* Preston-Shoot, M. and McKimm, J. (2012). Perceptions of Readiness for the Practice of Law: A Longitudinal Study of Social Work Students` Perspectives. Social Work Pedagogy, 31(8), 1071-1089. doi.org/10.1080/02615479.2011.608125 Hull, K. E. (2003). The cultural power of law and the cultural implementation of legality: the case of same-sex marriage. Law & Social Inquiry, 28(3), 629-657. doi.org/10.1111/j.1747-4469.2003.tb00210.x *Thomson, J. C.
(2014). Social construction of copyright: the popular production of legality based on communication (dissertation). search.library.wisc.edu/catalog/9910188509802121 *Peterson-Badeli, M., Abramovitch, R., & Duda, J. (1997). Legal knowledge and reasoning skills of young children. Canadian Journal of Criminology, 39(2), 145-170. * Lambie, G. W., Ieva, K. P., Mullen, P. R., & Hayes, B. G.
(2011). Ego development, ethical decision-making, and legal and ethical knowledge among school counselors. Journal of Adult Development, 18(1), 50-59. doi.org/10.1007/s10804-010-9105-8 * LeBlang, T. R., Henderson, M. D., Kolm, P., & Paiva, R. E. A. (1985).
The influence of legal medical education on medical students` attitudes towards the law. Journal of Medical Education, 60(4), 279-287. doi.org/10.1097/00001888-198504000-00001 Gómez, L. (2016). The combination of critical racial theory with second-generation legal consciousness in Obasogy`s Blinded by Sight. Law & Social Inquiry, 41(4), 1069-1077. doi.org/10.1111/lsi.12238 *Albery, I., & Guppy, A. (1995). Drivers` different perceptions of legal and safe driving. Addiction, 90(2), 245-254.
doi.org/10.1111/j.1360-0443.1995.tb01042.x The term “public legal education” (PLE) refers to and may include several similar terms.  The terms “public legal information” and “public legal education and information” (PLEI) highlight a difference between education and information.  The term “community legal education” is used in Australia and the United States, where it often refers to community-based public legal education activities conducted by legal aid organizations. The term “law-related education” (LRE) generally refers to public legal education in primary and secondary schools (and sometimes in higher education), as opposed to primary and non-formal education.  Kennedy, D. (1980). Toward a Historical Understanding of Legal Consciousness: The Case of Classical Legal Thought in America, 1850-1940. Research in Law and Sociology, 3, 3-24. Legal awareness is also achieved through camps, lectures and interactive workshops or intensive programmes on essential and basic legal laws. In public, many want to spend time listening to researchers on current issues that have a significant impact on the rights and livelihoods of ordinary people.  Other methods include roadshows, radio lectures, theatre and street plays, as well as the publication of relevant books, magazines, posters and diagrams dealing with certain statutes, the distribution of pamphlets, brochures and stickers, the exhibition of paintings, illustrations in comic strips and other means of assuring the public for various legal advocacy activities.
 For the purposes of this review, it is therefore necessary to include as many different and often overlapping terms and constructions as possible that correspond to the LC (see search string). As already mentioned, the importance and terminological ambivalence of LC gradually increased, until the current state, where the concept of LC could encompass many concepts, such as “public sense of justice” (Balvig et al., 2015), “knowledge of the law” (Swoboda et al., 1978), “legal knowledge” (Riles, 2008), “trust/belief in the law” (Messing et al., 2015), “legal conscience” (Uzoka, 2016), “legal conscience” (Macura et al., 2011), “sense of justice” (Tapp & Kohlberg, 1971). The majority of scientists usually choose one or more of these constructions and define them differently. However, most of these definitions share some elements with each other. Therefore, it is necessary to take them all into account. The term LC itself has undergone significant development (see Stevens, 2013) that has gradually expanded and blurred its meaning. The study of LC has a long history, beginning with Ehrlich (1913) and empirical studies examining knowledge of specific laws (e.g., Flavier & Chen, 1980). The most common term in these studies seemed to be legal knowledge, which was measured quantitatively. At the same time, the term LC was used, but it referred to the particular form of consciousness that characterizes the legal profession as a social group at a given time. It contained a variety of legal rules, arguments, and theories, much information about the institutional workings of the legal process, and the constellation of ideals and goals that are common in the profession at any given time (Kennedy, 1980, p. 23). One of the most recent approaches views legal jurisdiction as a metaphor.
According to this view, the term is intended to “indicate certain parallels between the institution of law and a language system that must be mastered, knowledge acquired and understanding.”  These authors suggest that the term legal literacy can also serve as a model for educators who want to promote legal literacy. Proponents of legal competence can therefore focus on language teaching.  The Canadian Bar Association (1992, 23) defines legal competence as “the ability to understand words used in a legal context, to draw conclusions from them, and then to use those conclusions to act.”   *Richoz, C., Ayer, A., Berchtold, A., & Richoz, S. (2011). Registration by Swiss physiotherapists: a national survey on legal requirements. Swiss Medical Weekly, 141(w13291), 1-10. doi.org/10.4414/smw.2011.13291 legal consciousness is a set of understood and/or imagined legal consciousness of ideas, points of view, feelings and traditions taken up by legal socialization; which translates into a legal culture within an individual, a particular group or society in general. Legal awareness evaluates the existing law and also takes into account an image of the desired or ideal law.   In the field of law, a large number of users around the world need to exchange legal information and engage in activities in a context where a common understanding of the law beyond language is highly desirable. However, this requirement is difficult to meet because of the diversity of languages and modes in which legal discourse is expressed, as well as the diversity of legal systems and legal concepts on which these systems are based.
 Founded in 1992 by Peter Martin and Tom Bruce, the Legal Information Institute (LII), a nonprofit public service of Cornell Law School that provides free law.cornell.edu access to current U.S. and international legal research sources, is a pioneer in the online provision of legal information.    LII was the first legal website developed on the Internet.  The public service at Cornell Law School promotes the Legal Information Institute, which in turn promotes open access to the legal movement and works according to the principles adopted in the Montreal Declaration (amended in 2002 and later). which promotes the publication of public legal information via the Internet.  On the other hand, this situation is a source of ambivalence and methodological chaos. This is reinforced by the fact that a widely accepted and validated LC meter has not yet been developed. Although recent developments in the field of LC research seem to favour and advocate a qualitative methodological approach (e.g., Ewick & Silbey, 1998; Gómez, 2016; Merry, 1990; Nielsen, 2000; Sarat, 1990; Young, 2014) for its presumed ability to analyze the CL concept in a more complex (i.e., non-reductionist) manner, the results showed that the complexity of CL research is rather low, regardless of the methodological approach used (see Table 5). Under these conditions, the results of the analyzed articles are difficult to compare and therefore no meta-analysis can be performed. Therefore, LC researchers are able to produce a wealth of partial knowledge about more specific aspects of the LC concept, but are unable to study and understand this phenomenon in a sufficiently comprehensive and in-depth manner to provide results that influence the actual functioning of legal practice (e.g., legislation and justice).
The potential of LC research therefore remains untapped. Silbey, S. S. (2005). According to legal knowledge. Annual Review of Law and Social Science, 1(1), 323-368. doi.org/10.1146/annurev.lawsocsci.1.041604.115938 Anoop Kumar, a researcher at the Legal Literacy Mission, states in his study: “The state legislature and parliament, while legislating, consider the objectives of the state legislature.