THE LITERACIES WITHIN ACADEMIC SERVICE-LEARNING By
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THE LITERACIES WITHIN ACADEMIC SERVICE-LEARNING by JENNIFER ELIZABETH AARON (Under the Direction of Robert A. Fecho) ABSTRACT As the mandates in education and demands placed on teachers increase, it is important that educators continue to utilize ways to teach children that encourage opening up our understanding of what learning means. Academic service-learning is one way of doing just that, by providing students the opportunity to take a critical look at their community and work with its members to identify and address a need. One key piece of this critical look, as clearly defined in the National and Community Service Act (1990), is “structured time for students to think, talk, or write about what they did or observed”—all important aspects of literacy. This study focuses in on what literacy learning looked like within an academic service-learning setting, where third grade learners were expected to question and reflect on the objectives being learned, rather than blindly learning said objectives for “the test.” Using a Freireian critical lens to focus qualitatively on nine literacy events in a third grade classroom engaged in an academic service-learning project, this study sought to answer: (a) What does it mean to take a critical inquiry stance on academic service-learning? What are the possibilities? The limitations? The challenges? (b) What are some of the ways that students use literacy—as critical readers, writers, speakers, thinkers, questioners, and reflectors—when they are asked to make connections across the curriculum, their individual lives, and the community in which they are participants? (c) What did I learn about myself as a teacher and the practice of guiding the academic service-learning processes with young children?; and (d) What are the implications of doing academic service-learning? INDEX WORDS: academic service-learning, critical theory, elementary, literacy, teacher action research THE LITERACIES WITHIN ACADEMIC SERVICE-LEARNING by JENNIFER ELIZABETH AARON B.S., University of North Carolina at Greensboro, 1994 M.S.Ed., University of Miami, 1996 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2012 © 2012 Jennifer Elizabeth Aaron All Rights Reserved THE LITERACIES WITHIN ACADEMIC SERVICE-LEARNING by JENNIFER ELIZABETH AARON Major Professor: Robert A. Fecho Committee: Martha Allexsaht-Snider Michelle Commeyras Electronic Version Approved: Maureen Grasso Dean of the Graduate School The University of Georgia December 2012 iv DEDICATION For Brad. Word. v ACKNOWLEDGEMENTS Bob, Martha, and Michelle: I can not thank you enough. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS.............................................................................................v LIST OF FIGURES........................................................................................................ix CHAPTER 1 CHAPTER ONE ..........................................................................................10 Statement of Problem .............................................................................12 Research Questions ................................................................................15 Theoretical Framework ..........................................................................16 A Sketch of the Dissertation ...................................................................23 2 CHAPTER TWO .........................................................................................25 Shifting Education’s Focus.....................................................................26 Critical Pedagogy...................................................................................31 Academic Service-Learning ...................................................................41 Coming Together ...................................................................................47 3 CHAPTER THREE......................................................................................54 Research Questions ................................................................................55 Participants and Setting ..........................................................................55 Participant Observer or Observant Participant: Questions Concerning Qualitative Research...............................................................................58 Action Research .....................................................................................60 vii Researching Academic Service-Learning As a Teacher Researcher ........63 Fine-Tuning ...........................................................................................64 Data Collection ......................................................................................67 Instruction..............................................................................................69 Data Analysis .........................................................................................73 Subjectivities..........................................................................................75 Limitations.............................................................................................78 Time Lapse ............................................................................................81 4 CHAPTER FOUR........................................................................................82 Getting Started .......................................................................................85 Investigating the Community..................................................................95 Develop a Plan .....................................................................................113 Enact a Plan .........................................................................................128 Celebration...........................................................................................151 Wrapping Up........................................................................................158 5 CHAPTER FIVE .......................................................................................162 Summary of Research...........................................................................162 Understandings.....................................................................................164 Implications .........................................................................................171 Future Research....................................................................................174 This End is My Beginning....................................................................177 REFERENCES............................................................................................................178 viii APPENDICES A CLASSROOM DATA .....................................................................................191 B LITERACY EVENTS......................................................................................194 C BRAINSTORMING WEBS.............................................................................198 D INTERVIEW PROTOCOLS FOR AP, MAYOR, AND COMMISSIONERS ..200 E INTERVIEW PROTOCOL FOR DENNEY TOWER RESIDENTS................202 F FINAL INFORMATIONAL TEXT ................................................................. 204 ix LIST OF FIGURES Page Figure 1: Arleen’s brainstorming web for information text ..........................................138 10 Chapter One The familiar institutional chord signals that it’s morning announcement time. After the Pledge of Allegiance the students sit back down, waiting to hear lunch choices and other news for the day. “It’s that time again! Ms. Harry’s SPECTRUM students are starting their annual canned foods drive and will be coming around next week to collect cans to support the local food bank. Keep an eye on the wall outside her room to see the graph of which classes bring in the most. Don’t forget to bring in your cans.” Students reaching out to help their community. However, other than the bar graph on the wall, and the daily reminder during morning announcements to bring in cans, this project means little to the 251 non-gifted students in the school. Classroom teachers aren’t provided a “heads up” that the project is about to take place, so that they might share information about hunger in the United States with their students, nor are SPECTRUM students sharing what they have learned related to hunger. For decades students around the country have been collecting canned food, second-hand clothes, and pennies as part of special projects—often around the holidays— in order to garner feelings of goodwill and civic involvement. However, other than short term connections and temporary fixes for the needy population, little is done to create critically aware citizens who question and critique the status quo and strive to make changes that will last. One-shot volunteer drives are not designed to make large societal changes, or even relate to the community that is being “helped,” let alone teach reading, writing, and arithmetic. 11 In the last fifteen years or so, however, a new approach has begun to take hold. Academic service-learning is a way of teaching that asks students to identify a need in the community, develop a plan for addressing that need while intentionally integrating their academic subjects, and carry out their plan, all the while observing and reflecting (National Commission on Service-Learning, 2002). In essence,