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This is a review of a book.

Front Cover -- Service-Learning in Literacy Education -- CONTENTS -- Introduction -- Service-Learning: What It Is -- Introduction to the Chapters -- Service-Learning in Schools and Communities -- Service-Learning in Teaching and Teacher Education -- Service-Learning in the Humanities -- Conclusion and Transition to the Chapters -- References -- PART I SERVICE-LEARNING IN SCHOOLS AND COMMUNITIES -- Transformative Service-Learning Initiatives in Urban Schools and Local Communities -- Learning From Challenges -- Introduction -- Questioning a Traditional Service-Learning Model: A Brief Literature Review -- Framing Service-Learning as Social Justice Education -- A Brief Methodological Nod -- Illustrating Principles With Projects -- Considering the "We" and not the "I:" Tori Washington and Service-Learning Initiatives -- Service-Learning and Teaching for Openings: The Case of Pam Reed -- Looking Ahead, Moving Forward -- APPENDIX: SAMPLE SERVICE-LEARNING PROJECTS -- Elementary School Projects -- Middle School Projects -- High School Projects: -- References -- Garden in a Vacant Lot -- Growing Thinkers at Tree House Books -- Not Outreach but Partnership -- Darcy's Introduction -- The Interview -- Lauren's Reflections on Being a Neighbor in North Philadelphia -- Eli's Thoughts on Building Relationships at Tree House -- From San Francisco to Senegal -- A Case Study of International Service-Learning Partnership Development -- Dialogue and Democracy -- Global Service Education Projects -- Should Projects be in Africa? -- Returning to Senegal -- School-to-School Partnerships -- Elements for Consideration -- The Meeting in Santhiou Mame Gor -- Elements of Approach -- Discussion -- Village Unity and Faculty Unity -- Respect for Democratic Process at our School and Among the Villagers -- Commitment of Village and Partner Schools -- NOTE -- References.

This edited collection will stand as the first volume that specifically describes service-learning programs and courses designed as part of teacher education programs in the fields of literacy education, secondary English education, elementary language arts education, and related fields. The contributing authors describe the programs they have developed at their universities and/or in their local communities, providing information about the rationale for their initiative, the design of the course, the outcomes of the experience, and other matters that will help literacy educators develop similar courses and experiences of their own. Additionally, this edited collection will fill a great gap in the field's knowledge of alternative forms of teacher education. It will provide descriptions of service-learning initiatives that have been field-tested with demonstrable results. Thus far the field has produced widely scattered articles in journals covering a variety of disciplines, but no definitive collection of papers in which service-learning designed to promote literacy instruction is housed in a single volume edited for cross-referencing and thematic categorization. The two editors have developed courses and received grants to support service-learning initiatives at their universities and believe that others might develop similar programs if they had better understandings of their value and design. Their intention with this volume is to promote service-learning more broadly among literacy educators.