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Jan 9, 2024
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Annotated Bibliography about Service Learning
Service learning is an instructional approach where meaningful community service is integrated with classroom instruction. During this approach, students are provided with the opportunities to apply their academic knowledge to real-world situations while helpfully contributing to their communities. Benefits of service learning include increased student academic learning, personal growth such as a sense of empathy and social responsibility, and career preparation. There is a gap in the literature in understanding the effects of service learning
on elementary students. Annotated Bibliography
Gartland, S. (2021). Exploring Elementary Student Perceptions of Experiential Learning Within Critical Service-Learning.
Journal of Experiential Education
,
44
(1), 50–64. https://doi.org/10.1177/1053825920980786
Gartland provided a qualitative study of the perceptions of third graders and their part in the implementation of a service learning project. Gartland provided background on how current research focuses on the ways students of color do not perform like White students, and so she decided to focus on what works and why. Her research questions and
analysis were shaped by the Critical Race Theory and focused on student voice. Gartland provided a look into the implementation of a community-based critical service learning framework, the Need in Deed (NID) My VOICE framework, gave her views on student perceptions and voice, and made the case for investigating them. Gartland explained that NID’s My VOICE framework allows students to be the curricular designers by driving the focus of the project and day-to-day choices. The projects identified were based in the students’ communities. Garland emphasized that NID’s My VOICE framework is an example of critical service learning, which is different from traditional service learning in
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that it deliberately raises awareness about the importance of the service, analyzes the root
causes of the problem, and develops the skills needed. The qualitative study took place within a larger project that focused on identifying teachers’ successes and challenges with implementing a critical service-learning framework. Although the larger project focused on teachers, this study focuses on the students. Data was obtained from student focus groups and classroom activities. Findings revealed that there was an increased sense of community in their classroom and increased self-efficacy. A limitation of the study is that the data sources were limited. Additional research
using more data sources is required to gain a deeper insight into how participation in a critical service learning project might impact students’ feelings of community and self-
efficacy. Another limitation is that there was a small sample size since the study focused on third graders. This research contributes to the research that already exists about service learning and is useful by providing knowledge that can add to future research. The findings from the study can be used to spark the conversation around critical service learning in the K12 area of learning. Merritt, E., Harkins, T., & Rimm-Kaufman, S. (2021). Empowering Elementary Students through Environmental Service-Learning.
Grantee Submission
, 8–11.
In this article, Merritt et al. introduced several environmental problems that were identified by fourth-grade students during their environmental unit. The question of how can educators develop skills in their students to effect powerful and meaningful change was then posed. Service learning was identified as an answer to the question. In this study, Connect Science, an environmental service-learning curriculum and professional
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development program, was used to allow students to engage in meaningful activities. Researchers identified five ways to empower students. First, choose an environmental topic in the curriculum for students to focus on. Merritt et al. encouraged explaining different approaches to addressing the problems. Second, have students co-create a list of
problems that matter to them. Merritt et al. noted that allowing students to take ownership of this can help them develop urgency to take action. Third, allow students to choose the problem that they want to focus on. Fourth, have students investigate options for addressing the problem. Merritt et al. added that during this time, teachers need to weigh in and help students learn decision-making skills. Fifth, support students and guide
them to use critical thinking skills such as reflecting, analyzing, and evaluating. Merritt et al. provided useful tips for implementing environmental service learning projects; however, the discussion was primarily focused on fourth graders, and, therefore it is not clear if they will be useful tips for lower elementary students. Additionally, Merritt et al. mentioned that the projects were time-consuming for both teachers and students. The projects generally went beyond the suggested time identified from the curriculum maps. This research is useful to educators who are interested in beginning service learning in their classrooms. Merritt et al. gave practical steps to getting started with the initiative. Thus, this study can be useful in other schools. Serriere, S. C., Mitra, D., & Reed, K. (2011). Student Voice in the Elementary Years: Fostering Youth-Adult Partnerships in Elementary Service-Learning.
Theory & Research in Social Education
,
39
(4), 541–575. https://doi.org/10.1080/00933104.2011.10473466
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In this study, the authors studied mixed-age groups of students involved in service-
learning activities at an elementary school. Serriere et al. explained that only a small body of research focuses on elementary students and service learning. Additionally, not much literature examined the relationship between student voice and service learning. The research method used was a multiple case study of three groups of children and their adult leaders. Qualitative data such as observations, teacher and student interviews, and teacher and student focus groups were used. Findings showed that teachers have diverse ways of bringing out student voices in regard to service learning and helping students acquire the skills to engage in service is necessary. The research showed that the teacher-
student relationship must involve the sharing of knowledge between both parties. While the study provided meaningful research regarding participating in service learning for elementary children, it was limited in the fact that it solely focused on three teacher types, when there are various types of teachers in schools. During the analysis process, researchers used an inductive coding scheme due to the immense processes of service learning. The findings from the research are useful to the field of education by contributing
to the idea that people cannot assume that all educators have the same vision in terms of what student voice looks like. Additionally, this research is useful because Serriere et al. explained that professional development staff, teacher educators, and service-learning educators should pay attention to different interpretations of teacher leadership and how they affect service learning.