Formation of a Professional and Informational Culture of Future Lawyers as a Condition for Solving the Problems of Digitalization of Legal Professions

Bonkalo, Tatyana I.; Logachev, Nikita V.; Sv, Shmeleva

doi:10.1007/978-3-030-69415-9_145

Cited by 7 publications

(5 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Existing studies in the UK and internationally point to several gaps in students' digital skills. In an empirical study of Russian law students, Bonkalo et al (2021) found that the level of 'professional information culture' of future lawyers was insufficient on the basis of selecting required legal information, adequately interpreting it, and analysing emerging software products (p. 1327). In the new digital normal, students require skills and abilities that relate to not only performing digital tasks, but also understanding the implications of legal information security, personal data protection of clients, the overall ethical handling of information, as well as informed awareness of the constraints and opportunities that the online environment presents for others (co-workers, clients or professional groups), developing an inclusive attitude and understanding of digital divides.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Several authors have made the case for the need to develop digital competences in Law students around new technological tools that are essential for a new generation of legal practice. These digital competences support an era of change and transformation for the legal profession, which has arisen with digital globalisation and the need to upskill in such areas such as cybersecurity, electronic records management, electronic document circulation and online interaction (Bonkalo et al, 2021;Mironova et al, 2019;Thanaraj, 2017). Thanaraj (2017), for example, introduced the concept of the digital lawyering framework in legal education, designed to prepare Law students for the delivery of digital legal services.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A study of university law students’ self-perceived digital competences

Μαρτζούκου

Κωσταγιόλας

Lavranos

et al. 2021

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

The concept of digital competences incorporates the effective use of constantly-changing digital tools and media for learning and performing digital tasks, digital behaviours (such as online communication, teamwork, ethical sharing of information), as well as digital mindsets that value lifelong digital learning and development. The current pandemic crisis has accelerated the need to diagnose and understand more systematically Higher Education students’ digital competences and the way in which they shape academic performance and outcomes. This empirical study explores the digital competences of students, studying in Law related courses, by means of a self-assessment survey tool, which has been previously tested with information and library science students, and was developed to study students’ technology mastery (i.e. the abilities, competences, capabilities and skills required for using digital technology, media and tools) and their digital citizenship mindsets (consisting of attitudes and behaviours necessary to develop as a critical, reflective and lifelong learners). The study found age demographic differences, which presented significant correlations pointing to the presence of diverse levels of competences in the student group. Correlation statistics of the survey data demonstrated that students’ prior everyday participation as a digital citizen was connected to a number of important academic skills, such as the ability to identify information in different contexts, students’ digital learning and development, their digital abilities to complete academic work, their information literacy skills and their skills around managing their digital wellbeing and identity. Focus groups data with academics revealed that they valued the development of students’ digital competences for the purposes of learning, while studying at university and placed less emphasis on digital citizenship skills. These academics also considered the value of digital platforms and tools (the focus on ‘ICT Proficiency’) to be more relevant for academic study than digital citizenship mindsets.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A study of university law students’ self-perceived digital competences

Μαρτζούκου

Κωσταγιόλας

Lavranos

et al. 2021

Journal of Librarianship and Information Science

View full text Add to dashboard Cite

show abstract

“…The pedagogical experiment showed that an effective way of forming the desired readiness of teachers is to correct their style of behavior in interaction with the parents of the students. Inharmonious styles of communicative behavior include a zombie style that manifests itself in an attempt to change the behavior of parents by accusing them of incompetence, manipulating, suggesting "playing" on parental feelings for their child, formal informational, that is, detached, showing complete indifference (BONKALO, 2011). Reflexive seminars, allowing teachers to realize their typical professional mistakes, contributed to an increase in their level of readiness for joint pedagogical design with students' parents.…”

Section: Discussionmentioning

confidence: 99%

Deontological teachers and parents’ preparation for the joint design of an individual education route for high school students

Гребенникова

Ignatovich

Golub

et al. 2021

Laplage

View full text Add to dashboard Cite

Deontological teacher`s and parents preparation for the joint design of the individual educational route of students is one of the main conditions for the successful solution of the problems of modern education, focused on its humanization and individualization. The aim of the study is to develop and test a deontological model of teacher`s and parents training for the joint design of an individual educational route for students. A pedagogical experiment was carried out, consisting of the introduction of the developed deontological model into the practice of the activities of a general education school. The experimental and control groups were formed, which consisted of 249 parents and 62 teachers. The pedagogical experiment lasted for one academic year. The following were revealed: positive changes in the position of parents and teachers of the experimental group in interaction with each other, an increase in the number of respondents characterized by a reliable level of deontological readiness for joint pedagogical design (an increase of 56,6%), the actualization of the professional self-determination of high school students.

show abstract

“…According to researchers, general cultural competence and universal competencies are interconnected with the value structure of the future specialist's personality, ability to perceive the world around him/her adequately, understand his/her purpose, and his/her role in social development (Ivanova, 2018). According to some researchers, general cultural or universal competencies include, among other things, competencies that enable students to become complete subjects of the educational process, which involves the development of their cognitive culture, and the ability to perceive the theoretical and practical teaching material adequately (Tarkhanova, 2019;Bonkalo et al, 2021). In teaching, these competencies are called meta-competencies, which in its general form means the culture of cognitive activity (Shabanov, 2015).…”

Section: The Nature and Structure Of Meta-competencementioning

confidence: 99%

Formation of future teachers' meta-competence as a base to develop their potential readiness for continuing education

Гребенникова

Kazantseva

Karpenko

et al. 2021

revtee

View full text Add to dashboard Cite

The purpose of the study is to identify the features of the relationship between the potential readiness of future teachers for lifelong education and the level of development of meta-competence and to develop recommendations on this basis for creating conditions in the university for the development of students' meta-cognitive abilities. Research methods and materials. The study involved 748 students enrolled in teacher education programs. Studied: the level of formation of future teachers of psychological, strategic and competence-based readiness for lifelong education (questionnaire survey); the level of development of their worldview ("Methodology of worldview activity" by D.A. Leontyev, A.N. Ilchenko), intellectual ("Mental performance and the type of intelligence" by B.N. Ryzhov), cognitive ("Methodology for assessing the systemic nature of thinking" I.A. Sychev) and operational-procedural (methods for identifying the level of formation of mental operations (methods for identifying the ability to analyze, compare, generalize and classify) components of metacompetence. Comparative (chi-square test, Student's t-test) and correlation (Spearman's correlation coefficient ) analyzes. Results. A close relationship was revealed between the indicators of the potential readiness of future teachers for lifelong pedagogical education and individual components of metacompetence, characteristics of students' worldview, their intelligence and cognitive abilities. Conclusion. The results of the study suggest that the formation of future teachers' readiness for lifelong education should be based not only and not so much on stimulating their motivational activity, but also on creating conditions for the development of their worldview, intelligence, systemic, creative thinking and general cognitive abilities.

show abstract

Formation of a Professional and Informational Culture of Future Lawyers as a Condition for Solving the Problems of Digitalization of Legal Professions

Cited by 7 publications

References 6 publications

A study of university law students’ self-perceived digital competences

A study of university law students’ self-perceived digital competences

Deontological teachers and parents’ preparation for the joint design of an individual education route for high school students

Formation of future teachers' meta-competence as a base to develop their potential readiness for continuing education

Contact Info

Product

Resources

About