Extending Public Law: Digital Engagement, Education and Academic Identity

(2015) 25 Legal Education Review

18 Pages Posted: 18 Apr 2016 Last revised: 2 Feb 2018

See all articles by Melissa Castan

Melissa Castan

Monash University - Faculty of Law

Kate Galloway

Griffith Law School

Date Written: October 30, 2015


As educators and creators of knowledge, public law academics have a responsibility to share knowledge through engagement with their own students, and also with the wider community. In contemporary higher education, legal practice, and in citizens’ social and economic experience, engagement with public law matters now occurs over distances mediated by information and communications technology. In this paper, the authors examine the use of social and digital media tools as a means of enhancing and encouraging engagement with students, lawyers, academics and other people interested in public law issues around the world. Using case studies and experiences with new public law resources through blogging and micro-blogging tools, the authors demonstrate the potential of these tools to open up an international professional collaborative space beyond the bricks and mortar university, for academics, their students, the profession and the public.

Keywords: Public law, Legal education, academic practice, auto-ethnography, social media

JEL Classification: K10, K30, L82

Suggested Citation

Castan, Melissa and Galloway, Kate, Extending Public Law: Digital Engagement, Education and Academic Identity (October 30, 2015). (2015) 25 Legal Education Review , Available at SSRN: https://ssrn.com/abstract=2766209

Melissa Castan (Contact Author)

Monash University - Faculty of Law ( email )

Wellington Road
Clayton, Victoria 3800

Kate Galloway

Griffith Law School ( email )

Nathan Campus, GU
Nathan 4111

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