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Bridging classroom and community: An approach to doing service-learning in the writing classroom

Page history last edited by Adam Webb 11 years, 2 months ago

Abstract

 

Service-learning is an educational method that bridges academic learning with the community. While there are various approaches to incorporating service-learning in the classroom, many of them tend to focus on having students volunteer within the community and then reflect on their experiences. However, preparation and planning are important in creating an effective service-learning pedagogy. Scholars such as Adler-Kassner (1997, 2000) and Deans (2000) have addressed issues such as how to incorporate service-learning pedagogies into the writing classroom. There are various websites and online programs that support service-learning in the United States and at the international level. While websites and online programs such as these are good sites for resources for teachers and administrators, location plays an important factor when adopting, adapting curriculum, and pedagogical approaches. For instance, teachers in the U.S. usually tend to focus on social justice when incorporating international service-learning projects. Critical service-learning projects such as this encourage students to volunteer within the community as well as develop a critical lens of their own materialistic culture while helping individuals address the injustices within their community. The purpose of this research is to provide one approach on how teachers and administrators can create or further enhance their service-learning pedagogical approaches within the classroom. The study involves incorporating service-learning in two first-year writing classes at a major west Texas university. The service-learning pedagogy presented in this study involved having students participate within the local community, reading literature on service-learning, community and volunteering and a final debate over these topics. 

 

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