coveted graduate position when they complete their studies. Together, these pressures leave students with less time each week to engage deeply with the intricacies of doctrine – if the majority of students ever really did this. Instead, however, students hone diverse and valuable skills in paid and unpaid work, all the while practising effective time management as they juggle their responsibilities. Technologically literate graduates The traditional method of research involved physically stepping into a library. With modern technology, of course, this can all be done without moving from one’s desk, or even from one’s bed. The research methods of today are computer based and, increasingly, mobile. The legal professional has access to a myriad of proprietary databases and free access to legal information via the Internet. The issue is not finding materials but learning how to navigate the flood of information that is available, and to select judiciously according to purpose. Beyond this baseline traditional lawyering skill, artificial intelligence is now sufficiently sophisticated to undertake natural language research tasks.13 Deriving the answer to legal questions will likely affect the role of (human) legal problem solving. Additionally, the ways in which research results are presented are increasingly enhanced by technologies. Thus legal writing, the staple of the lawyer’s toolkit, is likely to be supplemented by sophisticated visualisation, produced through digital technologies. How the legal professional deals with such technologies requires us to think about these staple lawyering skills in a different way. The inescapable conclusion is that, to negotiate the practice of law into the future, graduates must be familiar with navigating technology integral to legal practice – training must go beyond gaining isolated technology skills toward generating a deep understanding of digital environments, enabling intuitive adaptation to new contexts and cocreation of content with others.14 It is our responsibility as law schools to arm students with these digital capabilities. Conclusion In a quote variously attributed to French author François de la Rochefoucauld and Greek philosopher Heraclitus, it is said that ‘the only constant thing in life is change’. Nowhere is this more true than in the digital realm; technology and its application changes rapidly and there is no guarantee that contemporary technologies will remain in use when our students graduate. In fact, it is much more likely that things will look substantially different. At the same time as legal practice is changing, the deployment of technologies in legal practice is uneven. Traditional lawyering skills remain in demand even as the lawyer’s work is transformed beyond recognition. The rate of change and its unevenness together pose a significant challenge for law schools seeking to prepare graduates for an unpredictable future. The tenor of the FLIP Report was cautious in the face of transformation of the profession, recognising the toll on lawyers of constant change and uncertain futures. Law schools have an important role to play in supporting the profession as it evolves. Legal academics are well placed to imagine the futures of law and legal practice. The law school can assist in the evolution of the profession by diversifying the student experience and contributing to the development of forward-looking professional capabilities. NOTES: * Bond University Law School. ** UWA Law School. 1. The Law Society of New South Wales, Report on the Commission of Inquiry into the Future of Law and Innovation in the Profession, 10. 2. See . 3. Above n 1, 20. 4. Above n 1, 41. 5. Above n 1, Ch3. 6. Above n 1, Ch4. 7. As argued, for example, by Richard Susskind, Tomorrow's Lawyers: An Introduction to Your Future (Oxford, 2013). 8. The Priestley 11 academic areas are set out in the Law Admissions Consultative Committee (LACC) Uniform Admission Rules 2008, Schedule 1, . 9. Above n 1. 10. Sally Kift, Mark Israel and Rachael Field, ‘Learning and Teaching Academic Standards Project Bachelor of Laws Learning and Teaching Academic Standards Statement’, Australian Learning and Teaching Council, December 2010, . 11. See the recent report on ABC ‘Rent, debt, jobs, study: Why uni students are feeling more stressed’ Triple J Hack (3 May 2017) . 12. Norm Kelk, Georgina Luscombe, Sharon Medlow and Ian Hickie, Courting the blues: Attitudes towards depression in Australian law students and legal practitioners (2009) Sydney: Brain & Mind Research Institute of the University of Sydney, ; Wendy Larcombe and Katherine Fethers, ‘Schooling the blues? An investigation of factors associated with psychological distress among law students’ (2013) 36(2) UNSW Law Journal 390, ; Wendy Larcombe, Sue Finch and Rachel Sore, ‘Who’s distressed? Not only law students: Psychological distress levels in university students across diverse fields of study’ (2015) 37(2) Sydney Law Review 243, ; Natalie Skead and Shane L Rogers, ‘Stress, anxiety and depression in law students: How student behaviours affect student wellbeing’ (2014) 40(2) Monash Law Review 564, . 13. For e.g., see Ross Intelligence, . 14. Horizon Report, 2017 Higher Education Edition, . 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