Editing Service-learning (section)

== Definitions ==
According to Andrew Furco, '''service-learning''' "occurs when there is a balance between learning goals and service outcomes."<ref name="Furco">{{cite journal |last1=Furco |first1=Andrew |date=October 2011 |title='Service-Learning': A Balanced Approach to Experiential Education |url=http://educacio-cp89.webjoomla.es/wp-content/uploads/03-Furco-1-English.pdf |journal=The International Journal for Global and Development Education Research |pages=71–76 |access-date=4 September 2014}}</ref> Other authors, including the [[National Youth Leadership Council]], emphasize the same balance.<ref>{{cite web |title=K–12 Service-Learning Standards for Quality Practice |url=http://www.nylc.org/sites/nylc.org/files/files/Standards_Oct2009-web.pdf |url-status=dead |archive-url=https://web.archive.org/web/20111111201324/http://www.nylc.org/sites/nylc.org/files/files/Standards_Oct2009-web.pdf |archive-date=November 11, 2011 |access-date=November 11, 2008 |publisher=National Youth Leadership Council}}</ref><ref>{{cite book |last1=Jacoby |first1=Barbara |url=https://archive.org/details/servicelearningi00jaco |title=Service-Learning in Higher Education: Concepts and Practices |date=1996 |publisher=Jossey-Bass |isbn=978-0787902919}}</ref> Robert Sigmon conceives the variety of service-learning projects found on college campuses in terms of variations in that balance: i.e. whether learning goals or service goals are primary, secondary, of equal importance, or completely separate.<ref name="Sigmon 1997">{{cite report |last=Sigmon |first=Robert |author-link= |date=1997 |title=Linking Service with Learning in Liberal Arts Education |url=https://eric.ed.gov/?id=ED446685 |publisher=Council of Independent Colleges, Washington, DC |access-date=2024-09-30}}</ref>

The student is also expected to learn by acting in the world and reflecting on the results of their action.<ref name="Eyler 1999" /><ref>{{cite web |title=Service Learning: Reflection in Higher Education Service-Learning |url=http://www.servicelearning.org/instant_info/fact_sheets/he_facts/he_reflection |url-status=dead |archive-url=https://web.archive.org/web/20071114232334/http://www.servicelearning.org/instant_info/fact_sheets/he_facts/he_reflection/ |archive-date=November 14, 2007 |access-date=November 22, 2013}}</ref> As a process of learning, this has long-established theoretical and empirical bases. According to Barbara Jacoby, therefore, service-learning "is based on the work of researchers and theorists on learning, including [[John Dewey]], [[Jean Piaget]], [[Kurt Lewin]], [[Donald Schon]], and [[David Kolb]], who believe that people learn through combinations of action and reflection."<ref>{{cite web |last1=Lukenchuk |first1=Antonina |last2=Jagla |first2=Virginia |last3=Eigel |first3=Matthew |title=Service-Learning Faculty Manual |url=https://www.nl.edu/media/nlu/downloadable/studentservices/civicengagement/chapter-1.pdf |url-status=dead |archive-url=https://web.archive.org/web/20150907075048/http://www.nl.edu/media/nlu/downloadable/studentservices/civicengagement/chapter-1.pdf |archive-date=September 7, 2015 |access-date=November 5, 2016 |publisher=National Louis University}}</ref> Related areas of academic practice, such as [[Action research|Action Research]] and [[Reflective practice|Reflective Practice]], emphasize the relationship between learner and community, or researcher and researched,<ref name=":1">{{Cite journal|last1=Eatman|first1=Timothy K.|last2=Ivory|first2=Gaelle|last3=Saltmarsh|first3=John|last4=Middleton|first4=Michael|last5=Wittman|first5=Amanda|last6=Dolgon|first6=Corey|date=April 2018|title=Co-Constructing Knowledge Spheres in the Academy: Developing Frameworks and Tools for Advancing Publicly Engaged Scholarship|url=http://journals.sagepub.com/doi/10.1177/0042085918762590|journal=Urban Education|language=en|volume=53|issue=4|pages=532–561|doi=10.1177/0042085918762590|s2cid=150220178 |issn=0042-0859|url-access=subscription}}</ref><ref>{{Cite journal|last1=Powell|first1=Katrina|last2=Takayoshi|first2=Pamela|date=2003|title=Accepting the Roles Created for Us: The Ethics of Reciprocity|url=https://www.jstor.org/stable/pdf/3594171.pdf|journal= College Composition and Communication|volume=54|issue=3 |pages=394–422|doi=10.2307/3594171 |jstor=3594171 }}</ref> with a view to creating change beyond the school, rather than only creating knowledge.