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8 PLL Persp. 1 (1996-1997)

handle is hein.lbr/aaplper0008 and id is 1 raw text is: \/ni I r F l ks I .Pe~frpeotue0 The Quarterly of the Private Law Libraries/SIS of the American Association of Law Libraries FAIL 1 996 TRIPLL and AMPLL: An Investment in Law Librarians' Professional Development by Eileen Santos, J.C. Penney Company, Inc., Piano, TX esant3 @jcpenney.com AST NOVEMBER I RECEIVED a form letter which began, Dear Law Librarian, Be part of the most dynamic and successful legal research pro- gram available! It was my invitation to apply to the seventh conference on Teach- ing Research in Private Law Libraries (TRIPLL). I had several good reasons to apply. Teaching research is an integral part of my job, and I've always felt strongly about doing it well. Getting away for a few days to network with colleagues is always ben- eficial. All expenses except airfare to the TRIPLL Conference are covered by LEXIS- NEXIS, and I knew my Managing Attor- ney would like that. On the other hand, the Conference was going to fall at a particularly bad time in my department, following a major com- puter equipment installation in which I was deeply involved. It also fell on a weekend, which carved into personal time. Plus, it was clear from the invitation that this pro- gram would be heavily participatory, in- cluding preparation of a short presentation in advance which would be videotaped on arrival. TRIPLL is limited to 30 partici- pants to maximize learning, and attendees are expected to attend every class session and eat every meal together. The whole thing sounded interesting, but also very de- manding. I may have hesitated and put the application aside, however worthwhile it sounded. But, I had one great reason to apply. My friend and former co-worker Helen Lawless had gone to TRIPLL in 1994, and she recommended it highly. If anyone knows teaching, it's Helen. As Coordinator of Reference Services at Debevoise & Plimpton in New York, Helen has been orchestrating her firm's research training programs for years, besides being active in PLI and LLAGNY continuing education programs. Her background is education; she taught for ten years before becoming a law librarian. I had the oppor- tunity to develop a few training sessions with her when we worked at Weil, Gotshal & Manges, and I learned a great deal from her about teaching legal research. Since I consider Helen to be bright, quick, in- formed, not easily impressed, and the best of the best of teachers, her wholehearted recommendation of TRIPLL meant more to me than any of my more general good reasons for applying. Helen urged me to go. Every TRIPLL participant leaves the Conference with plentiful new ideas, in- sights and inspiration, she assured me. In case you don't know Helen, or haven't spoken to any other TRIPLL alumni, I want you to know that she was right. I did apply, and was among those selected to travel to Scottsdale, Arizona, last April. My TRIPLL experience was, as she had predicted, a fine investment of my time and energy. It turns out I was right, too. I had figured that if the Conference could attract a student like Helen Lawless, who is certainly qualified to teach at the Conference and was bound to contribute as much as any of the speakers, that this might be part of the program design. At the TRIPLL Conference I attended, partici- pants were from varied geographical loca- tions, with differing levels of experience, but every one of them was serious about improving her or his legal research teach- ing skills. Every one of them had some- thing unique and useful to offer. The inter- active structure of the sessions really brought out contributions from all partici- pants. Not surprisingly, it was informative and really fun. TRIPLL ADVANTAGE The TRIPLL Conference is a Train the Trainer event. These were practical sessions, designed to help us focus on -- and then rehearse -- our triple responsibilities as teachers, trainers and presenters. We explored teaching methods best suited to adult learning, and learned to plan a well- rounded legal research program. Each of us developed and walked away with an ac- tion plan specifically for our organizations. Of particular importance to me was the session on needs assessment techniques, in which I learned various methods ofjudg- ing specifically what type of training is re- quired, and how to determine the level and pace of instruction. I also learned how to measure the results of research classes I've already held, and how to transfer this to my future training objectives. As serious as the topics were, the classes were anything but dry! The panel of speakers knew their subjects well, and presented them warmly, with wit and style. I liked being at a conference where I could see them practicing what they preached. Although intense, the sessions were well- paced. Held at La Posada Resort Hotel in Scottsdale, the accommodations were lovely, and the food was outstanding. The (continued on page 4) VOL~m 8 ISUF

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