Service Learning is a quickly growing movement within higher education that empowers students to utilize classroom knowledge to solve a problem or effect a change within their local community. Information Literacy is critical for getting students to understand the “why” and “how” that should ground all service learning projects. This presentation will begin with an overview of the service learning movement. Next, I will present a case study of my experiences as an embedded librarian in an Environmental Studies Senior Seminar. The presentation will conclude with a summary of emerging best practices for incorporating information literacy into service learning courses.

1. The Role of Information Literacy in
Service Learning Courses: A Case
Study and Best Practices
CHRIS SWEET
ILLINOIS WESLEYAN UNIVERSITY
LOEX ANNUAL CONFERENCE
COLUMBUS, OH
5/4/2012

2. The Big Picture

3. Service Learning Experiences?
 How many are aware of service-learning courses on your
campus?
 Of these, do you know of any that seek library support?
 Of these, who has personally worked with a service-
learning course?
 If you were in an elevator for 1 minute with a faculty
member who teaches a service-learning course could you
make a good case for integrating information literacy?

4. Where we’re headed
 Defining Service-Learning
 History of Service-Learning in Higher Education
 Pedagogical and Theoretical Foundations
 Service-Learning and Information Literacy
 Environmental Studies Seminar Case Study
 Emerging Best Practices
 Final Thoughts and Questions

5. Definitions
 A 1990 review of the service-learning literature
found 147 different terms and definitions related to
service-learning (Kendall, 1990).
 “Service-Learning is a teaching and learning strategy
that integrates meaningful community service with
instruction and reflection to enrich the learning
experience, teach civic responsibility, and strengthen
communities.” (National Service-Learning
Clearinghouse)

6. Definitions
 The basic principle: “Service, combined with
learning, adds value to each and transforms both”
(Honnet & Poulsen, 1996).
 My contention: “Service-Learning, combined with
information literacy, adds value to each and
transforms both.”
 Alternative terms: action research, community-based
learning
 Service-learning is not: an internship, community
service, or volunteerism

7. Andrew Furco Diagram

8. An Example
 Cleaning up a riverbank is SERVICE
 Sitting in a science classroom looking at water
samples under a microscope is LEARNING
 Science students taking samples from local water
sources, then analyzing the samples, documenting
the results and presenting the scientific information
to a pollution control agency is SERVICE-
LEARNING
 (National Youth Leadership Council)

9. Characteristics of Service-Learning
 Connects with and reinforces the academic subject
material of a course
 Addresses a problem or contributes to the
betterment of the local community or a specific
group
 Demonstrates reciprocity between students and
groups being served
 Teaches civic and social responsibility
 Requires critical reflection and analysis from
students

10. Brief History of Service-Learning
and Educational Reform Movements
 Understanding these contexts is essential if you are
advocating for service-learning
 1960’s: social turmoil, activism, civil rights,
formation of Peace Corps and Volunteers in Service
to America (VISTA)
 1970’s: Freire’s Pedagogy of the Oppressed, Nat’l
student volunteer program
 1980’s: A Nation at Risk, formation of Campus
Compact, Wingspread Conference

11. Brief History of Service-Learning
and Educational Reform Movements
 1999:Wingspread Declaration of Renewing the
Civic Mission of the American Research University
 2008: Association of American Colleges and
Universities (AACU) releases a report on High-
Impact Educational Practices: What They Are, Who
Has Access to Them, and Why They Matter.

12. Pedagogical and Theoretical Foundations
 Service-learning relies heavily on constructivist
educational theories.
 Constructivist theorists contend that people
construct their own understanding and knowledge of
the world, through experiencing things and
reflecting on those experiences
 Experiential / active learning are common
constructivist pedagogies.

13. The Other Dewey
 John Dewey (1859-1952) is generally
recognized as the founding father of
constructivism.
 Dewey’s educational philosophy is
largely based on three principles:
 Education must lead to personal growth
 Education must contribute to humane
conditions
 Education must engage citizens in
association with one another
 (Hatcher, 1997)

14. Pedagogical and Theoretical Foundations
 Paulo Freire (1921-1997)
 Pedagogy of the Oppressed (1970)
 Education should develop “Critical Consciousness”-
the ability to perceive social, political, and economic
oppression and to take action against the oppressive
elements of society.
 Power Awareness (understanding social history)
 Critical literacy (analytically reading, writing and discussing
social matters)
 Desocialization (examining the internalized myths and values
of mass culture)
 Self-education (taking initiative in ongoing social change)

15. Pedagogical and Theoretical Foundations
 Kolb Experiential Learning Cycle
 Concrete Experience (or “DO”)
 Reflective Observation (or “OBSERVE”)
 Abstract Conceptualization (or “THINK”)
 Active Experimentation (or “PLAN”)

16. Service-Learning and Information Literacy
 “Where’s the Library in Service Learning?” John
Riddle, 2003.
 ALA Information Literacy Definition
 IFLA Alexandria Proclamation

17. Service-Learning and Information Literacy
 Where’s the Learning in Service-Learning? Eyler
and Giles, 1999.
 National survey of 1500 students in service-learning
classes.
 Conclusions related to Info Lit:
 Service Learning students talked more about the need to
gather information and define issues regarding
community problem solving
 Service learning students are better able to apply subject
concepts, authorities, and information to new problems
(Riddle, 2003, p. 73).

18. Service-Learning and Information Literacy
 2011 ACRL strategic plan: ACRL Plan for Excellence
 “Librarians transform student learning, pedagogy, and
instructional practices through creative and innovative
collaborations”
 Library support of service-learning courses is one way to
do this
 Embedded librarianship is another important trend
among instruction librarians
 The simplest reason for combining service-learning and
information literacy is to assist students with
understanding the “why” and “how” behind a service-
learning project.

19. Libraries and Service-Learning
 In 1907 at the Illinois Library School at the
University of Illinois in Champaign, upper-level
students could add a month of fieldwork in a public
library to their coursework. (Roy & Sheldon, 1998).
 Service-learning courses have been incorporated into
many LIS programs
 In the last 15 years, service-learning has been a
major trend in education at all levels, but library
support for these courses has been sporadic at best

20. Questions?
 Any brief questions before the case study?

21. Case Study
 Illinois Wesleyan University: private, liberal arts,
2100 students
 CFP: Teagle Foundation Teaching Grants
 Environmental Studies Senior Seminar already met
criteria for 4 of 10 high-impact practices: service-
learning, writing-intensive, undergraduate research
and capstone courses.

22. Case Study
 ENST Senior Seminar: Creating a Sustainable
Society
 Course Description
 Major course goal: show students that they could
make a real contribution towards sustainability in
their own communities

23. Case Study
 Fully “embedded” as a co-teacher
 Shared responsibilities for grading, leading class sessions, meeting
with students, coordinating with community partners
 Students must work collaboratively with a community
partner on their projects
 Requires a full literature review to provide context for
each project
 Project Examples
 LINK cards at farmers markets
 Improving Inclusion of Minorities in local Environmental Work
 Bringing Back Endangered Barn Owls
 Establishing a Campus Eco-House
 Documenting the environmental benefits of roadside prairies

24. My Conclusions
 The single most meaningful teaching experience in
my career as an academic librarian
 Service-learning is one of the most effective methods
for teaching students information literacy skills and
concepts
 Models how information literacy is used outside academia
 Co-Teaching (or lead teaching) can be incredibly
rewarding and beneficial
 What about scalability and sustainability?!

25. Student Evaluations
 What did your experience conducting research
and working on a real world problem teach
you?
 “I learned that it is quite enjoyable researching a topic
you’re passionate about. This was my first opportunity to
do so in such depth. I also learned what a difference one
person can make in making something happen.”
 What is the most significant outcome you’ve
gained from this course?
 “I am proud that I actually did something meaningful
instead of another seemingly pointless class project.”

26. Student Evaluations
 How do you feel the class benefitted from
having the perspectives of two instructors?
 “Each instructor has different expertise and can help
with different issues. For such a research-intensive
course, it makes sense to have a librarian’s help.”
 Is there anything else you would like your
course instructors to know?
 “I strongly recommend that two instructors be used
again. It really helps out with the research
component.”

27. Emerging Best Practices for Library Support of
Service-Learning Courses
 Be able to situate both service-learning and information
literacy within pedagogical theory and higher education
reform movements
 When appropriate be able to tie service-learning to
institutional and library mission statements and/or
strategic plans
 Identify existing information literacy elements in service-
learning courses and explain how they could be
strengthened through collaboration with the library
 Focus on information literacy’s ability to strengthen the
contextualizing and reflection portions of service-
learning courses

28. Emerging Best Practices for Library Support of
Service-Learning Courses
 Know your campus organizations and faculty that are involved
in service-learning
 Know your local social service organizations and their needs
 Monitor listservs that focus on service-learning such as those
maintained by Campus Compact and the National Service-
Learning Clearinghouse
 Collaborative, embedded librarian models are one of the best
ways to support service-learning, but one-shot research
instruction sessions can also be of benefit to service-learning
courses
 Librarian-led courses –particularly information literacy
courses- can also benefit when structured around a service-
learning model

29. Final Thoughts
 “Information Literacy and Reflective Pedagogical
Praxis” Heidi Jacobs, 2008
 “What I am suggesting is that the dialogues we have
surrounding information literacy instruction strive
to find a balance in the daily and the visionary, the
local and the global, the practices and the theories,
the ideal and the possible” p. 258.
 Combining service-learning and information literacy
is one way to resolve these dualisms.

30. Final Thoughts
 “Service-Learning, combined with information
literacy, adds value to each and transforms both.”
 Service-learning is challenging for both students and
instructors, but it is not an educational fad. To the
contrary, it may be one of the best ways to return to a
system of education that engages students in the
learning process and strengthens civic ties to local
communities.

31. Forthcoming Book Chapter
 Information Literacy and Service-Learning:
Creating Powerful Synergies
 Forthcoming in: Information Literacy and Social
Justice: Radical Professional Praxis, Library Juice
Press, Fall 2012
 Questions?
 csweet@iwu.edu

32. Bibliography
 Eyler, J., & Giles, D. E., Jr. (1999). Where's the learning in service-learning?
jossey-bass higher and adult education series
 Hatcher, J. A. (1997). The moral dimensions of john dewey's philosophy:
Implications for undergraduate education. Michigan Journal of Community Service
Learning, 4, 22-29.

Honnet, E., & Poulsen, S. (1996). Principles of good practice for combining service
and learning. Johnson Foundation, Inc. Retrieved from
http://www.nationalserviceresources.org/files/Principles-of-Good-Practice-for-
Combining-Service-and-Learning.pdf
 Jacobs, H. L. M. (2008). Information literacy and reflective pedagogical praxis.
Journal of Academic Librarianship, 34(3), 256-262.
 Kendall, J. C., National Society for Internships and Experiential Education (U.S.),
Mary Reynolds Babcock Foundation, & Charles F. Kettering Foundation. (1990).
Combining service and learning : A resource book for community and public
service. Raleigh, N.C: National Society for Internships and Experiential Education.

33. Bibliography
 Kolb, D. (1981). Learning styles and disciplinary differences. In A. W.
Chickering (Ed.), The modern american college (pp. 232). San Francisco:
Jossey-Bass.
 Kuh, G. D., & Schneider, C. G. (2008). High-impact educational practices :
What they are, who has access to them, and why they matter Washington, DC
: Association of American Colleges and Universities, c2008.
 Putnam, R. D. (2000). Bowling alone : The collapse and revival of american
community / robert D. putnam New York : Simon & Schuster, c2000.
 Riddle, J. S. (2003). Where’s the library in service learning?: Models for
engaged library instruction. Journal of Academic Librarianship, 29(2), 71-81.
 Roy, L., & Sheldon, B. E. (1998). Library and information studies education in
the united states. London ; Washington, D.C: Mansell.