Introducing Principles of Service Learning
into Information Literacy Instruction

BIBLIOGRAPHY

Service Learning Research

Eyler, Janet et al. At A Glance: What We Know about the Effects of Service Learning on College Students, Faculty, Institutions, and Communities, 1993-2000. Third Edition. Scotts Valley, CA: National Service Learning Clearinghouse, 2001. <http://www.compact.org/resource/aag.pdf>

Produced by the National Service Learning Clearinghouse, this is a comprehensive online annotated bibliography of scholarly research on service learning pedagogy and student learning outcomes. This is the best place to go for capturing key research studies conducted prior to the year 2000. Also includes a summary of key findings of service-learning research in higher education and important trends in the study of service learning outcomes.

Eyler, Janet and Dwight E. Giles, Jr. Where’s the Learning in Service-Learning? San Francisco, CA: Jossey-Bass, 1999.

This book focuses on the potential of service learning to enhance the learning process for college students by melding cognitive learning and affective service. Conclusions are based primarily on data from two national research projects, one which compared models of service learning using survey data and intensive student interviews, and the other, a project which examined students’ experience in service-learning through in-depth interviews with 67 students at seven institutions. Chapter 1 is an overview of the book’s main themes and outlines how service-learning helps students achieve important outcomes of a college education. Chapters 2 through 7 show how service-learning can develop these outcomes, which are: personal and interpersonal development; understanding and applying knowledge; engagement, curiosity, and reflective practice; critical thinking; perspective transformation; and citizenship. Chapter 8 examines program characteristics and summarizes the impact of key program characteristics on the outcomes identified earlier. Implications for practice are discussed in Chapter 9. Appendixes include a list of study participants, the study methodology, survey and interview instruments, and survey regression tables.

Jacoby, Barbara. Building Partnerships for Service-Learning. San Francisco, CA: Jossey-Bass, 2003.

The first three chapters of the collection of essays from leading educators and researchers provides analysis of the fundamentals for partnerships in service learning as they relate to the current condition of higher education in America, the complex dynamics of relationships between town and gown, and issues concerning assessment. The next set of chapters describes the types of partnerships within higher education that provide the foundation for high quality, sustainable service learning. The third set of chapters in this book focus on partnerships involving colleges and a variety of external constituents, such as community agencies, secondary schools, and struggling urban neighborhoods. The final set of chapters expand on the discussion of service learning partnerships by looking at opportunities to conceptualize new opportunities for service learning partnerships beyond current conceptualizations. The book concludes with an essay by the editor that sets forth a mandate for action to secure the future of partnerships for service learning.

Kezar, Adrianna and Robert A. Rhoads. “The Dynamic Tensions of Service Learning in Higher Education.” The Journal of Higher Education 2001 72(2): 148-171.

Explores sources of tension associated with the service-learning movement in higher education. Returns to the origins of the movement, John Dewey, to find ways to address these tensions. Concludes by suggesting that institutional leaders look to the philosophy of Dewey to create the organizational changes necessary to successfully implement service learning.

Information Literacy and Social Responsibility Research

Bodi, S. “Ethics and Information Technology: Some Principles to Guide Students.” Journal of Academic Librarianship 1998 24(6): 459-63.

Maintains that librarians have a responsibility to teach students about the ethical use of electronic information and information technology. Bodi outlines four principles that can guide students in resolving ethical issues: respect for ownership, respect for the right to privacy, respect for social responsibility, and respect for self. Provides practical solutions for incorporating ethics into library instruction, particularly through the use of case studies.

Gilbert, Bruce. “Teaching Information Literacy and Computing Ethics: Are They the Same Thing?” The International Information & Library Review 2000 32(3/4): 473-83.

Argues that librarians should incorporate information ethics into information literacy instruction (both of which are defined as being specific to technology) because the two subjects are equivalent. Gilbert posits a number of ethical questions regarding the purpose of research and the ubiquity of technology. Describes a three-week Web-based course which included discussion of ethical issues related to information, technology, and the Internet.

Reichel, Mary. “Ethics and library Instruction: Is There a Connection?” RQ 1989 28(4): 477-80.

Contends that ethical issues, specifically plagiarism, intellectual freedom, and intellectual property, should be taught in the context of library instruction. Proposes ideas for teaching information ethics using active learning and case studies, but acknowledges the difficulties associated with time constraints. Also addresses the ethical demands placed on librarians in their role as teacher, focusing on quality of service, unbiased behavior towards students, respect, students’ right to privacy, and awareness of personal philosophies.

Information Literacy and Service Learning Research

McClesky, Sarah E. and David J. Allison. “Collaborating for Service Learning in Architectural Education.” Art Documentation 2000 19(1): 40-43.

Describes a service learning course in which information literacy instruction formed a key component. Architectural students were assigned to create an Education Package that would enable a local hospice to investigate organizational and design alternatives for residential care. Students participated in a three-session library instruction component during which they created a literature review that became a resource guide for the larger service learning project. Includes the text of the students’ literature review assignment.

Rhodes, Naomi J. and Judith M. Davis. “Using Service Learning to Get Positive Reactions in the Library.” Computers in Libraries 2001 21(1): 32-35.

Describes a course-related information literacy course that used service learning methods to teach advanced search techniques and the specifics of online research tools. The library identified a need for resource guides explaining the library’s online research tools at the same time that teaching faculty requested more sophisticated library instruction for upper-division students. Librarians and teaching faculty collaborated to create a service learning component that involved students in the creation of library resource guides.

Riddle, John S. “Where’s the Library in Service Learning? Models for Engaged Library Instruction.” The Journal of Academic Librarianship 2003 29(2): 71-81.

This theoretical article argues that information literacy can play a vital role in service learning pedagogy by advancing three models of library instruction. Such an “engaged” library instruction will further position libraries in academic pedagogy, help foster civic education, and encourage critical re-examination of the library’s mission in higher education.

This page last updated June 23, 2003.