COURSE DESCRIPTION:

The purpose of this course is to introduce students to the key concepts and principles of community service- learning by providing an experience in which they work directly with intergenerational family members in a community setting. The course includes: community service-learning pedagogy; family and intergenerational literacy background and theory; adult learning theory; current theory of literacy acquisition; planning, development and utilization of literacy activities based on children's literature; weekly data collection and evaluation for case studies; self-reflection; and, practical methods for organizing activities, materials and weekly workshops for parents and children.

COURSE OBJECTIVES:

1. The student will demonstrate an understanding of community service-learning pedagogy by effectively participating in a community service project.

2. The student will plan, develop, and carryout effective theme-based literacy activities with children and their family members during weekly family literacy workshops.

3. The student will demonstrate an understanding of child development, behavior management and adult learning theory through appropriate and effective interactions with children and their family members.

4. The student will collect weekly data of children's literacy practices during their participation for the purposes of preparing a case study which includes- a family literacy history, weekly records of story retelling, and a discussion of implications based on the documentation gathered.

5. The student will gather, prepare and organize all materials supporting each week's theme-based reading selection and supporting literacy activities and transport this to the community site.

6. The student will reflect on the experience in the Case Study in order to present information about the experience at conference proceedings or by contributing to article publications.

SPECIAL ASSIGNMENTS and/or REQUIREMENTS:

1. Read class text and all supplementary materials in the Reading Partners handbook prior to class and-be prepared to participate in class discussion.

2. Class attendance is required. University policy permits one (1) unexcused absence. However, participation in this program (in which colleagues, children and family members depend upon each other-Is contribution of preparation and time) dictates perfect attendance.

3. Complete all assignments in a timely fashion and prepare all materials with quality in mind. This includes neatness, correct sentence structure, punctuation, spelling and appropriate writing style as well as neat penmanship. All materials must be durable enough to withstand use.

4. Prepare a weekly children's literature selection to be read aloud on-site. The practice read-aloud sessions should include the audio-taping of the story for children who need auditory support. for their literacy development.

5. Prepare and demonstrate a weekly story structure activity to accompany the read-aloud event.

6. Provide appropriate extra copi I es of demonstrated activity for children to make and practice using before taking home. Provide materials and supplies necessary for children to complete activity.

7. Audio-tape weekly sessions with children for purposes of transcriptions of story talk for Case Study documentation.

8. Audio-tape children retelling previous week's story at the beginning of each subsequent session. Transcribe data onto Story Retelling Analysis form for Case Study documentation.

9. Collect weekly Family Story page(s) from child to incorporate into Case Study.

10. Keep a weekly log of insights in addition to weekly audio tape of session, if necessary.for collection of data.

11. Complete Literacy Inventory form for all children in weekly group. Data mav come from examples on weekly tape or from weekly log. Documentation must be noted in Case Study.

TEXT:

Nicoll, V., & Wilkie, L. (1991). Literacy_ at home and at school: A guide for parents. Rozelle NSW, Australia: Primary English Teaching Association.

Reading Partners Handbook (on loan from Elementary Education Department, Edinboro University).

TEACHING METHODS:

1. Discussion Groups
2. Cooperative Learning
3. Projects/tasks
4. Performance-based Assessment
5. Case Study
6. Self-reflection
7. Demonstration

ASSESSMENT:
1. Audio-tape weekly story-talk (10)
2. Collect/analyze weekly Family Story (10) X 3 X 5 150
3. Critical weekly Story Retelling Analysis (10) X 3 X 5 150
4. Write weekly log of insights (10)
5. Complete Literacy Inventory of group members (3) X 50 150
(based on weekly story-talk tape and log)
6. Complete Case Study (3) X 50 150
Organization/Notes/Documentation/Implications 600

FALL LITERACY FAIR:

Participate in Book-Making booth at Fall Literacy Fair run by Elementary Education Language Arts courses.

Make and demonstrate two (2) different book-making activities.
(2) X 10 pts. 20
TOTAL COURSE POINTS 850