This document discusses a service-learning project where LIS students at San Jose State University connected with professionals in Second Life to gain experience. Students identified needs, planned projects, and completed work for clients in Second Life to learn skills while providing a useful service. Evaluations found students enjoyed learning SL tools and collaborating, while clients were satisfied with the support provided. The project provided an authentic learning experience but balancing objectives was challenging.

1. http://tinyurl.com/servlearn Service-Learning Immersion: LIS Students Connect with Professionals in Second Life LiliLuo Jeremy Kemp San José State University School of Library and information Science

3. Experimenting with pedagogical approaches

4. Linking students with the active professional LIS community in SL

5. Engaging students in a learning process working with SL librariansService-Learning Immersion Introduction

6. Dewey (1956): active student involvement in learning is an essential element in effective education and learning should move beyond the theory and rhetoric of traditional classrooms to focus more on individual student experiences Jacoby (1996): service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning. Service-Learning Immersion Pedagogical framework of Service-Learning

7. Concrete experience Reflection on the experience Synthesis and abstract conceptualization Active experimentation Service-Learning Immersion Service-Learning Cycle (David Kolb, 1984)

8. Service-Learning is embedded in standard courses Activities tied to specific learning objectives Reflected upon through the semester Enriches student appreciation of course content A method used most often to teach: Reference and collection development User education Technology and literacy Service-Learning Immersion Service-Learning in LIS education (Mary A. Ball, 2008)

9. Using Multi-User Virtual Environments (SL in particular) Conducting information retrieval in 3D Learning tools for building and scripting Organizing knowledge in 3D Gaining familiarity with the literature Recommending tools and techniques Service-Learning Immersion Course: Immersive Worlds Seminar

10. New “Virtual Worlds” Trend The 2D World Wide Web --> a 3D spaces world Educators, librarians & art community are excited New types of training tools Document and Application sharing coming Forterra Olive Open Croquet Sun Wonderland Service-Learning Immersion

11. What is Second Life? Second Life is a 3-D virtual world entirely built and owned by its “residents.” Opened to the public in 2003 Grown explosively More than 10 Million“residents” from around the globe. Service-Learning Immersion

12. Identify community needs Gather “clients” from Listserv Pick projects, create plans Complete the project Reflect with a report, presentation Service-Learning Immersion Service-Learning Assignment

13. David – “mUddZimminy” Identifying community needs - Video 1 Writing the proposal and timeline - Video 2 Reflections on the project – Video 3 Service-Learning Immersion

15. Emails through LMS and in SL

16. Survey #1 – Student perceptions n=11 (of 52)

17. Survey #2 – Client perceptions n=4 (of 12)Service-Learning Immersion

18. Student Background and Interests (Survey 1) Service-Learning Immersion Age Interests in LIS specialties

19. Client Backgrounds (Surveys 1 + 2) Accessibility specialist Educator (Health sciences, LIS, K12) Island manager Library (administrator, consultant, Second Life, academic, govt., regional) Museum exhibit designer Non-profit projects manager Other LIS students Publishing Product Development Manager Service-Learning Immersion

20. Most liked about the project (Survey 1) (8) Learning Second Life tools and scripting (6) Creating things, solving problems, making videos and displays (4) Contributing something useful, public service, publicity, (3) Research on a subject of interest (2) Collaboration and socializing with client, peers and residents Completing the work on my own Nothing Service-Learning Immersion

21. Helped master course objectives (Survey 1) (5) Meeting people, connecting with outside orgs and being helpful to the community (3) Learning Second Life skills (3) Learning through immersion - Like dropping into a foreign country (3) Not useful and the course objectives were vague (2) Tied skills together in hands-on exercise to prep for later projects Service-Learning Immersion

22. Skill level (Surveys 1 + 2) Students (Survey 1) 4 Very skilled (SL Scripting, SL building) 5 Competent or adequate - 6 on a scale of 10 4 Not at all 4 Had other skills – Database, writing, research Clients (Survey 2) Complete beginner Basic grasp of the tools/tasks Intermediate - they needed some assistance Excellent Service-Learning Immersion

23. Feedback exchanged (Surveys 1 + 2) Survey 1 Client to Student (6) Yes (3) No (2) n/a Student to Client (3)Yes (5)No (3) n/a Service-Learning Immersion Survey 2 (4) Yes (0) No (4) Yes (0) No

24. Level of satisfaction with student (Survey 2) Very high Extremely satisfied - appreciated the support Excellent Understood the requirements quickly Projects were well thought out and executed Service-Learning Immersion

25. Conclusion Professional community connections in SL Providing public good Experiential learning envelope – ties all the skills together Authentic learning – real work in the real world Hard to juggle learning objectives, ideal projects for students and needs of clients Proper scoping of the project Service-Learning Immersion

26. Questions? LiliLuo – lililuo@slis.sjsu.edu Jeremy Kemp – jkemp@slis.sjsu.edu San José State University School of Library and information Science Slides: http://tinyurl.com/servlearn Service-Learning Immersion