RIPS Programs 2003

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Envisioning a Bolder Tomorrow: Hot to Get to "Yes" by Saying "No" More Often
Proposed by Kelly Browne

A professor calls and asks if you can lecture her class on legislative history, administrative law, and loose-leaf research the day after tomorrow. Do you drop everything, scrambling to try and please everyone and in the end pleasing no one, least of all yourself? Are we as librarians, by our very service-oriented nature, doomed to being wimps? Join three law librarians as they appear on an Oprah-like talk show to discuss their assertiveness issues with "Dr. Phil." Then another expert will discuss behavior modification techniques that can help you become more assertive. At the end of the show you can ask the experts your questions!

Envisioning Virtual Reference: Cooperating to Maximize Service
Proposed by Tracy Thompson and Scott Matheson

Twenty public, state and academic law libraries joined forces last year to create www.librarylawline.org, and experiment in providing virtual reference services to their patrons. After almost one year, participants will meet to discuss the pilot. A review of how the Library Lawline virtual reference service is structured will provide context for the in-depth discussion of one service model and collaboration issues encountered by the participants. The panel will discuss policies, technology issues, and patron reaction as well as such nitty-gritty details as holding meetings with participants scattered across a region and how to schedule staff from many different libraries.

A Legal Research Survey: Maximizing Legal Research Instruction Relevance
Proposed by Pamela Melton

Those who teach legal research decide what skills and resources their students must be familiar with. Frequently, these decisions are based either on outdated information, the latest pitch by a vendor's rep or simply on the gut feeling of the teacher. But what kinds of research do real lawyers do? The presenter will discuss the results of a survey of the legal research habits of the members of a practicing state bar, and its implications for how legal research and writing are taught. The presenter will also share nuts and bolts advice on doing similar surveys elsewhere.

Maximizing Career Success by Evaluating Emotional Intelligence
Proposed by Kelly Browne

In the past 26 years, studies have shown that emotional intelligence is not only the most important factor in being successful in life, but that certain patterns of the thirteen qualities that make up your "EQ" contribute to success in specific career areas. Because of this many employers, including law firms, now use "EQ" tests to make hiring and promotion decisions. Job seekers use "EQ" assessments to determine which careers would best suit them or to identify skills that need to be developed to succeed in a desired position. An expert on emotional intelligence will discuss the value of "EQ" surveys, describe profiles of successful law librarians in various positions, and suggest techniques for bridging the gap between current and desired ranges in each of the thirteen areas of emotional intelligence.

Breathing Life into Research Instruction: A Workshop on Teaching Legal Research as an Analytical Process (Workshop)
Proposed by Karen Beck

Using a combination of lecture/demonstration, breakout sessions, and group discussion accompanied by audiovisual materials and extensive handouts, the workshop will explore how librarians and legal writing faculty can work together to successfully teach the intertwined skills of research, analysis and writing in a fully integrated curriculum that emphasizes research as an analytical process rather than as an isolated skill. Time will be available for participants to draft material they can take back to their home institutions.

Each participant will receive a binder of materials that comprises a complete first-year research curriculum, including syllabi, factual materials underlying the spring semester writing assignment, research assignments and answer keys, class content and exams. These materials are used in Boston College's first-year Legal Reasoning, Research, and Writing course, which is team-taught by writing professors and law librarians. The facilitators presented a version of this workshop at the May 2002 Legal Writing Institute, where it was well received.