Community Service-Learning: Literacy Tutoring

Leslee K Bailey-Tarbett, Rebecca Anderson


Community Service-Learning: Literacy Tutoring is a 3-hour, elective, undergraduate level course at the University of X. This course has been taught for three years during fall and spring semesters and provides honors, education, and Spanish students an opportunity to partner with the community.  During an afterschool program at a local elementary school, university students tutor small groups of 2nd and 3rd grade children in literacy skills and create bilingual books that are donated to children at X Children’s Hospital.  Along with the course details and syllabus, we offer lessons learned for designing and implementing a community service-learning course.


Service-Learning, literacy, tutoring, after-school, Culturally Relevant Pedagogy, Social Justice Practices

Full Text:




Giles, Dwight E. Jr. and Eyler, Janet, "Theoretical Roots of Service-Learning in John Dewey: Toward a theory of Service- Learning" (1994). Service Learning, General. Paper 150.

Hart, S. (2006). Breaking literacy boundaries through critical service‐learning: Education for the

silenced and marginalized. Mentoring & Tutoring, 14(1), 17-32.

Lund, D. E., & Lee, L. (2015). Fostering cultural humility among pre-service teachers: Connecting with children and youth of immigrant families through Service-Learning. Canadian Journal of Education, 38(2), 1.

Skelley, D. L. (2017). Working through a digital writing process: Perceptions and experiences of second grade students in an afterschool setting (Unpublished doctoral dissertation). X, X

Schock, K. (2017). The impact of service-learning on engagement and degree completion for undergraduate students (Unpublished doctoral dissertation). Fresno State, Fresno, CA.

Stevens, M. (2017). Navigating cultural differences in afterschool literacy tutoring. (Unpublished doctoral dissertation). X, X

Tinkler, A., Tinkler, B., Hausman, E., & Strouse, G. T. (2014). Key elements of effective service-learning partnerships from the perspective of community partners. Partnerships, 5(2).


  • There are currently no refbacks.


ISSN 2163-3177

Register as a reviewer, author, or reader