Abstract
A majority of incoming law students lack adequate critical reading skills. In order to effectively address this problem, all stakeholders must recognize that this is a “wicked problem.” A wicked problem is one that cannot be definitively described or understood since it is seen differently by different stakeholders, has numerous causes, and is often the symptom of other problems. Addressing this wicked problem requires participation from a myriad of legal education stakeholders and cannot be solved by legal writing professors alone, even with help from academic support staff.
Part II of this Article describes what critical reading is, the proof we have so far that this skill is deficient among students, the reasons behind that deficit, and why that is a problem.
Part III explains the concept and characteristics of wicked problems and how each trait applies to critical reading. Against that background,
Part IV endeavors to convince all stakeholders to join in the discussion by encouraging the use of a critical reading assessment tool.
Recommended Citation
Carolyn V. Williams,
#CriticalReading #WickedProblem,
44
S. Ill. U. L.J.
179
(2020).
Available at:
https://opensiuc.lib.siu.edu/siulj/vol44/iss2/1