Redefining the Pedagogy: Service-Learning in Libraries and Archives

Abstract

Service-learning has become an established pedagogy in higher education classrooms. With a push in recent years to offer classroom experiences that offer more than static lectures, service-learning incorporates three main elements into its model; experiential learning, contribution to the community, and reflection which merges theory with practice for a unique learning experience. Service-learning can also be found in early models of library science education. This article will highlight service-learning projects in both libraries and archives that used innovative methods to create partnerships in the community. It will also argue that both libraries and archives should not be overlooked when considering these projects and can be valuable resources for successful service-learning partnerships.

Assessing the societal value of a service-learning project in information studies during the COVID-19 pandemic

“…As a pedagogical tool, in addition to its experiential character, it implies reciprocity, collaboration and mutual learning between students and communities, promotes civic education and the development of a sense of societal responsibility (Lim & Bloomquist, 2015), and requires reflecting on the experiences that it affords (Angel, 2016). In Library and Information Science (LIS), SL has been used as a teaching strategy in graduate and postgraduate education and as an alternative to curricular internships (Most, 2011;Roy et al, 2009;Montesi et al, 2021) Scott (2020), SL could be found in the first models of LIS education. SL initiatives have also been undertaken from academic libraries in collaboration with faculty, in order to accomplish libraries' mission of supporting the development of university curricula (Nutefall, 2016;Scripps-Hoekstra, 2020).…”