The Big Read, an initiative of the National Endowment for the Arts, revitalizes the role of literary reading in American popular culture by providing opportunities to read and discuss a single book in communities. Early in 2008, CSM participated with organizations throughout Southern Maryland in The Big Read, and the initiative was incorporated in several literature courses as service-learning at various sites, on and off campus.

1. “Purposeful” Service-Learning Student Learning Communities: Literature and Developmental Reading Mid-Atlantic Regional Conference 23 October 2009 Judith Allen-Leventhal Division of Languages and Literature College of Southern Maryland

2. The Origin of this Service-Learning Project: “The Big Read”: Spring 2008 The Big Read, an initiative of the National Endowment for the Arts, revitalizes the role of literary reading in American popular culture by providing opportunities to read and discuss a single book in communities. Early in2008, CSM participated with organizations throughout Southern MarylandinThe Big Read, and the initiativewas incorporated in several literature courses as service-learning at various sites, on and off campus.

4. Common text: A Lesson Before Dying by Ernest Gaines fall semester 2008 and spring semester 2009; The Kite Runner by Khaled Housseini fall semester 2009

5. Parallel curriculum

7. Forms (contract, assignments) fine tuned

8. Sites accessible, specific, easily contacted

9. “Receiving” site communication and coordination facilitated

10. Liabilities minimized

12. In-Class Written Assignment

13. Class Presentation (to classmates in literature course)

15. Broadened

16. Better Integrated

17. Receiving Service Site (RDG 0800 class)

18. Student learning needs served

19. Appreciation of education provided by “peers”

21. Students in the “receiving” classroom site become more active learners.

22. Service-learning participating students work together as teaching “peers” in the “receiving” classroom.

23. Faculty of both service-learning participant students and receiving developmental students benefit through enhanced interaction and stronger shared learning outcomes

25. Interests and engages experiential learners

26. Provides opportunity to “try on” professions

28. formal power point presentations (e.g., outlining literary elements)

29. “hands on” experiences (serving sample foods to illustrate aspects of setting and/or symbols)

30. Standard “classroom” discussion

31. Format

32. Teams (within and between/among sections)

33. Individual

34. Pairs

36. Facilitating student participation without interfering

37. Scheduling and logistical arrangements with the “receiving” RDG 0800 class

38. Sharing of responsibilities equally in groups/teams of student participants