Integrating Critical Approaches to Technology and Service-Learning Projects

Turnley, Melinda

doi:10.1080/10572250709336579

Cited by 36 publications

(3 citation statements)

References 22 publications

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“…The quality of the reflection can also affect the quality of the service. For example, Turnley (2007) suggests that reflection in action can lead to superior development of products for community partners. Quinton and Smallbone (2010) advance this thinking by suggesting that reflection becomes a more valuable tool when faculty provide formative feedback that students subsequently engage with to promote higher-order criti cal thinking.…”

Section: Reflectionmentioning

confidence: 99%

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Sturgill

Motley

2014

Teaching & Learning Inquiry

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Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private aBSTraC T reflection is a key component of service learning, but research shows that in order to maximize learning, the reflection must be of high quality. This paper compares the affordances of three different models of written reflection in engendering students' higher-order thought processes. Student reflections were compared across axes of guided versus free response, dialogic versus expressive reflection, and pub lic versus private reflection. results indicate that guided reflection yields more response than free reflection does. Dialogic and guided reflections both yield more integration of knowledge from service learning activities within a larger context. results for pub lic reflection versus private were mixed. ethical considerations for pub lic reflection are also discussed.Key WOrDS reflection, applied learning, experiential learning, service learning, blogsAs instructors work with students to meet course objectives through service learning, intentional reflection about the process is an important way for students to integrate knowledge of theory with experience in practice. In fields where direct service is not a goal of the discipline-for example, in business or communications-engaging students in effective reflection can be a challenge, as it may be more difficult to convince students of the need for it. This is unfortunate because reflection will be an essential part of successfully integrating their knowledge into a professional context.Reflection has been well studied and is key to distinguishing service learning from volunteering. There are many types of reflection, in clud ing group discussion, partner interactions, and other face-to-face opportunities. This paper investigates the affordances of different types of written reflection along three dimensions. We examine the reflections of students enrolled in multiple sections of an international service learning class. Cases are drawn from the same cohort of students, who are doing similar projects, but engaging in different methods of reflection. Their level of criti cal thinking about the service experience is coded and compared.

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Section: Reflectionmentioning

confidence: 99%

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Sturgill

Motley

2014

Teaching & Learning Inquiry

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“…Methods such as PGI that assist in the documentation of student work are useful in any TPC course, but especially those that focus on community engagement because client projects allow students to practice key professional skills, such as project management and collaboration. Such courses typically focus heavily on deliverables and end results (Rehling, 2000; Turnley, 2007) rather than the actual process of engagement work. Our findings support this assertion, as instructors and partners offered many pictures of client presentations that took place at the end of projects.…”

Section: Discussionmentioning

confidence: 99%

Tuning to Place: Using Photos to Better Understand Problems in Technical Communication Classes

Carlson

Overmyer

2023

Journal of Business and Technical Communication

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This article highlights the role of place in understanding problems, specifically within community-engaged projects in upper-level technical and professional communication courses. Drawing on a year-long participant-generated imagery study with students, instructors, and community partners, the authors argue that photographic research is effective in helping participants and researchers tune to place. Taking photos offers opportunities for documentation, individual interpretation, and collaborative reflection, resulting in a deeper, more nuanced sense of place. Ultimately, this article demonstrates how a greater awareness of place, cultivated through reflecting on visual evidence, enhances engagement projects and helps technical communicators address complex problems.

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“…This approach to "inject more realism into writing assignments" (Huckin, 1997, p. 49), popularly known as service-learning 1 today, encourages instructors to partner with community organizations to give students experiential learning opportunities that enhance their skills and cultivate civic responsibility. Scholars interested in the benefits and challenges of service-learning have studied students' reflections of their service experience (Matthews & Zimmerman, 1999;Patterson, 2015), citizenship and social awareness (Mara, 2006;Sapp & Crabtree, 2002), and technology use (Turnley, 2007). In fact, technological engagement and technology's effects on service-learning experiences have been a specific focal point in TPC literature.…”

Section: Introductionmentioning

confidence: 99%

Examining Multimodal Community-Engaged Projects for Technical and Professional Communication: Motivation, Design, Technology, and Impact

Tham

Jiang

2022

Journal of Technical Writing and Communication

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This study examines the role of multimodality in facilitating service-learning goals. We report findings from qualitative interviews with 20 college instructors who have designed and facilitated multimodal community-engaged learning projects, identifying their motivations, goals, and the impact of these projects through reflections. Based on our qualitative analysis of these instructor responses, we discuss the technological and pedagogical implications of multimodal social advocacy projects in technical and professional writing courses.

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Integrating Critical Approaches to Technology and Service-Learning Projects

Cited by 36 publications

References 22 publications

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Methods of Reflection about Service Learning: Guided vs. Free, Dialogic vs. Expressive, and Public vs. Private

Tuning to Place: Using Photos to Better Understand Problems in Technical Communication Classes

Examining Multimodal Community-Engaged Projects for Technical and Professional Communication: Motivation, Design, Technology, and Impact

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