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An Architecture of Participation: Working with Web 2.0 and High School Student Researchers to Improve a Service-Learning Partnership
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Author(s): Rachael Wendler (University of Arizona and Desert View High School, USA), Aria Altuna (University of Arizona and Desert View High School, USA), Timothy Crain (University of Arizona and Desert View High School, USA), Oksana Perez (University of Arizona and Desert View High School, USA), Savannah Sanchez (University of Arizona and Desert View High School, USA)and Jalina Vidotto (University of Arizona and Desert View High School, USA)
Copyright: 2011
Pages: 14
Source title:
Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices
Source Author(s)/Editor(s): Melody Bowdon (University of Central Florida, USA)and Russell G. Carpenter (Eastern Kentucky University, USA)
DOI: 10.4018/978-1-60960-623-7.ch001
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Abstract
This case study, collaboratively authored by a university researcher and five high school students, presents a model for assessing community partnerships that employs Web 2.0 technologies to facilitate participatory evaluations. A research team of high school students undertook an evaluation of a service-learning partnership titled Wildcat Writers that sponsors online writing exchanges between high school and college English courses. The evaluation project used a participatory action research (PAR) approach, which involves (1) including community members as equal co-researchers, (2) respecting experiential knowledge, and (3) working toward mutually-conceived positive change. This case study demonstrates how Web 2.0 tools that allow participants to collaboratively create documents provide an architecture of participation that supports a PAR approach to assessing and improving community partnerships.
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