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                <text>Kingsley, Barbra</text>
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                <text>Mathai, Amreeta S.</text>
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                <text>When government notices are difficult to understand, making it difficult for intended users to navigate governmental systems, the consequences of failing to respond appropriately to such notices disproportionately negatively affects people from socio-economically marginalized communities, often with severe and long-term consequences to their lives. This paper will discuss current legal challenges in the United States to state Departments of Motor Vehicles’ practices of revoking or suspending the driver’s licenses for failure to pay traffic tickets without first providing them adequate notice of how to prevent or contest the suspension if they are unable to pay. People are less likely to understand confusingly presented information or be able appropriately act on it. People with limited financial means and limited literacy may lack the resources to hire someone to interpret poorly designed documents and are thus left unable to take the steps needed to protect themselves. This paper presents tools to analyze and evaluate the efficacy of government notices according to two questions: (1) Can the intended reader understand the notice?, and (2) How well does the notice inform that intended reader of the key messages?</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/112</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/112/102</text>
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                <text>Copyright (c) 2021 Journal of Open Access to Law</text>
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                <text>Journal of Open Access to Law; Vol. 9 No. 1 (2021): Special issue on "Communicating the law and public information to vulnerable audiences"; 15</text>
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                <text>2372-7152</text>
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                <text>“Giving Notice”: The Divergence Between Legal and Practical Assessments of How Well Government Notices Provide Information to Vulnerable Audiences</text>
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                <text>This paper explains how we rewrote the Belgian Letter of Rights. This is the document that arrested persons receive, which explains to them what their rights are: the right to remain silent, the right to obtain legal assistance, the right to receive medical help, etc. The problem is that this document is not appropriate for persons to correctly understand their rights, especially as they receive it in a stressful context. They are unaware of their rights, or they don’t know how to exercise their rights.
We rewrote the Belgian Letter of Rights, in order to make it clear, understandable and efficient for persons under arrest.This paper presents the steps and methodology we followed.It also presents the results and impact we hope for this project. This impact is mainly to provide better access to justice because the first step towards justice is to understand rights and obligations.</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/108</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/108/103</text>
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                <text>Copyright (c) 2021 Journal of Open Access to Law</text>
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                <text>Journal of Open Access to Law; Vol. 9 No. 1 (2021): Special issue on "Communicating the law and public information to vulnerable audiences"; 10</text>
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                <text>2372-7152</text>
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                <text>A Methodology to Rewrite the Belgian Letter of Rights</text>
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            <description>An entity primarily responsible for making the resource</description>
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                <text>Curtotti, Michael</text>
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                <text>McCreath, Eric</text>
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                <text>2013-12-18</text>
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            <description>An account of the resource</description>
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                <text>The widespread availability of legal materials online has opened the law to a new and greatly expanded readership. These new readers need the law to be readable by them when they encounter it. However, the available empirical research supports a conclusion that legislation is difficult to read if not incomprehensible to most citizens. We review approaches that have been used to measure the readability of text including readability metrics, cloze testing and application of machine learning. We report the creation and testing of an open online platform for readability research. This platform is made available to researchers interested in undertaking research on the readability of legal materials. To demonstrate the capabilities ofthe platform, we report its initial application to a corpus of legislation. Linguistic characteristics are extracted using the platform and then used as input features for machine learning using the Weka package. Wide divergences are found between sentences in a corpus of legislation and those in a corpus of graded reading material or in the Brown corpus (a balanced corpus of English written genres). Readability metrics are found to be of little value in classifying sentences by grade reading level (noting that such metrics were not designed to be used with isolated sentences).</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/16</text>
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                <text>Journal of Open Access to Law; Vol. 1 No. 1 (2013)</text>
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                <text>2372-7152</text>
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                <text>readability</text>
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                <text>corpus linguistics</text>
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                <text>A Right to Access Implies A Right to Know: An Open Online Platform for Research on the Readability of Law</text>
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                <text>Fioravanti, Chiara</text>
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                <text>Romano, Francesco</text>
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                <text>2019-10-13</text>
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                <text>In the present paper we will verify if and how the institutional guidelines on administrative document drafting of extra-EU countries, include recommendations on the use of visual elements to make the content of the institutional texts more comprehensible and the administrative procedures more accessible. This analysis had the ultimate goal of trying to make additional proposals for the Italian guidelines in order to make them more inclusive through a greater use of visual aspects.</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/86</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/86/90</text>
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                <text>Copyright (c) 2019 Journal of Open Access to Law</text>
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                <text>Journal of Open Access to Law; Vol. 7 No. 1 (2019): Special Issue on "Visual Law"</text>
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                <text>2372-7152</text>
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                <text>Access to legal information for citizens and new citizens in Italy: using visual elements and adopting Legal Design methods to make administrative documents clearer and more effective.</text>
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                <text>Allbon, Emily</text>
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                <text>The law student learning experience is still a predominantly textual one in the UK; students are expected to do a significant amount of reading in preparation for lectures and tutorials. Research around transmedia and multimodality shows us that engagement levels can be much heightened when different formats are used in teaching materials. This piece gives insight into the creation of a resource aimed at inspiring UK teachers of law to use more visual methods of communicating the law.
tl;dr: the less textual legal gallery, is a showcase of legal learning and communication materials focusing on visual and alternative modalities. Its collections are created by a diverse range of individuals, many in collaboration with students, illustrators, lawyers in practice and technologists. Artistic talent varies as does the reliance on tools. The paper also explores tools that may help law teachers be more visual in how they explain concepts and principles in law.</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/96</text>
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                <text>eng</text>
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                <text>Journal of Open Access to Law</text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/96/93</text>
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            <name>Rights</name>
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                <text>Copyright (c) 2019 Journal of Open Access to Law</text>
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                <text>Journal of Open Access to Law; Vol. 7 No. 1 (2019): Special Issue on "Visual Law"</text>
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              <elementText elementTextId="12613">
                <text>2372-7152</text>
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                <text>Changing mindsets: encouraging law teachers to think beyond text</text>
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                  <text>Journal of Open Access to Law</text>
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                  <text>Cornell University</text>
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                <text>Neale, Thom</text>
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                <text>This study uses simple statistical and functional analysis in conjunction with network analysis algorithms to examine the network of Canadian caselaw using data supplied by the Canadian Legal Information Institute (CanLII). The analysis reveals that indegree centrality and PageRank scores of caselaw within the network are effective predictors of the frequency with which those cases will be viewed on CanLII's website. Further, statistical and functional analysis of network rankings of each case over time suggest that cases typically cease to be cited in 3 to 15 years, depending on the jurisdiction, with the exception of Supreme Court of Canada decisions, which persist for 50 years. The study concludes that roughly 19% of Canada Supreme Court cases remain important despite the passage of time, whereas in all other jurisdiction, less than 3% of cases continue to be cited regularly over time. </text>
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                <text>https://ojs.law.cornell.edu/index.php/joal/article/view/20</text>
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                <text>Journal of Open Access to Law</text>
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                <text>Journal of Open Access to Law; Vol. 1 No. 1 (2013)</text>
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                <text>2372-7152</text>
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                <text>network analysis</text>
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                <text>Citation Analysis of Canadian Case Law</text>
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