Infusing Participatory Digital Service-Learning to Deepen Community-Engaged Professional Excellence: Triumphs and Challenges

Autor/in	Lypka, Andrea Eniko
Titel	Infusing Participatory Digital Service-Learning to Deepen Community-Engaged Professional Excellence: Triumphs and Challenges
Quelle	In: Reading Matrix: An International Online Journal, 18 (2018) 2, S.77-93 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Service Learning; Social Capital; Cultural Capital; Films; Experiential Learning; Preservice Teachers; Teacher Education Programs; Trust (Psychology); School Community Relationship; Cooperative Learning; English (Second Language); Second Language Learning; Second Language Instruction; Advocacy; Citizenship Responsibility; Social Responsibility; Visual Learning; Literacy; Video Technology; Hispanic Americans; American Indian Languages; American Indians; Mexican Americans; Adult Education; Curriculum Design + Suchen Sie Ihr Suchwort? Service-Learning; Sozialkapital; Film; Experiental learning; Erfahrungsorientiertes Lernen; Kooperatives Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sozialanwaltschaft; Soziale Verantwortung; Visual education; Visuelles Lernen; Alphabetisierung; Schreib- und Lesefähigkeit; Hispanic; Hispanoamerikaner; American Indian; Indianer; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrplangestaltung
Abstract	Limited studies have considered meshing participatory visual methods, new technologies, and experiential learning to prepare preservice teachers to respond to the needs of adult second language learners with interrupted education. Thus, this small-scale exploratory action research investigates how implementing collaborative digital visual service-learning, a credit-bearing experiential scholarship that intertwines participatory methodologies with mutually beneficial inquiry, civic responsibility, and reflection, can facilitate engagement with adult learners and residents in a community-based English as a second language class in a suburban multiethnic US neighborhood. Despite the constraints related to course alignment, privacy, and logistics, the one-semester-long, small-grant-funded community-university partnership positioned the 15 learners and five preservice teachers as social actors and magnified mutual trust, hands-on learning, and social responsibility. Pairing service-learning with community filmmaking can tap into sociocultural capital to catalyze a range of community-identified educational and advocacy responsibilities through authentic communication, rapport building, and values-based education and inquiry. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01