‘Student as producer’: Teaching new areas of law and preparing law students for a digital, globalized World

In a dynamic society it is important for students to learn adaptability. For legal education this means that law students need practice in responding to a variety of scenarios and contexts, as well as develop the creative and critical thinking skills. The “student as producer” approach provides opportunities for students to build such skills by having students produce work that could benefit not only their classmates but potentially future cohorts and contribute to the discipline’s knowledgebase. In approaching novel legal contexts such as law pertaining to the internet and digital platforms, this approach challenges students to engage with the fledgling existing material and by analyzing case studies develop interpretations and approaches to understanding this evolving arena. Not only does this benefit academia through the expansions of concepts, but it also provides practical preparation for students’ careers as lawyers. On the job, they may be faced with unexpected circumstances within a case or from a client; perhaps a clash of cultural misunderstandings. Having exposure to multiple contexts (e.g. other national jurisdictions) would increase their cultural sensitivity and help them better communicate with their client on what are the appropriate steps to resolve their issue. Through a survey of law students at the Chinese University of Hong Kong’s experiential course, The Internet and the Law, this article highlights the perceived effectiveness of the pedagogy that utilizes the student as producer approach, digital tools and internationalized curriculum. The findings speak to themes of accessibility, active engagement, collaborative processes, and practical knowledge.