Re: S + L not always S-L

Brian and Patricia

At Service-Learning Northwest trainings and presentations we always begin with an examination of a number of service-learning definitions (NYLC, National and Community Service Trust Act, and, my favorite, Eastern Michigan's). >From these we distill three characteristics common to all definitions. We call them the defining characteristics of service-learning. In other words, if these three defining characteristics are not present, then technically, it's not service-learning. It might be great and wonderful and very effective but without the basic defining characteristics, it's not really service-learning. We have identified those components as:
        1. Clear learning objectives
        2. Genuine community need
        3. Systematic reflection.

Above all, and in the context of these defining characteristics, service-learning is Intentional. Intentional about what learning occurs. Intentional and clear about the genuineness of the need being met. And, intentional about incorporating reflection as a teaching and learning strategy throughout the experience.

We explain that there are other essential elements that contribute to high quality service-learning practice (youth voice, strong partnerships, celebration etc.) but at its core service-learning is defined by these three characteristics.

As we travel around the country doing trainings and presentations we begin every workshop with this information and I am amazed at how many people appreciate a simple, clear and concise definition. In fact, we call it our elevator definition - we have 30 seconds in an elevator to explain to someone just what service-learning is. This works for us.

Larry Fletch
Service-Learning Northwest

Bryan Rossi wrote:

 I hope this isn't too picky or rudimentary. When I am talking to people about service-learning I always include two pieces: the National and Community Service Trust Act of 1993 and Robert Sigmon's typology of service-learning. A common vocabulary with a common enthusiasm can create the tide that raises all boats (IMHO).  See the Web whacking below:

Service-learning combines service to the community with student learning in a way that improves both the student and the community.

According to the National and Community Service Trust Act of 1993, service-learning: 

·Is a method whereby students learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of communities; 

·Is coordinated with an elementary school, secondary school, institution of higher education, or community service program and the community; 

·Helps foster civic responsibility; 

·Is integrated into and enhances the academic curriculum of the students, or the education components of the community service program in which the participants are enrolled; 

·And provides structured time for students or participants to reflect on the service experience. 

For more definitions of service-learning, visit the National Service-Learning Clearinghouse website and select "Introduction," then "Definition."

http://www.lsaexchange.org/whatissl.htm

What is Service-Learning? 

Even though there are many different interpretations of service-learning as well as different objectives and contexts, we can say that there is a core concept upon which all seem to agree:

Service-learning combines service objectives with learning objectives with the intent that the activity change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link the task to self-reflection, self-discovery, and the acquisition and comprehension of values, skills, and knowledge content. 

A SERVICE AND LEARNING TYPOLOGY 

(Robert Sigmon)

service-LEARNING: learning goals primary, service outcomes secondary

SERVICE-learning: service outcomes primary, learning goals secondary

service learning: service and learning goals completely separate

SERVICE-LEARNING: service and learning goals of equal weight and eachenhances the other for all participantsBryan RossiDesigns for Learning1021 Bandana Square, Suite 214St. Paul, MN 55108v.651-645-0200 x3014 fax651-645-0240 c.612-310-6925bryan@designlearn.netwww.designlearn.net
 

-----Original Message-----
From: Patricia Nabti [mailto:pnabti@hotmail.com]
Sent: Tuesday, July 16, 2002 12:49 AM
To: service-learning@csf.colorado.edu
Subject: S + L not always S-L
 

Greetings to all the Listserv:

This has taken a few days to submit to the Listserv since I am in the US now, and can't send it from my own computer and ISP.  As a consequence, it is a bit out of sync with the discussion it applies to, but I think it's still worth sending...

I have been reading the discussion between Cynie Parsons, Jini and Beth(?), and Andy Furco with great interest.Clearly we need to make a distinction between volunteering and service-learning, but it seems we also need to be clear about what service-learning is.I find a lot of problems with people thinking that any time there is both service and learning going on, then we have service-learning.A good case in point is the scenario presented to the list-serv:

"The Junior Leagues in many cities have a chorus made up of dedicated Junior League singers who go from school to school giving concerts.Superb!But what about turning this into service-learning?How about before each presentation a group of the children at the involved school are invited to practice with the adults, and be part of the performance?Let the music teacher choose those students who need help learning to read new music, and let the Junior League volunteers add to the teaching staff in ways not possible for the lone (too often) music teacher."

Clearly we have both service and learning going on here - but do we have service-learning?I would say - no, unless the fact that the students participate in the performance at their own school can be construed to be a "service".That would mean that every school band, orchestra, chorus, and dance performance is not simply a culmination program demonstrating their achievement, but is a "service" to their school - something that would seriously weaken the concept of service, in my view. In this scenario I would contend that the Junior Leaguers are doing the service, and the students are doing the learning.It's a great program, and I think it expands the value of the Junior League choral performance by adding a learning experience for the students.But in my 

understanding, service learning gets the students to do a real service that is in some substantive way related to their curriculum - AND provides pre- and post-service opportunities for reflection.If the Junior League chorus is a secondary or college music class - then the scenario above can be a service-learning project for the Junior League college class.On the other hand, if the students from the school where the Junior League chorus performs learn from the Junior Leaguers and then they, in turn, perform (as a service) to an elderly home or whatever (and reflect on the project), then they are engaging in service-learning. In my view, we need to be very clear about how service and learning need to be integrated to achieve real service- learning.

Regards to all,

Patricia 

Dr. Patricia Nabti (Ph.D.)

President and Director

Association for Volunteer Services

Beirut, Lebanon

pnabti@avs.org.lb

P.O.Box 136104, Beirut, Lebanon 2039 4232

961-1-797247 or 963-3-757098

Website: www.avs.org.lb

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Larry Fletch
Service-Learning Northwest - Educational Service District 112
Resource Center Coordinator

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