Reflection in service-learning

Abstract

Service-learning is a method whose implementation in higher education requires linking community service with academic content learning, professional skills and civic values. One of the ways to achieve it is to have reflective activities. Furthermore, reflection is a means to enhance learning and to give personal and social meaning to the service learning proposals. To analyse the role of reflection in service learning activities, we will begin presenting the idea of reflection. Then, we will analyse a consolidated experience to substantiate such ideas and deepen the role of reflection in service learning. The study of the program Amics i amigues de lectura of the Faculties of Pedagogy and Teaching Learning of the University of Barcelona and Consorci d’Educació de Barcelona will be addressed through an ethnographic methodology by which we approach the dynamics of reflection of the program: the tutorial, reflective writing and reflection among equals. The findings provide insights on how to understand and improve the processes of reflection, highlight the connection between experience and reflection, the need for varied reflection devices, the convenience of helping the students to problematize their own experience and finally understand reflection as the incorporation of mediations -instruments and frameworks- in mental activity of the participants involved in service learning activities.