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In this Article, I will argue that, as legal educators, we must balance our use of technology for pedagogical purposes against the importance of preserving linear, text-based literacy. In Part I, I examine recent works that examine the societal impact of digital technology and the Internet. Three important books in particular, by Nicholas Carr, Mark Bauerlein, and Steven Johnson, warrant in-depth discussion because they frame the broader debate about the costs and benefits of new technology. In Part II, I will examine the discussion among legal educators about the use of technology in the classroom and how we have responded to perceived changes in new generations of law students. Finally, in Part III, I discuss the importance of understanding new generations of law students. We must preserve traditional literacy, not instead of the new skills and abilities, but rather alongside them. I conclude by suggesting areas in which a traditional approach to teaching is still effective, as well as ways in which professors and students can use technology as effective teaching and learning tools.


Posted with permission from the Journal of Legal Writing Institute.