Knowledge‐making+as+personal+and+social

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**Knowledge-making as personal and social: Looking to service-learning for critical transitions ** Regina Clemens Fox, Assistant Professor, Director of Composition, Oklahoma City University [drreginaclemens@gmail.com]


 * Keywords:** Knowledge transfer, assessment, international study, writing pedagogy


 * Conference track:** Community engagement and student retention, access, and success


 * Format:** Poster presentation

Measuring //knowledge-making// is challenging because of the dual personal and social nature of this process. When individuals learn solely in classroom settings they often remember general knowledge that is not easily applied in future situations. In response to growing concerns over this problem (Beaufort, 2007), Elon University is sponsoring an ongoing international study that explores learning transfer in writing. The author is collaborating in this project through a three-phase, longitudinal study involving secondary and postsecondary students and English teachers. The goal is to identify strategies that lead to the greatest learning transfer.
 * Summary**

Beaufort’s (2007) research focused on the creation of specific experiences that address the problem students have transferring their literacy learning to other contexts. She suggests that English instructors “teach those broad concepts ... [which give] writers tools to analyze similarities and differences among writing situations” (p. 149). Offering students multiple contexts in which to assess communication needs allows for the kind of analysis Beaufort recommends. Service-learning allows for this type of cross-contextual learning, and it also provides students with fodder for writing.

Research suggests that teachers be flexible in evaluating student progress. Jacoby (1996) explained how differently individuals learn in similar environments. Recognizing the developmental and individualistic nature of learning requires the creation of goals for service-learning that allow all students to learn in multiple contexts. Tuomi-Gröhn and Engeström (2003) also advocated for expansive learning across boundaries in real world settings for optimum learning transfer.

This study suggests that service-learning opportunities have the potential to reach the greatest number of students and provide learning and learning transfer that will benefit them long after their first-year college composition experience. The present study concludes that service-learning might be the best way to provide a multiplicity of contexts that allow students to expand their learning.

Beaufort, A. (2007). //College writing and beyond: A new framework for university writing// //instruction//. Logan, UT: Utah State University Press.
 * References**

Danielson, S., & Fallon, A. M. (Eds.). (2007//). Community-based learning and the work of// //literature//. Bolton, MA: Anker.

Jacoby, B. (Ed.). (1996). //Service-learning in higher education: Concepts and practices//. San Francisco, CA: Jossey-Bass.

Tuomi-Gröhn, T., & Engeström, Y. (2003). Conceptualizing transfer: From standard notions to developmental perspectives. In T. Tuomi-Gröhn & Y. Engeström (Eds.), //Between school and work: New perspectives on transfer and boundary-crossing// (pp. 19–38). Oxford, UK: Elsevier Science.


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