| Summary: | We know that members of the public find court forms complex. Less is known, however, about what in particular makes these documents difficult for non-legally trained people to complete.
The study described in this article seeks to fill this information gap by deploying a “functional literacy” framework to evaluate court form complexity. In contrast to more traditional conceptions of literacy, “functional literacy” shifts the focus away from the ability to read and towards the ability of individuals to meet task demands. Under this framework, an individual is assigned a literacy level by virtue of the complexity of the tasks that he or she is able to complete. As a result, the framework focuses as much on tasks (and associated documents) as it does on the capacity of the individual.
Four different Ontario forms needed to initiate three different types of legal proceedings were examined. The results of the study are described in significant detail in the article. Some of the identified sources of challenge include requirements to: generate information that requires expert legal knowledge; infer the meaning of technical legal terms; and move between multiple information sources (including, for example, searching on a website to find a correct court address). Another set of identified challenges was reflected in “distractors” contained in the court forms that risked confusing the reader, such as broad requests for information or the use of unclear terms. Although the associated court guides provided some guidance on the above types of issues, we found that such guidance was often incomplete and also potentially difficult to access given the overall complexity of the guides themselves.
Although proposing comprehensive solutions was beyond the scope of this study, the article concludes with a preliminary discussion of possible solutions, including form redesign, the use of dynamic electronic forms and the provision of unbundled legal services.
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