[{"id":3241473,"description":"CALL member Erica Friesen, Research and Instruction Librarian & Online Learning Specialist at the Lederman Law Library at Queen's University in Kingston, Ontario recently wrote an article on \" Thoughts on the New Lexis+ Brief Analysis Tool: For Law Students and Novice Researchers \". It originally appeared on Slaw.ca on September 28, 2022. It is republished here with permission of the author. New academic year; new legal research tools. Something new always comes out right as another cohort of students is gearing up to begin their law degree. And, as with many new product launches these days, “artificial intelligence” is often a prominently displayed term with accompanying materials. As legal publishers continue to launch AI-driven research tools in Canada, what do students and other novice researchers need to know to be prepared for their first forays into legal research? Lexis recently launched the latest version of their legal research platform, Lexis+ Canada, for Canadian law schools. It features significant updates that employ artificial intelligence, including a “Brief Analysis” tool in line with similar products offered by Westlaw Edge (on the US platform) and vLex (already available in Canada). According to Lexis+, this tool helps researchers “expedite completion of briefs and other legal documents.” Once your document is uploaded, it spits out a report including the following categories: 1) recommended cases, 2) cases and legislation cited in your document, 3) jurisdiction, and 4) extracted and recommended concepts. While I do not intend to comment on the utility of this tool for practitioners, I have no doubt that students beginning law school or working in summer or articling positions are bound to encounter this new feature sooner or later. When you do, you may have questions: should I be using this tool? How or how not? The landing page for this tool in Lexis+ contains no information on how this tool works and the Lexis+ Canada “Help” database so far contains minimal documentation. Confusion or uncertainty is understandable with such opacity. To gain some insight, let’s run an experiment: take two case comments written by different authors on the same Supreme Court case from 2004. [1] An older decision means that we should retrieve an abundance of recommendations from the intervening 18 years. Both comments include an overview of the area of law at the time of this decision as well as an analysis of how this particular decision would change the area of law. Once Lexis analyzed these documents, I exported the resulting report and compared the results for each comment. Here are the two documents, in case you’d like to run the experiment yourself: Comment A: Teresa Scassa, “Recalibrating Copyright Law?: A Comment on the Supreme Court of Canada’s Decision in CCH Canadian Limited et al. v. Law Society of Upper Canada ”, Case Comment, (2004) 3:2 CJLT 89. Comment B: WL Hayhurst, “The Canadian Supreme Court on Copyright: CCH Canadian Ltd. v. Law Society of Upper Canada ”, Case Comment, (2004-2005) 41 Can Bus LJ 134. Recommended Cases “Recommendations” is the section of the Brief Analysis report that lists additional case law for you to consider adding to your legal document. Brief Analysis recommended 58 unique cases in total between Comment A and Comment B. However, only 10 of those cases were the same between the two documents (after adjusting for “recommended” cases that were actually cited in the other document). See Figure 1 . Key takeaway: Legal research and writing is an art, not a science. AI-driven tools like these run on the material that you upload, so you can expect substantially different results depending on the quality of analysis and the decisions you made in producing the original document. This does not mean that there is no value in using the tool, but you cannot expect it to help you build something from nothing. Recommendations are based on the content in the document,","source":"Canadian Association of Law Libraries / L'Association canadienne des bibliothèques de droit CALL/ACBD Blog","pubDate":"Mon, 26 Oct 2026 07:55:49 +0100","titre":"CALL Member Article: Thoughts on the New Lexis+ Brief Analysis Tool: For Law Students and Novice Researchers","url":"https://www.callacbd.ca/CALL-Blog/12957419"},{"source":"Slaw","id":3230806,"description":"A longstanding sore spot in the world of dispute resolution is the gap between education and experience. For decades now, I have encountered mediation students eager to put their learning to work only to struggle to find the opportunity to do so. For those pursuing the ADR Institute of Canada’s Qualified Mediator (Q.Med) designation in Ontario, this real-life experience criterion is often the most elusive. After all, who would select a mediator with no experience? I touched upon this question slightly in this column years ago when I questioned the value of mediators promoting their mediation counts . For aspiring . . . [more] The post You Get Out What You Put In: All Is Fair in Love and Mediation appeared first on Slaw","pubDate":"Wed, 21 Oct 2026 08:00:51 +0200","titre":"You Get Out What You Put In: All Is Fair in Love and Mediation","url":"https://www.slaw.ca/2026/10/20/you-get-out-what-you-put-in-all-is-fair-in-love-and-mediation/"},{"source":"Slaw","description":"The beginning of another academic year has me reflecting on what more we can give students beyond the curriculum. We spend considerable time thinking about what students need to know and what they need to be able to do. We develop learning outcomes, create assignments, design simulations, evaluate learning, and provide feedback. All those things are important. However, some of the most valuable learning opportunities are not found in the curriculum at all. Sometimes, they arrive in an email. I remember an interaction with a student from several years ago. The student had sent a series of emails that were, . . . [more] The post The Learning Opportunities We Don’t Plan For appeared first on Slaw","id":3127233,"url":"https://www.slaw.ca/2026/08/31/the-learning-opportunities-we-dont-plan-for/","titre":"The Learning Opportunities We Don’t Plan For","pubDate":"Tue, 01 Sep 2026 08:01:36 +0200"},{"description":"At a conference of law teachers at Western in June, I took part in discussions among professors and lawyers about whether facility with AI should be a core competence in a Canadian law degree at this point in time. This gave rise to larger questions about whether law profs now have an ethical or pedagogical duty of some kind to familiarize themselves with AI and develop methods of teaching students how to use it effectively. This, in turn, pointed to the even larger question of what it means to be a competent lawyer in the age of AI. Put another . . . [more] The post What Does It Mean to Be a Competent Lawyer in the Age of AI? appeared first on Slaw","id":3030524,"source":"Slaw","url":"https://www.slaw.ca/2026/07/14/what-does-it-mean-to-be-a-competent-lawyer-in-the-age-of-ai/","titre":"What Does It Mean to Be a Competent Lawyer in the Age of AI?","pubDate":"Wed, 15 Jul 2026 08:01:12 +0200"}]