For assistance searching education literature in these and other databases, contact Haley Walton, Librarian for Education.
Systematic reviews are an increasingly common type of scholarly article. They are defined as literature reviews that use explicit and reproducible methods to systematically search, critically appraise, and synthesize scholarship on a specific issue. They differ from traditional literature reviews in their comprehensiveness, systematic approach, and drawing conclusions from an extensive corpus of published research.
Systematic reviews are excellent sources of historical and current literature on a topic in education, including service-learning. Examples:
The Libraries' subscribe to or index open journals in the discipline of service-learning.
Access these journals through the Online Journal Titles list and search by the ISSN below each title.
ISSN: 2374-9466
IJRSLCE is a peer-reviewed online journal dedicated to disseminating high-quality research focused on service-learning, campus-community engagement, and the promotion of active and effective citizenship through education. The journal is international in scope, with an interest in service-learning and community engagement both in the United States and around the world.
The journal is published annually by the International Association for Research on Service-Learning and Community Engagement.
JSLHE is an online, international, peer-reviewed journal for the dissemination of original research regarding effective institutional-community partnerships. Our primary emphasis is to provide an outlet for sharing the methodologies and pedagogical approaches that lead to effective community-identified outcomes.
ISSN: 1076-0180
The Michigan Journal of Community Service Learning is an open access, peer-reviewed journal with authors and readers around the world. It publishes research, theory, and pedagogy pertinent to service-learning and civic and community engagement. The content responds to the continuously-emerging challenges we encounter in our communities by advancing innovative and interdisciplinary scholarship that informs and enhances the practice of community engagement. MJCSL's mission supports transformational student learning and community impact through campus-community partnerships.
ISSN: 1934-5283
JCEHE is an open access, refereed journal concerned with exploring community engagement and community-based learning perspective, research, and practice. It publishes a range of research focusing on practical and theoretical insights and understanding in higher education and across the disciplines and professions. There is a focus on case studies emphasizing community engagement and engaged learning practices, methodology, and pedagogy.
ISSN: 1944-1207
JCES has a mission to provide a mechanism through which faculty, staff, and students of academic institutions and their community partners may disseminate scholarly works from all academic disciplines. A goal of the publication is to integrate teaching, research, and community engagement.
ISSN: 1053-8259
JEE is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education.
ISSN: 1534-6102
JHEOE is a peer-reviewed, open access journal that highlights innovative endeavors; critically examining emerging issues, trends, challenges, and opportunities; and reporting on studies of impact in the areas of public service, outreach, engagement, extension, engaged research, community-based research, community-based participatory research, action research, public scholarship, service-learning, and community service.
ISSN: 1746-1979
Education, Citizenship and Social Justice provides a strategic forum for international and multi-disciplinary dialogue for all academic educators and educational policy-makers concerned with the meanings and form of citizenship and social justice as these are realised throughout the time spent in educational institutions.
ISSN: 1555-9033
TJSLE is an open access, peer-reviewed electronic journal offered semi-annually. The journal welcomes manuscripts based on original work with a specific focus or implication for service learning in engineering, humanitarian engineering, and social entrepreneurship, or related service learning pedagogy.
ISSN: 1541-2075
Reflections is a peer-reviewed, open access journal that provides a forum for scholarship on public rhetoric, civic writing, service-learning, and community literacy. It invites materials that emerge from research; showcase community-based and/or student writing; investigate and represent literacy practices in diverse community settings; discuss theoretical, political and ethical implications of community-based rhetorical practices; or explore connections among public rhetoric, civic engagement, service learning, and current scholarship in composition studies and related fields.
ISSN: 2775-4847
ICE is a peer-reviewed, open access community service journal means to disseminate scientific discoveries and innovations from the research community that can be applied in society to solve real problems and challenges. The contents of the journal include various community service activities that can involve the participation and collaboration or partnership from formal educational institutions, research institutions, companies, government, or private institutions as well as target communities for community service.
ISSN: 2580-9563
AJCE is a bi-annual refereed journal which draws on research concerned with the practice and processes of community engagement. The journal aims to provide a forum as well as a publishing platform for academics, practitioners and community representatives to explore issues and reflect on practices related to engagement activities. AJCE is open access.
Icon created by Freepik - Flaticon
Publication of Partnerships has ceased as of 2020, but previous articles are still available. Partnerships recognizes that successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The articles in this peer-reviewed journal focus on how theories and practices can inform and improve such partnerships, connections, and collaborations. Studies co-authored by faculty, students, and/or community partners; or examining practices across disciplines or campuses; or exploring international networks, are all encouraged. This journal was published by NC Campus Compact.
