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39 Alta. L. Rev. 678 (2001-2002)
The Role of Student-Run Journals in Opening North American Law

handle is hein.journals/alblr39 and id is 688 raw text is: THE ROLE OF STUDENT-RUN JOURNALS IN OPENING NORTH AMERICAN LAW FRANCES OLSEN* After listening to some of my colleagues here today, I realize that my presentation is quite in support of student-run law reviews. I should perhaps even call it a panegyric on the student-run law review. The student-run law review is an institution little known outside of North America. One could say with some justification that the institution began almost by accident. It has persisted largely unchallenged. Why has there been so little serious or significant questioning of the student-run journals? A large number of law professors served on student-run journals, and for many, if not most of them, doing so was a positive, in some cases formative, experience. Thus the same people who would be the most likely or in the best position to bring about a change are emotionally unlikely to want to disrupt or damage the institution of the student-run law review. On the other hand, some of these nostalgically supportive professors become quite annoyed when the journals reject an article by them or edit it in a manner not to their liking. Some grudging or hidebound professors even become annoyed when the journals accept articles they themselves dislike or articles written by perceived opponents or enemies. Many middle-aged or older professors romanticize their own law review experiences and may grouch that standards have fallen. Thus the institution of the student-run law review is strong and largely unchallenged. Yet, it is also frequently criticized, as it has been at this symposium today. Actually, I do not strongly disagree with many or most of the criticisms recited this afternoon. Rather, I would maintain that similar or more significant criticisms would apply to any other system that we might adopt for producing legal periodicals, and I consider the criticisms of student-run law journals greatly outweighed by the advantages. As critics charge, much of what student-run journals publish is conventional, irrelevant, and over-footnoted. Rank beginners are solely responsible for what is printed, generally without peer review of any kind. The closest approximation of peer review is the somewhat random practice of student editors seeking advice from their friendly professors.' Traditions of seeking such advice vary from school to school and from one set of editors to another. At best, the practice is haphazard. At worst, it can lead to systematically poor advice. The professors giving advice are chosen more randomly than through actual peer-review processes, and they are not accountable in the same way for the opinions they give. I would worry that some small-minded professors might through casual, disparaging comments or dismissive assertions discourage the publication of a meritorious article whose thesis or author they opposed. These same professors, if they were called upon to write a more formal peer review, might be unable to Professor of Law, University of California at Los Angeles. In a speech at the Indiana Law Journal banquet, Professor Ronold D. Rotunda advised the student editors to seek the advice of their professors regarding which articles and student notes to publish, assuring them that they could seek advice without jeopardizing their own valued independence. See R.D. Rotunda, Law Reviews-The Extreme Centrist Position (1986) 62 Ind. L.J. I at 9. ALBERTA LAW REVIEW VOL. 39(3) 2001

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