[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584485-105":59,"doc-detail-584485-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","family-service-learning-brief-spring-2015","Family Service Learning Brief - Spring 2015","","Family Service Learning Brief (Spring 2015) examines how service-learning can strengthen learning and engagement for youth, young adults, and especially families through a multigenerational, six-step model. Developed by the National Center for Families Learning (NCFL) within the Toyota Family Learning Program, the brief reports initial evaluation findings from activities delivered in partnership with schools and community organizations. It highlights skill gains spanning organization, research, planning, literacy, technology use, teamwork, civic responsibility, and leadership, and provides background, literature review, and action steps for implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/family-service-learning-brief-spring-2015/584485/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/family-service-learning-brief-spring-2015/584485.png","ImageObject",300,407,{"name":92,"@type":93},"WPS_1786070896","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is service-learning, according to the brief’s cited definition?","Question",{"text":112,"@type":113},"The brief cites the National and Community Service Trust Act of 1990 definition describing thoughtfully organized community service integrated with education and including structured reflection time.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the brief emphasize families and family literacy rather than only students?",{"text":117,"@type":113},"It argues that family participation together builds learning opportunities, strengthens civic and community connections, and transfers values that support children, while also addressing community needs through adult learning settings.",{"name":119,"@type":110,"acceptedAnswer":120},"What benefits does the brief associate with family service-learning activities?",{"text":121,"@type":113},"Reported benefits include improved organization, research and planning abilities, reading and writing, technology skills, teamwork and sharing, civic responsibility, leadership development, and additional outcomes such as language reinforcement for English learners.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584485,1792231277,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Family Service Learning Brief  \nSpring 2015  \nService-learning strategies have been widely used to enhance learning experiences of youth and young adults. Participation in these strategies often results in increased school engagement, civic participation, and leadership activities. Although service-learning undertakings have typically been carried out with school-age and college students, the National Center for Families Learning (NCFL) has developed a model that extends service-learning benefits to families. A six-step process is embedded in multi-generational educational programming and is currently being implemented through NCFL’s Toyota Family Learning Program, in collaboration with 10 schools and community organizations across the United States. Our findings suggest that the Family Service-Learning activities provided ample opportunities for families to improve a variety of skills: organization, research, planning, reading and writing, technology, teamwork and sharing, civic responsibility, and leadership. This brief highlights the benefits of engaging families in service-learning activities, offers initial findings from an independent evaluation of the model, and provides action steps for carrying out Family Service-Learning activities.  \nBackground of Service-Learning  \nThe ethic of service has been a part of America’s democratic and social fabric since the country’s inception. Professionals across the educational spectrum—from preschool through adult education and beyond—recognize the value of learning through hands-on experiences. The National and Community Service Trust Act of 1990 defined service-learning as  \n“…a method (A) under which students or participants learn and develop through active participation in thoughtfully organized service that—(i) is conducted in and meets  \nJoshua Cramer Blaire Willson Toso  \nthe needs of a community; (ii) is coordinated with an elementary school, secondary school, institution of higher education, or community service program, and with the community;  \nand…(B) that—(i) is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participants are enrolled; and (ii) provides structured time for the students or participants to reflect on the service experience.”  \nAlthough this definition does not include adult basic education or family literacy as a vehicle for servicelearning, NCFL believed these settings would be ideal to provide traditional family literacy content while addressing community needs and engaging adult learners, their children, other family members, and community partners.  \nNCFL’s reasoning was based on substantial evidence pointing to the promise of service-learning. For example, when families participate in service together they spend quality time learning about their communities and adults act as positive role models for their children (McKaughan, 1997; Roehlkepartain, 2003) . Further, the value that parents place on civic engagement and relationships within the community has been shown to transfer to the child who, in turn, reproduces values such as responsibility, empathy, and caring for others (Littlepage, 2003; Roehlkepartain, Naftali, & Musegades, 2000; Stukas, Switzer, Dew, Goycoolea, & Simmons, 1999) . Student service-learning projects also may enable low-income families to build substantive connections with their community, develop a stronger sense of self-worth, experience a reduction in social isolation, and improve parenting skills (Family Strengthening Policy Center, 2006) .  \nNational Center for Families Learning and the Goodling Institute: Family Service-Learning Brief 1  \nLiterature Review  \nThere is a rich body of literature on service-learning; however, for this brief we have selected literature on service-learning in the English as a Second Language (ESL) context to help frame our discussion because the vast majority of Toyota Family Learning participants ar","cbCaib80D1p9kE3n","https://ap.wps.com/l/cbCaib80D1p9kE3n","pdf",707755,"English","# Background of Service-Learning\n## Ethic and definition in U.S. policy\n# Literature Review\n## ESL context and language benefits\n## Evidence gaps in adult basic education and family literacy\n# Implications for Family Service-Learning\n## Embedding service-learning in family literacy\n## Supporting at-risk families","[{\"question\":\"What is service-learning, according to the brief’s cited definition?\",\"answer\":\"The brief cites the National and Community Service Trust Act of 1990 definition describing thoughtfully organized community service integrated with education and including structured reflection time.\"},{\"question\":\"Why does the brief emphasize families and family literacy rather than only students?\",\"answer\":\"It argues that family participation together builds learning opportunities, strengthens civic and community connections, and transfers values that support children, while also addressing community needs through adult learning settings.\"},{\"question\":\"What benefits does the brief associate with family service-learning activities?\",\"answer\":\"Reported benefits include improved organization, research and planning abilities, reading and writing, technology skills, teamwork and sharing, civic responsibility, leadership development, and additional outcomes such as language reinforcement for English learners.\"}]","Family Service Learning Brief - Spring 2015 | PDF",1792051148]