Literacy Focused Service Learning by Guidry, Lake Jones & Rice

Guidry, L., Lake, V., Jones,I., & Rice, D. (2005) Literacy focused service- learning as a tool to augment children's literature courses. Journal of Early Childhood Teacher Education, 25(3), 231-236.

Summary:

This article is a brief description of how teacher educators incorporated service learning into their curriculum in a children's literature course at a large research university. The authors identify four interdependent stages of service learning:

1) preparation 2) action 3) reflection and 4) demonstration. Community service is similar, but it does not move from the action stage to reflection and demonstration. They discuss how integrating service learning and reading instrucion benefits both areas of instruction.

Methodology:

This is a case study, but the methodology section is not rich in detail.

Participants:

18 graduate students-16 females, 2 males; 5-Pre-service teachers; 13-elementary teachers

Conclusion:

• Quality children's literature is essential.

• "...teaching service learning pedagogy and integrating it with existing course assignments does not detract, but actually enhances the course content" (p. 235).

• To internalize "academic, social, and emotional skills," ( p. 235) reflection and documentation are necessary.

Key quotes:

"The expansion of service-learning in American schools and colleges has been described as an educational innovation" (p. 235.

"When service learning is used in structured ways with preservice teachers and inservice teachers, it allows them to apply academic, socal, and personal skills to improve literacy instrucion; make decisions that have real, not hypothetical results; grow as individuals and cooperative groups; gain respect for peers, and increase civic participation; experience success no matter their ability level; gain a deeper understanding of themselves, their community, and society; and develop as leaders who take initiative, solve problems, and work as a team" (p. 232).

"Children's literature illuminates life and gives children's insights shape and structure" (p. 232).

Reflection:

While I am interested in the topic, I wanted more data about the learning of the teachers engaged in planning and participating in the integrated curriculum. I also think the piece would have been stronger if the voices of the children participating were heard. In general, more infomation is needed. Did the teacher, PSTs, and/or children gain a sense of agency or power through these lessons?

Additional references:

Furco, A. (2003). Issues of definition and program diversity in the study of service learning. In S.H. Billig & A.S. Waterman (Eds.). Studying service learning:Innovations in educational research methodology. Mahwh, NJ: Lawrence Erlbaum Associates.

Kaye, C.B. (2004). The complete guide to service-learning: Proven, practical ways to engage students in civic responsibility, academic curriculum, and social action.Minneapolis, MN: Free Spirit Publishing, Inc.