Digital media play an increasingly dominant role in reinforcing and challenging power inequality in social and institutional relationships. This paper describes how a service-learning component engaged students in community-based interactions that not only deepened their understanding of course content but also increased their commitment to diversity, community issues, and personal development. A close look at three case studies shows that integrating service learning into a first year seminar on digital media and social justice had positive outcomes for students when intentionally paired with community partners offering course-related projects.
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Finucane, Margaret O. Ph.D.; Seiter, Linda M. Ph.D.; and Gehlert, Nathan C.
"Teaching Social Justice: Intergenerational Service-Learning in Digital Media Course,"
Journal of Media Literacy Education,
10(1), 148 -158.
Available at: http://digitalcommons.uri.edu/jmle/vol10/iss1/8