New Barristers’ Information Literacy Challenges as They Transition from Education to the Workplace

Abstract

The aim of this qualitative study is to explore new barristers’ information literacy (IL) experiences during their transition from education to the workplace. New barristers are defined as individuals currently doing pupillage or who qualified as professionals in the last two years. Although the transition into work constitutes an important period in new barristers’ legal careers during which they face many IL challenges, so far neither new barristers’ perspectives on their IL experiences nor their transition experiences have been examined in detail. The study employed semi-structured interviews to explore the IL experiences of six new barristers.* This thesis finds that new barristers face a variety of IL challenges and thus have different transition experiences. For them, legal research has emotional implications. As professionals, they have IL needs and experiences that are dissimilar from the ones they developed during their education. This impacts on the content and delivery of IL training for new barristers. The study broadens our understanding of legal IL and new legal professionals’ IL needs. It has implications for law librarians and legal educators as it throws the complexity of new barristers’ workplace IL into relief. Finally, the study offers some recommendations for IL training.