Law Blogging with Formative Peer-Assessment: Improving Students' Writing, Digital Skills and Assessment Literacy

Dagilyte, Egle (2016) Law Blogging with Formative Peer-Assessment: Improving Students' Writing, Digital Skills and Assessment Literacy. Zeitschrift für Didaktik der Rechtswissenschaft, 3 (1). pp. 71-82. ISSN 2196-7261

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Official URL: http://dx.doi.org/10.5771/2196-7261-2016-1-71

Abstract

Legal blogging – academic, professional, journalistic – carved out its space among blogs in the variety of industrial and social contexts. Blogging is also no longer news in legal higher education: many law firms and businesses use blogs as marketing tools, and some even ask students applying for employment to write a blog post, in order to assess their writing skills and communication abilities to non-specialist audiences. This article shares experience on blog writing in law classroom, both from student perspective as well as from teaching perspective, raising questions whether module leaders and tutors of EU law should employ more blog writing exercises that are assessed either formatively or summatively, because law blogging engages students with the subject and helps develop multiple skills that graduate employers seek.

Item Type: Journal Article
Keywords: Legal Education, Blogging, Employability, Digital Literacy, Peer Assessment
Faculty: ARCHIVED Faculty of Arts, Law & Social Sciences (until September 2018)
Depositing User: Dr Egle Dagilyte
Date Deposited: 14 Jun 2018 14:32
Last Modified: 14 Nov 2019 16:12
URI: http://arro.anglia.ac.uk/id/eprint/703098

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