commons

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