Service-Learning and Literacy Motivation: Setting a Research Agenda

This study explored the ways in which service-learning influenced middle school students to become more engaged in literacy and more motivated to learn. The dynamic interaction between student voice, perceived relevance of the service experience and students' personal funds of knowledge that was prompted by participating in an environmental service-learning project led the students to become more motivated to learn in their regular classrooms. This research suggests multiple ways to advance the research agenda investigating the relationship between service-learning and academic outcomes. (author)