1. Literacy through Service-Learning Meghan B. Thornton BackgroundFindings The Unit Definition Hatcher and Bringle (1995) define service-learning as a: course-based, credit bearing educational experience that allows students (a) to participate in an organized service activity that meets identified community needs; (b) to reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility (p.112) Change v. Charity Unlike charity, which suggests that one party is active (the giver) while the other is dormant (the receiver), change requires action from all community members (Wilczenski & Coomey, 2007). Benefits Service-learning can strengthen student engagement with course curriculum, provide an opportunity for authentic engagement with text (Wilczenski & Coomey, 2007), increase student motivation to learn, and lead to a greater sense of civic responsibility (Stephens, 1995 & Youniss, McLellan, & Yates, 1997). The Inspiration Authentic engagement with text through the creation of service projects allows students to comprehend, evaluate, and appreciate informational texts in an authentic and purposeful way. The purpose of this unit was to improve student engagement with non-fiction text and to allow students to respond to such text using 21st century skills. The following questions guided the development and implementation of this unit, which combined the students’ reading with a service-learning project: 1.How could I engage students with non-fiction texts and how could such engagement be evinced through service projects? 2.How did I know that my teaching encouraged their engagement? Context Participants included 57 8th grade students in a suburban charter school with a focus on service and project-based learning. Results When students knew that reading Give a Little was providing them with the background information they would need to create their own service projects, interest and close-reading showed improvement. Student writing and class evaluations demonstrated an increased interest in service and understanding of the purpose of non-fiction reading. Student projects consistently went above-and-beyond the requirements, showing a personal interest in the material beyond what was provided in class. References Hatcher, J. A., & Bringle, R. G. (Eds.). (2012). Understanding service-learning and community engagement. Charlotte, NC: Information Age Publishing, Inc. Kinsley, C. W., & McPherson, K. (1995). Introduction: Changing perceptions to integrate community service learning into education. In C. W. Kinsley & K. McPherson (Eds.), Enriching the curriculum through service learning (pp. 1-9). Alexandria, VA: Association for Supervision and Curriculum Development. Smith, W. (2009). Give a little. New York, NY: Hyperion. Stephens, L. (1995). The complete guide to learning through community service, grades K-9. Boston, MA: Allyn & Bacon. Wilczenski, F. L., & Coomey, S. M. (2007). A practical guide to service learning: Strategies for positive development in schools. New York, NY: Springer. Youniss, J., McLellan, I.A., & Yates, M. (1997). What we know about engendering civic identity. American Behavioral Scientist, 40, 620–631. Text Give a Little by Wendy Smith is organized around four areas of need in the world (health, hunger, education, and infrastructure), and describes service as an opportunity for transformation. Researching NEED After selecting their area of need, students worked independently and in groups to read their assigned section of Give a Little. While reading, students also learned more about their area of need and its presence in the local community by exploring the websites of various local service organizations. Creating a PROJECT >Through collaborative work to develop their service project, students began to apply their analysis of course texts in a meaningful and authentic way (Kinsley & McPherson, 1995). >Students worked in groups to create websites, visuals, and oral presentations to be shared with and evaluated by adults and students in a gallery walk- style presentation. The students’ evaluations helped a local newspaper reporter to identify students to interview about their projects. Completing the SERVICE Students had one quarter to complete their service project. Some service projects included volunteering at the local animal shelter, reading children’s books to first grade students and making bookmarks with them, baking dog treats for animal shelters, cleaning up local parks, and holding a holiday party for residents of a local retirement home.