Salford Business School is proud to announce the inclusion of its legal teaching practices in the newly published book Effective Practices in AI Literacy Education: Case Studies and Reflections. Edited by Xianghan O’Dea and Davy Tsz Kit Ng and published by Emerald, the book serves as an essential resource for educators, students, and professionals seeking to develop AI literacy skills across diverse disciplines.
Chapter 14, titled Effective Practices in AI Literacy Education: A Legal Education Perspective, highlights the integration of AI literacy within legal education, focusing on the undergraduate module Artificial Intelligence and Law offered here at Salford Business School on our LLB degree pathway. Craig Smith, Lecture in Law here at the University, who authored the chapter, discussed how this contribution reflects the School’s commitment to equipping students with the digital competencies required to navigate a rapidly evolving legal landscape shaped by AI technologies.
About the chapter
The chapter showcases a carefully designed approach to teaching AI literacy in legal education, striking a balance between theoretical understanding and practical application. By delving into the module’s learning objectives, design and assessments, the chapter offers insights into strategies used to help students critically engage with generative AI (GenAI) technologies.
Key elements include:
- Theoretical foundations: discussions on the ethical, societal and legal implications of AI, providing students with a contextual understanding of its transformative impact
- Practical applications: assessments and activities designed to foster hands-on engagement with AI tools, enabling students to develop real-world digital skills
- Student feedback: Reflections from students who participated in the module, offering valuable perspectives on the effectiveness of the teaching approach
The chapter concludes with a call to action for educators to embrace generative AI in their teaching practices, providing specific recommendations for integrating digital skills, ethical considerations, and collaborative learning experiences into higher education.
Promoting AI literacy in legal education
As legal professionals increasingly encounter AI in various contexts, from contract automation to predictive analytics, fostering AI literacy among law students has become imperative. This chapter highlights Salford Business School’s leadership in embedding generative AI within the legal curriculum, ensuring students graduate with the skills to address the ethical and legal challenges posed by emerging technologies.
Reflecting on the chapter’s publication, Craig commented: “A digital society demands universities to embrace digital skills in teaching and learning. Integrating generative AI into the curriculum equips students not just for academic success, but for meaningful contributions in their professional lives. By combining ethical theory, practical application, and real-world examples, we can prepare the next generation of legal professionals to navigate the opportunities and challenges of a digital future.”
This chapter exemplifies how innovative teaching practices can bridge the gap between academia and industry, offering students a dynamic and relevant educational experience. For more information on Effective Practices in AI Literacy Education: Case Studies and Reflections and to explore the chapter in detail, visit Emerald’s website.
In person, in London
An exciting in-person event to celebrate the launch of Effective Practices in AI Literacy Education: Case Studies and Reflections will be hosted by King’s College London on the 9 December 2024, from 09:30-16:00.
The event will feature presentations by contributing authors, offering insights into their chapters, and sharing findings on AI literacy education across diverse disciplines. This provides a unique opportunity for educators, students and professionals to engage with cutting-edge research and explore practical strategies for integrating AI literacy into higher education.
