The Relationship Between Service Learning and Research

Nutefall, Jennifer E.

doi:10.1080/15228950903199271

Cited by 9 publications

(5 citation statements)

References 3 publications

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“…Producing “real world” technical documents for community partners leads to greater student engagement and sense of purpose, eliciting deeper learning (Soria & Weiner, 2013). Last, librarians can play a key role in connecting service-learning students to relevant resources and in helping them evaluate resources’ usefulness (Kott, 2016; Nutefall, 2009).…”

Section: Review Of Literaturementioning

confidence: 99%

“More Like a Real Human Being”: Humanizing Historical Artists Through Remote Service-Learning

Gasper-Hulvat

2018

Journal of Experiential Education

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Background: In a digital age, service-learning partner organizations can expand beyond geographical locations accessible to the students. Particularly within fields digitizing archival sources, including art history, many learning outcomes achieved in traditional on-site service-learning programs can also result from remote access to staff and materials at non-local partner organizations. Purpose: This study analyzed the impact of a remote service-learning project between an upper division contemporary art history course at a regional university in Ohio and the Archives of American Art in Washington, D.C. Methodology/Approach: Over 3 consecutive years, the students used digitized visual and audio archival materials to edit transcripts of oral histories for web publication. At the conclusion of the project, the students conducted focus group interviews to analyze their perceptions of learning outcomes. Findings/Conclusions: Qualitative analysis of the interview transcripts yielded four primary themes in the data: disciplinary understanding, transferrable skill development, critical decision making, and emotional knowledge. Implications: Remote service-learning can facilitate many of the same learning outcomes as on-site experiences.

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Section: Review Of Literaturementioning

confidence: 99%

“More Like a Real Human Being”: Humanizing Historical Artists Through Remote Service-Learning

Gasper-Hulvat

2018

Journal of Experiential Education

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“…Best documented in the literature are case studies of information literacy (IL) instruction in service-learning courses. These range from instruction sessions 16 to embedded librarianship in servicelearning courses at the request of a faculty partner. 17 Additionally, a few case studies have described incorporating service-learning pedagogy in credit-bearing IL courses.…”

Section: Academic Libraries and Service-learningmentioning

confidence: 99%

Assessing Service-Learning Programs in Academic Libraries: A Rubric in Action

Nutefall¹,

Barry²,

Gruber³

et al. 2021

portal

Self Cite

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Service-learning is an important practice in higher education, allowing institutions to combine essential campus functions of research and learning with meaningful engagement in the community. As service-learning has made its way into institutional strategic plans, libraries have sought to support this work by integrating community engagement into such library functions as collection development, instruction, reference work, and events or displays. This article explores the need to assess the support libraries provide for service-learning, introducing the "Self-Assessment Rubric for Development of Service-Learning Programs in Academic Libraries" by Katherine Kott. The rubric is comprehensive, touching on mission and culture, information access, space, programming, relationships, and organizational leadership, with four tiers for each dimension. Thoughtful completion of the rubric, with modifications based on one's institutional context, allows libraries invested in service-learning pedagogy to identify their strengths, improve their work, and tell their story to stakeholders and decision makers. Adoption across multiple institutions would benefit efforts to tell the story of libraries' impact on service-learning. Reflection is "sometimes described as the hyphen in service-learning; it is the link that ties student experience in the community to academic learning." 1 This paper will hyphenate service-learning except in cases where an original source does not.

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“…Additionally, while a lot has been written on the role of critical reflection in community service learning classrooms, there is far less about other types of course assignments (Kiely, 2005;Mayhew & Fernández, 2007). A small body of literature suggests that students' social justice understanding is deepened when engaging with research-intensive assignments (Mitchell, 2007;Nutefall, 2009;Zempter, 2018); however, more research is needed on the best practices in CIL within community service learning classrooms. Calls within the CSL literature to integrate research into the service experience, value community members as information sources, and critically assess complex social and political conditions point to the potential of greater integration of CIL in community service learning curriculum (Smedley-López et al, 2017).…”

Section: • Information Has Value • Research As Inquirymentioning

confidence: 99%

20211118

Brewster¹

2021

Michigan Journal of Community Service Learning

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Critical information literacy (CIL) and critical service learning (CSL) have developed in parallel overrecent years but have yet to intersect robustly. Rooted in critical theory, these approaches emphasize both conceptual frameworks and practices that center questions of social inequality in our teaching and learning practices-and in our universities as institutions. A small body of literature suggests that students' social justice understanding is deepened when engaging with research-intensive assignments. Within this study, we explored students' understanding of social justice in connection with research-intensive and non-researchintensive course assignments. Using a semi-structured interview technique, we interviewed 23 undergraduate students from 15 different CSL courses over an academic year at a private, West Coast, faith-based university. Our intention within this article is to highlight under-researched CIL pedagogy and curriculum within CSL and to put forth a call to action to university faculty and librarians to collaborate in further research.

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The Relationship Between Service Learning and Research

Cited by 9 publications

References 3 publications

“More Like a Real Human Being”: Humanizing Historical Artists Through Remote Service-Learning

“More Like a Real Human Being”: Humanizing Historical Artists Through Remote Service-Learning

Assessing Service-Learning Programs in Academic Libraries: A Rubric in Action

20211118

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