Service Learning - Annotated Bibliography Example

Annotated bibliography of service learning Annotated bibliography Bickford, D.M & Reynolds, N. ‘Activism and service-learning: reframing volunteerism as acts of dissent’, pedagogy: critical approaches to teaching literature, language, composition, and culture. Volume 2, number 2. 1983: pp 229-246. The source provides an explanation of why students fail to engage in community initiatives and benefits of service learning. The source is clear and readers can easily understand the service learning perspective of the authors. Accordingly, service-learning initiatives are practical companion to critical pedagogy theories and liberatory education. Students respond to service designs depending on their beliefs in activism or service. Service is geared at addressing people while activism addresses the existing structures. Accordingly, students do not go for service-learning in community programs since prevailing attitudes such as righting a wrong conflict with the intention of changing status quo (Bickford & Reynolds 232). The universities are populated with aged students, middle class students and white students who have never experienced social problems thus making it difficult to incorporate service-learning in the curriculum since it is viewed as a missionary expedition and not usual community service (Bickford & Reynolds, p 237). The source is logical and adds to service learning literature since some students encounter cultural shock during volunteering while others are not aware of existence of the social problems. The article is useful in further research on challenges facing service learning in universities and how students can overcome such challenges. The source has a unique insight since it highlights the reasons why education institutions have ignored service learning models. I have understood that it is essential to incorporate service learning in education in order to enhance the social skills awareness of the learners and improve their engagement with communities. Payne, K & Edwards, B. (2010). ‘Service learning enhances education for young adolescents’, pdkintl.org. 91(5). pp 27-29. According to the article, service-learning assists middle grade students becoming more social and developing civic skills for their adulthood. This learning makes classes interesting thus lowering the chances of school dropouts. Service-learning offers physical, moral, psychological and social-emotional development to the adolescents. Adolescents prefer active learning thus service-learning teaching strategy engaged especially through participating in community service projects Payne & Edwards, p 26). This reference is good for service-learning since it provides examples of how lack of service-learning can affect the overall outcome of middle grade student education. For instance the article provides how community service projects like building greenhouses can assist students learn various subjects of the curriculum like soil composition and temperature control (Payne & Edwards, p 28). The source is useful for further research on impact of service learning to students. I have learned that service-learning enables students to develop leadership skills and take responsibility for their actions. Crews, T.B & Stitt-Gohdes, W.L. (2012).‘Incorporating Facebook and Twitter in service elarning project in business communication course’, Business communication quarterly, 75 (1), 76-79. The source provides an explanation of how instructors can ensure that students use social networks effectively for service learning instead of undesirable activities like posting sexual messages. The source is logical and readers can clearly understand the authors’ ideas and approach to social learning. According to the article, about 80 percent of Americans use the internet while approximately 90 percent use the Facebook social network. The article provides that implementing social networking can in the classroom can assist students in their communication classes. Social networks can make students aware of the pitfalls of inappropriate use if implemented in classrooms. Since students belief that no one will see such negative positing except friends, a majority of them post comments related to alcohol, sexual activities and seminude photos (Crews & Stitt-Gohdes, p 77). The source is a good example of social learning since students are able to utilize the social networks in order to improve their communication skills and develop positive attitudes towards community projects. The steps are clear and concise since students are capable of developing self-esteem and critical thinking skills through highlighting community initiatives in their social network posts and tweets. This source adds value to service learning literature since implementing social networks in business communication through requiring students to create a Facebook page non-profit organisation and solicit for donations through persuasive letters or tweeting on organisational community involvement will improve the business communication skills of the students in real-world situations. I have learned that social networks can assist in service-learning since students will be able to apply their writing in real-world situations. Simons, L & Cleary, B. (2006). ‘The influence of service learning on student’s personal and social development’, College teaching, 54(4), 307-317. The source provides an explanation to the influence of service learning on the students’ personal and social development. The source utilizes a sample of 142 students in order to assess the pre-post test changes in the social and personal development of students after service learning. The source concludes that service learning enhances the civic engagement of learners through increasing political awareness and increasing the preference for community engagement. In addition, the service learning enhances career prospects, self-knowledge and reflection of the learner. This type of teaching pedagogy will also increase diversity awareness, minimize stereotypes and improve interpersonal development of the students (Simons & Cleary, p 311). The source is good for service and adds value to understanding the impact of service learning on social and personal development of the student. The steps are clear since the source provides the measures of service learning outcomes such as the diversity awareness level, the level of interpersonal skills and self-awareness including individual strengths and weaknesses. The source contributes a lot to service learning literature since it outlines the limitations of service learning and critiques the traditional classroom learning approach. This source is useful in further research on service learning benefits and outcomes. Yorio, P.L & Ye, F. (2012) ‘A meta-analysis on the effects of service learning on the social, personal, and cognitive outcomes of learning’, Academy of management learning & education, 11(1), 9-27. The source utilizes a meta-analysis methodology in understanding the impact of social learning on personal, social, and cognitive outcomes of learning. The outcomes of service learning include understanding of social issues, personal insight and cognitive development of the learner. Understanding of social issues entails both cultural and diversity awareness including knowledge of community issues and the desire to engage in social initiatives. Personal insight is essential since it changes an individual’s self-perception and contributes to higher self-esteem and self-efficacy. Cognitive development facilitates critical thinking and development of managerial skills such as writing skills. The source concludes that service learning is essential since it provides students with an opportunity to develop social, cognitive and personal insight (Yorio & Ye, p 9). This is a good example of service learning since the students will develop high self-esteem and self awareness that increases understanding of community problems. The steps are clear and logical since personal insight contributes to enhanced cognitive skills such as writing and critical thinking skills. The source contributes immensely to service learning literature since it uses a meta-analysis technique to conclude that service learning increases the students understanding of social issues. The source is useful in conducting research studies on the outcomes of service learning. Govekar, M.A & Rishi, M. (2007). ‘Service learning: bringing real-world education in to the B-School Classroom’, Journal of education for business, 1(1), 3-9. According to the source, real-world education is geared at holistic and emergent learning that balances the theory and practice of business concepts. Service learning enhances the ability to respond to changing business situations since it emphasizes on innovation (Govekar & Rishi, p 4). Some experimental instruction that contributes to service learning includes teamwork projects, capstone courses and practitioner mentorships. Service learning enhances the innovation of the students and understanding of the business concepts especially in the real world situations (Govekar & Rishi, p 5). This is a good source since it provides both qualitative and quantitative evidence of how service learning transforms undergraduate education through assessing student reflective journals, project logs and quantitative posttest survey using the Likert-type scale. The source is consistent with service learning steps since it provides that coaching student teams and providing feedback will enhance the innovative capability of the students. The source contributes to service learning literature since service learning pedagogy is one method of integrating learning with real world business situations. The source can be used in evaluating the impact of service learning among business students. In addition, the source is useful in further research on impact of service learning on innovation and real world situations. Cyphert, D. (2005). ‘Real clients, real management, real failure: the risks and rewards of service learning’, Business communication quarterly. 61(3), 185-189. According to this source, there are multiple advantages of service learning in business communication. Real world requires creativity and integration of communication skills, unlike the normal exams or assignments (Cyphert, p 186). The source provides that service learning suffers challenges to instructors since it requires commitment and alliances with agencies in the community. Service learning creates self-awareness of authentic learning since students are able to adhere with deadlines and clarify the expectations (Cyphert, p 187). The main logic of the source is to demonstrate how service learning can be utilized in business communication studies. The source adds to service learning literature since it outlines some real world situations whereby service learning is essential like dealing with clients and vendors. In my view, the source contributes to service learning literature since it provides an example of how lack of service learning can contribute to poor communication skills in real business world thus negatively affecting the business. From the source, I have learned that it is essential to incorporate service learning in business communication studies. I have also learned that failure to have client contacts. The source can mainly be used in teaching business students how to handle clients and vendors in a real life situation especially when tight deadlines and requirements are involved. Wade, R & Ohn, J.D. (2009). ‘Community service-learning as a group inquiry project: elementary and middle school civic connections teacher’s practices of integrating historical inquiry in community service-learning’, the social studies, September/October 2009. Pp 200-208. The authors mainly examine how service learning can be integrated in to community projects (Wade & Ohn, p 200). The source claims that community learning fosters caring attitudes among the students since they are able to apply academic knowledge in real situations. The source concludes students will be capable of applying their thinking skills and increase their learning motivation if community service learning is integrated with content knowledge (Wade & Ohn, p 206). According to the source, democracy is dependent on diversity and unity thus schools should teach the students social skills through ensuring the sense of community interests (Wade & Ohn, p 208). This is a good example in service learning since it utilizes multiple-case analysis of several samples and provides the relationships between higher community involvement and service learning. The service learning steps are clear since the objectives of service learning are outlined. In addition, the source integrates service learning in the academic curriculum and provides that the aim of service learning is to foster social skills acquisition and caring attitudes among students. This source makes a substantial contribution to service learning literature since it uses examples from a school setting. The source outlines the objectives of service learning and the need to set up the service learning goals for the students. The source can be incorporated in developing a service learning curriculum for students. Felten, P & Clayton, P.H. (2011). ‘Service-learning’, New directions for teaching and learning. Retrieved from http/www.wileyonlinelibrary.com.DOI 10.1002/tl. The source discusses the role of service learning in civic life especially among United States Universities (Felten & Clayton, p 75). The source defines service learning as the pedagogies that act as a link between academic study and community service. Accordingly, the source asserts that service learning encourages critical thinking and reflection of the learners in higher thinking tasks. The students also integrate cognitive and affective responses thus facilitating persistence and empathy when faced with challenging situations (Felten & Clayton, p 78). The source is a good example of service learning since it outlines the transformational potential and provides a coherent model of service learning processes and relevant partners. The source integrates the role of students, teaching staff and community agencies in capacity building and developing the potential of the learners. The source contributes to service learning literature by outlining that service learning is part of community-based experience that enhances the individual willingness to participate in future community life. The source acknowledges that service learning will contribute to social responsibility and even political interest of the learner in the future. Pope, W.S., Hendricks, C.S & Barkley, C.W. (2012). ‘Teaching ethics through service learning’, Online journal of health ethics, 8(1), 1-7. The authors support the importance of service learning in teaching ethics especially in the nursing profession (Pope, Hendricks & Barkley, p 1). According to the source, service learning instills ethical code of conduct in the real world situations. The beneficence principle of ethics requires one to have an ethical duty to do ‘good’ through providing services that respect human dignity regardless of the social or economic situation of the individual or even the nature of the health problem (Pope, Hendricks & Barkley, p 2). The source provides an example of Head Start program that enhances the cognitive and emotional development of children from low-income families (Pope, Hendricks & Barkley, p 5). This source is a good example of service learning since it clearly demonstrates that service to humanity is essential in nursing education at the university. The service learning steps are clear since the nursing program integrates community involvement that is aimed at enhancing therapeutic relationship with clients and performing duties ethically. In my view, this source contributes to service literature since it outlines how service learning leads to the ethical code of conduct in nursing profession. The source perspective is not unique since it conquers that service learning leads to the development of the social and emotional skills of the learners which is essential in doing good to the society and respecting humanity. References: Bickford, D.M & Reynolds, N. ‘Activism and service-learning: reframing volunteerism as acts of dissent’, pedagogy: critical approaches to teaching literature, language, composition, and culture. Volume 2, number 2. 1983: pp 229-246. Crews, T.B & Stitt-Gohdes, W.L. (2012).‘Incorporating Facebook and Twitter in service elarning project in business communication course’, Business communication quarterly, 75 (1), 76-79. Cyphert, D. (2005). ‘Real clients, real management, real failure: the risks and rewards of service learning’, Business communication quarterly. 61(3), 185-189. Felten, P & Clayton, P.H. (2011). ‘Service-learning’, New directions for teaching and learning. Retrieved from http/www.wileyonlinelibrary.com.DOI 10.1002/tl. Govekar, M.A & Rishi, M. (2007). ‘Service learning: bringing real-world education in to the B-School Classroom’, Journal of education for business, 1(1), 3-9. Payne, K & Edwards, B. (2010). ‘Service learning enhances education for young adolescents’, pdkintl.org. 91(5). pp 27-29. Pope, W.S., Hendricks, C.S & Barkley, C.W. (2012). ‘Teaching ethics through service learning’, Online journal of health ethics, 8(1), 1-7. Simons, L & Cleary, B. (2006). ‘The influence of service learning on student’s personal and social development’, College teaching, 54(4), 307-317. Wade, R & Ohn, J.D. (2009). ‘Community service-learning as a group inquiry project: elementary and middle school civic connections teacher’s practices of integrating historical inquiry in community service-learning’, the social studies, September/October 2009. Pp 200-208. Yorio, P.L & Ye, F. (2012) ‘A meta-analysis on the effects of service learning on the social, personal, and cognitive outcomes of learning’, Academy of management learning & education, 11(1), 9-27. Read More