Recommendation Report on

Roadmap to a Regional Service

Learning Model: Creating Community

Reviewed by: Suzanne Kammer,

Joan Luebering, and Kara Sorrell

Children, Inc. Mayerson Service Learning Initiative seeks to publish the manuscript Roadmap to a
Regional Service Learning Model to provide a revenue stream for the long-term sustainability of its
service learning program.
After performing a detailed review of the manuscript and an analysis of the potential market and
target audience for a service learning manual, we recommend positioning Roadmap as a hands-on and
action-oriented workbook as an alternative to the more theoretical and classroom-oriented titles that
are already on the market.
The following report outlines our analysis and recommendations in two main sections: Market
Potential and Recommended Revisions for Publication. The first section discusses the readership for a
service learning workbook, elaborates on the market positioning for the manuscript in a workbook
format, and lists compatible publishers. In order to help align Roadmap within the workbook genre,
the second section of the report offers a list of recommended manuscript revisions in three main
areas: Structure and Outline, Style and Tone, and Visual Design.

|Market Potential
Most of the books that have been published on the subject of service learning are either theory-based
or are oriented toward classroom implementation rather than community planning. (See Appendix A:
Potential Publishers, for examples of such titles.) Repackaging Roadmap as a workbook targeted to
community planners fills this market gap.

Market Positioning
Positioning the book to fill this gap strengthens the manuscripts appeal for potential publishers.
This strategy also makes the book highly usable for the intended readership. A workbook with sections
that users can fill in, tear out, share, and so on, to complete the planning steps you recommend, is an
effective tool for any of the relevant stakeholder groups involved in creating a service learning
program. They can use the book as a physical tool to direct and document the planning of their service
learning initiative.
The following recommendations for submitting the manuscript to publishers are intended to
emphasize this market potential:
Use the books title to clarify that this is a planning tool. A subtitle that more explicitly states
the books format and use is a good idea: A How-To Workbook for Community Planners.

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Focus your letter of proposal on your experience and the history of Childrens, Inc. Service
Learning, and focus your sample chapter on a single planning step formatted as a workbook
section.
Outline the remaining planning and implementation steps, including the types of supporting
material (statistics, success stories, lesson plans, etc.) the workbook will contain. (See
Appendix B: Table of Contents.)
This marketing plan also requires revisions to the manuscript itself. We discuss these in the second
half of the report, Recommended Revisions to the Manuscript.

Readership
The potential users of this workbook have different but related goals: Parents want to improve their
childrens education and develop their values. Teachers look for meaningful learning for their
students. School administrators strive to bring up test scores. School district leaders seek strategies to
increase academic success district-wide. Local government leaders work to make their communities
more livable. Community and agency leaders want to build more enthusiasm for their work.
Although each group brings different perspectives, expertise, and objectives, a practical workbook
helps unite these stakeholders and gives them practical steps to achieve their common goal.

Potential Publishers
A handful of professional US publishers closely align with the subject matter and suggested workbook
format of Roadmap. Because they are adept at marketing to both nonprofit and educational audiences,
these publishers can reach the books intended audience and ultimately advance Children, Inc.s
strategic goal of becoming a leader in the field of service learning. These publishers are:
1. Corwin publishes leading-edge books that offer fresh insights, conclusions and recommendations
for action. [Their] goal is to publish substantive and practical books that contribute to
practitioners knowledge while also being readable and useful.
2. Jossey-Bass publishes books, periodicals, and other media to inform and inspire those interested in
developing themselves, their organizations and their communities. Their catalog includes several titles
on service learning as well as a practical, how-to line called the Jossy-Bass Nonprofit Guidebook Series.
3. Routledge is a large educational publisher with a broad spectrum of titles. They publish quality
academic books, journals and online reference. They too have several service learning
publications in their catalog.

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4. Rowman and Littlefield publishes books and other teaching resources on issues and concerns of
interest to educators and administrators at the K-12 level, as well as to parents, policymakers and
those interested in education at the local, state, and national levels.
Please see Appendix A: Potential Publishers, for contact information and submission guidelines.

|Recommended Revisions for Publication

The following recommendations are intended to help streamline the organization of a workbook
format, engage readers with style and tone that are consistent with the genre, and deliver a visual
strategy that enhances usability.

Structure and Outline

As a hands-on workbook, Roadmap will be used by people who are quickly searching for the specific
information they need in order to act.
Imagine the potential reader who is picking up the book for the first time:
An educator browsing a vendor booth at a conference. She knows about service learning and
is attracted by the how to plan a community service learning program message in the
books title.
A city official or school board member who received the book from a resident. She can spend
only a few minutes, so she is skimming for evidence of what service learning is and how her
community can implement it.
A nonprofit organization leader already planning the project. He is looking for practical tools
(strategies, persuasive stories, easily dividable assignments to give his group members) to
get the project launched.
The more readily this audience can flip through the book and find advice that is relevant to them, the
more likely they are to buy it. Likewise, a visual structure that facilitates easy navigation will enhance
the value of the content.
To achieve this clarity, it may be useful to think of the book as having an outline structure, rather than
a narrative structure. With that in mind, we have the following recommendations:
1. Break up the content. Concentrate on separating topics rather than integrating them in a
smooth narrative flow.
2. Separate program-planning steps from classroom-implementation steps. This is one of the
most important revisions you can make to the books organization. It will also reveal content
areas you can strengthen for the community planners who are the books primary readers.

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3. Label the books parts with specifically informative, action-oriented headings. Choose
headings like Enlist Your Stakeholders rather than Pieces of the Puzzle.
4. Segregate different types of content. Examples of the various content types are:
introductions to basic service-learning concepts, the history of the organization, planning steps,
implementation tools, practical tips, and further resources. Reorganizing these elements and
using strong visual cues will help guide readers through the manual. (See Visual Design, below).
5. Include frequent cross-references so that readers can find what they need. This way, you can
keep the books outline to a very practical, action-oriented progression while allowing readers
to enter the book at any point they need.
For specific examples of how the manuscript might be restructured in this way, please see Appendix B:
Table of Contents.

Style and Tone

Although the manuscript is well written, the following suggestions for style and tone will help tailor it
to a workbook format as well as to an audience who will expect direct advice delivered in a highly
readable style.
1. Make the tone consistent with the purpose of the section. There are three main tones that
recur throughout the manuscript: inspiration, authority, and instruction. Choosing a single
tone for each section strengthens the content of each. For example:
The Building Partnerships section contains implicit instructions, but they are obscured by the
other details of the anecdote. Actions steps derived from the anecdote set a more instructive
tone. This change would help convert the manuscript to an action-oriented, workbook format.
(See Appendix C: Tone and Style, for an example of actions steps and a corresponding anecdote
that is reworked based on the ideas below.)
2. Avoid colloquial phrases and jargon. These elements undermine the professional tone of the
manuscript. Examples include:
Give back when used for do community service
Get it when used for understand it
Impacted when used for affected or influenced
Grow when used for spread or increase
Service Learning when used for service learning
3. Use plain language. Plain, simple language helps busy people read faster.

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4. Use active voice. Active voice energizes and motivates readers to act. Roadmap makes good use
of the active, but occasionally slips into the passive voice. An example from The Essential Role
of Evaluation is teachers responses were tabulated, analyzed and a report was written....
5. Incorporate gender-neutral pronouns. He or she is an awkward choice. It can be avoided by
using plural verbs with the pronoun they or by omitting pronouns altogether.
6. Address the reader directly. Directly addressing the reader as you is very appropriate in a
how to workbook. This strategy could be used more frequently.

Visual Design
Good visual design enhances the delivery of high-quality content. The following document design
principles may come in handy when formatting an easy-to-use workbook for readers who will want to
quickly find the information they seek.
1. Captions tell the story of pictures, which help tell the story of the book. Label each image for
reference in the text. Captions are like signposts for images that help orient the reader and
reinforce the information in the text.
2. Different parts of a book require different fonts to facilitate readability. Sans serif fonts work
well for headings and serifs for body text. Sans serif fonts are easy to read in short bursts,
whereas serif fonts mimic handwriting and are therefore said to facilitate easy reading.
3. Strategically placed white space helps engage readers. White space on the page helps the
content appear approachable and manageable. It invites the reader into the page to find the
information that theyre looking for. It is also a quiet place for the eyes to rest in between
content. Examples of good places for white space on a page are:
Between pictures and surrounding text.
Before section and chapter headings
Inside and around text boxes.
4. Short chunks of text make for user-friendly workbooks. Long paragraphs of text are harder to
digest. Page 19 demonstrates good use of chunking.
5. Table of Contents and section headings are visual signposts that guide readers through a
text. Clear, appropriately titled headings minimize reader frustration and enable workbook users
to navigate easily to the sections they seek.

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6. Text boxes are great visual additions to a manuscript. Setting them in high contrast increases
readability. Small chunks of text also work well in text boxes.
7. Underlined or italicized text on the page hinders readability. Effective techniques that help
words stand out on a page are:
Bolding text
Using more than one type of font
Employing callouts
8. Headings in all capital letters are often interpreted as shouting. Instead, to add visual interest
to the page, some designers recommend small caps for headings. Small capital letters appear as
the same height and weight as lowercase letters with a taller capitalized first letter.

|Conclusion
Roadmap has very strong marketing potential. Your expertise and authority are clearly evident, and the
book has valuable content to deliver.
Our recommended strategy for its publication is to repackage the manuscript in a workbook format. This
strategy is effective for three reasons: (1) it positions the book to fill a publishing gap; (2) it delivers the
books contents to the intended audience in a highly usable way; and (3) it adds value by providing a
physical tool for the planning process.
All of the revisions to the manuscript suggested in this report support this strategy. More specific examples
appear in the appendices to this report, along with a list of potential publishers.

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Appendix A: Potential Publishers

This section provides detailed contact and submission information for four potential publishers for the
Roadmap workbook. What follows is our list of four strong publishers. All of the information below is
excerpted from their websites.

1. Corwin
A SAGE company
www.corwin.com
See contact information below

Market Coverage
Corwin is the premier publisher for educators' professional development needs, providing books, eBooks,
kits, professional learning events, author consulting, eCourses, and specialized, eLibraries to help educators
do their work better.

Related Titles and Subjects

Subject: 21st Century Learning Books and Products
Titles: The Global Education Toolkit for Elementary Learners; Improving Achievement with Digital Age Best
Practices; The Common Core, an Uncommon Opportunity: Redesigning Classroom Instruction.
Subject: Administration & Leadership
Titles: Creating Productive Cultures in Schools: For students, teachers, and parents; The Reflective Educators
Guide to Classroom Research: Learning to Teach and Teaching to Learn through Practitioner Inquiry;
Collaborative Leadership: Developing Effective Partnerships in Communities and Schools.
Subject: School Culture & Climate Books and Products
Titles: Reach Before You Teach: Ignite Passion and Purpose in Your Classroom; Unleashing the Positive Power
of Differences: Polarity Thinking in Our schools
Subject: Program Development & Evaluation
Titles: How to Build an Instructional Coaching Program for Maximum Capacity; The TurnAround ToolKit:
Managing Rapid, Sustainable School Improvement; Mental Health in Schools: Engaging Learners, Preventing
Problems, and Improving Schools.

Submission Guidelines (from their website)

Information for Prospective Authors
Corwin publishes leading-edge books that offer fresh insights, conclusions, and recommendations for
action. We do not publish textbooks that simply summarize existing knowledge; nor do we publish popular

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books intended for a mass market audience. Our goal is to publish substantive and practical books that
contribute to practitioners' knowledge while also being readable and useful.
What is an "ideal" Corwin book?
1. It is based on theory, research, and/or practical experience.
2. It discusses the implications of that theory, research, or experience for universal practice.
3. It draws on real-world examples and practices to illustrate points.
4. It offers practical, hands-on advice to educators who want to be successful in their chosen careers.
5. Most often, it is authored or coauthored, rather than an edited book.
6. Our audiences need substantive works that are also 'user-friendly' and tailored to their busy
schedules.

Physically, our publications are designed to meet the needs of the audiences being addressed. Corwin
books vary in size from 6" x 9" and 7" x 10" editions up to 8" x 11" workbook formats. As of June 1, 2009,
we publish exclusively in paperback, and we also offer a limited number of CD-ROMs and DVDs.
How to Prepare a Book Prospectus
The prospectus for a book focuses the author's thoughts and helps guide the publisher in that it emphasizes
the rationale of the book why it is being written and for whom. The prospectus provides more information
than an outline (which offers only an overview of the content and organization). In essence, a good
prospectus sets forth all the information necessary to allow a publisher to adequately evaluate a project's
potential.

Please use the following three-part guidelines in preparing your prospectus keep these areas separate, as it
will make it easier for us to understand your intentions about the book. Feel free to add any additional
items or categories you feel are necessary.
Part 1: About the Project
Rationale: Why are you writing the book? What will it accomplish? Why do people need help on the topic at
this time? Is the topic of increasing importance rather than passing or declining importance? How does the
book meet the need you have identified?

Knowledge Base: What is the research or experience base for the information in the book? Briefly describe
any special studies or previous work relevant to the content.
Nature of Content: Do you provide a "broad brush" approach or a detailed, comprehensive treatment of the
topic? How will the book be applicable to practice?
Alternative Title Possibilities: Along with your current working title, please suggest several alternative
titles. We strive for titles that clearly communicate to all audiences the topic, purpose, and usefulness of our
publications.

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Competing or Related Works: Please list the author, title, and publisher of the main competing or related
books, and tell us how your book would differ or be superior.
Special Materials: Describe any elements in the book that will help illustrate the textual discussions (for
example, cases, flow charts, forms, summaries, annotated bibliography, glossary, and so on). How many
tables, figures, and exhibits do you anticipate using?
Length and Schedule: How many double-spaced, typewritten pages do you anticipate the manuscript will
have? Include special materials, tables, figures, and the reference section in the page count. When do you
expect to have your manuscript ready? (Please be realistic in planning your schedule.)
Other Publishers: Which other publishers are considering your project?
Author: What experience, background, or other qualifications do you have that make you uniquely qualified
to undertake this project? Please attach your vita or rsum.
Part 2: About the Contents
Outline of Contents and Chapter Descriptions: Please provide an outline with all part and chapter titles
indicated. Also, include a few sentences about the purpose and contents of each chapter along with specific
details and examples.

Sample Chapters: Do not wait until the manuscript is completed to submit the prospectus. Instead, send it
with one or two sample chapters. When we learn of projects in the early stages, we can point out potential
problems and offer editorial suggestions. Of course, if the manuscript is complete, or nearly so, then send
copies of all that is available.
Part 3: About the Market
Primary Audience: What is the primary market for the book? Professionals in what specific field/subfield?
What associations or specific divisions of professional organizations or professional journals would
provide highly targeted mailing lists for promoting your book?

Secondary Audience: Are there other audiences that might be interested in the book, but to a lesser degree?
Please be as realistic and as specific as possible in describing who will buy the book.
Uses: What would the book help the audiences do, understand, improve, carry out, etc.? Distinguish
between the uses for the practitioner audiences and the uses for training workshops or whatever other
distinction is most meaningful.
Funding: How is the proposed book a match for district, state, or federal funding initiatives or grant
opportunities for P-12 schools? Please list appropriate funding initiatives or other funding sources.
Potential Course Adoptions: In addition to sales to individual practitioners and academics, Corwin books
are often used as supplements in college and university courses, staff development workshops, and other

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training settings. If your book has the potential for such use, please provide as much specific information as
possible as to the types of courses and approximate enrollments.
Suggestions for Developing Your Manuscript
Write in the active voice in short, jargon-free sentences, grouped into short paragraphs.
Use plenty of headings as signposts to your discussion.
Use lists, checklists, figures, and other devices to present information interestingly and succinctly.
Keep chapters relatively short, in the range of 20-25 double-spaced manuscript pages.
Summarize points at the ends of chapters.
Select only the most pertinent references to cite in text and to list at the end of the book.
Consider including an annotated bibliography or suggestions for further reading (these are more
useful than long, undifferentiated lists of literature citations).
Keep the overall manuscript as concise as possible. It's difficult to communicate well in few words,
but your readers will appreciate the effort! Do include necessary, supportive, or background
information.
A note about writing style: If you would like to publish with Corwin, please pay particular attention to how
you put words on paper. Our readers are busy professionals who appreciate writing that is clear,
straightforward, and to the point.

Corwin looks forward to receiving your proposal. Please email your proposal to only one editor, as it will
expedite the response. If you have additional questions, contact us by phone at 805-499-9734.

Contacts
1. Lisa Shaw, Executive Director, Editorial and Professional Learning
805.410.7287
Lisa.shaw@corwin.com
2. Dan Alpert, Senior Acquisitions Editor
Staff Development, Diversity, ELL, Assessment
415.753.2129
Dan.alpert@corwin.com
3. Arnis Burvikovs, Senior Acquisitions Editor
Educational Leadership
805.367.6151
Arnis.burvikovs@corwin.com
4. Robin Najar, Senior Acquisitions Editor
Math, Science, General Education
(No phone listed)
Robin.najar@corwin.com

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2. Rowman and Littlefield

www.rowman.com/RLPublishers
See contact information below

Market Coverage
Rowman and Littlefield publishes books and other teaching resources on issues and concerns of interest
to educators and administrators at the K-12 level, as well as to parents, policymakers and those interested
in education at the local, state, and national levels.

Related Titles
Service Learning and Social Justice: Engaging Students in Social Change; Handbook of Prosocial Education;
The Power of Community: Mobilizing for Family and Schooling

Submission Guidelines (from their website)

To submit a proposal to Rowman & Littlefield Publishers, send your information to the appropriate
acquisitions editor for your subject by email attachment or hard copy (see below).
Please include the following:
Prospectus. The prospectus should include a description of the book; a statement regarding what
makes it important, timely, or unique; an analysis of competing or similar books (including
publishers and dates of publication); a description of your target audience (general readers?
undergraduate or graduate students? scholars? professionals?); an indication if any of the material
in the book has been previously published, and, if so, when and where and whether republication
rights are available; the length of the manuscript in word count; and, if the manuscript is not
complete, an estimation of when it will be finished.
Outline. An annotated table of contents, including a paragraph describing each chapter.
Curriculum vitae or resume. In short, what qualifies you to write the book you are proposing? If
you are proposing a contributed volume, please include affiliations and, if possible, brief resumes
for each of the contributors.
Writing samples. One or two sample chapters. If an introduction or overview is available, please
include it. If no chapters are ready, send a comparable example of your writing.
Peer reviewers. A list of four to seven potential peer reviewers, with whom you have no personal
or professional relationship, but who might advise us as to the quality, academic integrity, and
commercial viability of the project. If possible, please include their affiliations, telephone numbers,
and e-mail addresses.

We will acknowledge receipt of a proposal within two weeks; we are usually able to render a decision on
contract within three months.

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Please do not send your entire manuscript unless requested by the acquisitions editor.
Please note that we are unable to return hard copies of submitted materials unless a stamped, selfaddressed envelope is included with your submission.

Contact
1. Susanne Canavan, Acquisitions Editor for Education
4501 Forbes Blvd., Ste. 200
Lanham, MD 20706
617-481-5482
scanavan@rowman.com

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3. Jossey-Bass
An imprint of Wiley
www.josseybass.com
One Montgomery Street
Suite 1200
San Francisco, CA 94104
Telephone: 415.433.1740
Fax: 415.433.0499
(Corporate headquarters has a New York address, but this is the address listed for submissions.)

Market Coverage
Jossey-Bass publishes about 250 new titles each year, with lines covering both education (K-adult) and
nonprofit organizations, and has about 5000 titles in print. Jossey-Bass publishes books, periodicals, and
other media to inform and inspire those interested in developing themselves, their organizations and their
communities. Jossey-Bass publications feature the work of some of the worlds best-known authors in
leadership, business, education, religion and spirituality, parenting, nonprofit, public health and health
administration, conflict resolution and relationships.

Related Titles and Series

1.
2.
3.
4.

Chapdelaine, Andrea, et al. Service-Learning Code of Ethics. Hardcover, May 2005. $42.00.
Eyler, Janet, et al. Where's the Learning in Service-Learning? Paperback, April 1999. $40.00.
Jacoby, Barbara, ed. Building Partnerships for Service-Learning. E-Book, June 2003.
Jacoby, Barbara. Service-Learning in Higher Education: Concepts and Practices. Hardcover,
September 1996. $45.00.
5. Kelshaw, Todd, et al. Partnerships for Service-Learning: Impacts on Communities and Students.
Hardcover, July 2009, $40.00.
6. Stanton, Timothy, et al. Service-Learning: A Movement's Pioneers Reflect on Its Origins, Practice, and
Future. Paperback, January 1999. $42.00.
7. Zlotkowski, Edward, ed. Successful Service-Learning Programs: New Models of Excellence in Higher
Education. Hardcover, March 1998. $42.00.
The Jossey-Bass Nonprofit Guidebook Series appears to concentrate on practical, how-to guides, so the
book could fit this line. These are just a few examples:
1. BoardSource. The Nonprofit Board Answer Book: A Practical Guide for Board Members and Chief
Executives. 3rd ed. $42.95
2. Miller, Kivi Leroux. Content Marketing for Nonprofits: A Communications Map for Engaging Your
Community, Becoming a Favorite Cause, and Raising More Money. Paperback, September 2013.
3. Bonk, Kathy, et al., Strategic Communications for Nonprofits: A Step-by-Step Guide to
Working with the Media. 2nd Ed. Paperback, September 2008, $39.95

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Submission Guidelines
We find the following information useful, but not always essential, when considering a project for
publication:
Need. Why are you developing this project? Why do people need help on the topic at this time?
How is the topic of increasing rather than passing or declining importance?
Purpose. What is the work designed to accomplish? How does it meet the need you have
identified?
Contribution. What new information is offered? In what ways would the work add to current
knowledge and practice?
Indented audiences. Be specific and describe the primary, secondary, and other audiences with
respect to discipline, affiliation, and position or title.
Uses. What would the work help the audiences to do, understand, improve, carry out, and so on?
Distinguish between the uses for the practitioner, academic, and general audiencesor whatever
distinction is most meaningful.
Knowledge base. What is the research or experience base for the information in the project?
Briefly describe any special studies or previous work relevant to this project.
Title possibilities. Along with your current working title, please suggest several alternative titles.
Length. How many double-spaced, typed pages do you anticipate the manuscript to be?
Outline contents and chapter-by-chapter descriptions. Provide a few sentences about the
purpose and contents of each chapter, giving specific details and examples as well as general
statements. Also explain the logic of the works organization.
Sample chapters. Please submit the plan with two or three sample chapters. If you would like
some feedback before your prepare the sample chapters, send the plan without them, and we will
offer an initial reaction. We prefer to learn of projects in their early stages to point out potential
problems and offer editorial suggestions. If you would like us to return any of the materials you
submit, please enclose a self-addressed, stamped envelope.
Format. How do you envision your final product? Will your project be a book, binder, a package?
Are you proposing a single produce or a group of products?
Related and competing works. Please list the author, title, and publisher of the main related and
competing works; describe why they are not adequate to meet the need you have identified; and tell
how your work would differ or be superior.
Potential text adoption. In addition to sales to practitioners and academics, some Jossy-Bass
works are used as texts in college and university courses and corporate and government training
courses. If your work would have such text use, please describe the level, titles, and average
enrollment of courses for which it would be appropriate; the kinds and approximate number of
institutions which such courses; and the competing texts.
Timetable. What schedule is envisioned for preparing sample chapters (if not already included),
the complete draft manuscript, and revisions of the manuscript?
Other Publishers. Has the manuscript been sent to other publishers for consideration? If so, which
ones? Note that we have no objection to your informing other publishers that we are considering
the proposal.
Background information. Please attach your vita, resume, or biography detailing your
professional and educational background, including prior publications.

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Mail your proposal. All packages should be addressed to the Editorial Asssistant for the relevant
series:
Business Editorial Assistant
Education Editorial Assistant
Public Health and Health Services Editorial Department; please submit by email to
publichealth@wiley.com
Higher Education Editorial Assistant
Nonprofit & Social Leadership Editorial Assistant
General Interest Editorial Assistant
Psychology Editorial Assistant
Religion Editorial Assistant
Research Methods and Evaluation Editorial Department; please submit by email to
researchmethods@wiley.com
Mail all proposals (except Public Health and Research Methods) to the following address:
Jossey-Bass
One Montgomery Street, Suite 1200
San Francisco, CA 94104

Contacts
Jossey-Bass prefers that proposals be sent to the generic addresses above.

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4. Routledge
http://www.routledge.com
Editorial/Marketing, USA
8th Floor
711 3rd Avenue
New York, NY 10017, USA
Telephone: +1 (212) 216-7800
1 (800) 634-7064 (Toll Free)
Fax: +1 (212) 564-7854

Market Coverage
Routledge is a large educational publisher with a broad spectrum of titles.
Routledge is a global publisher of quality academic books, journals & online reference
We publish hundreds of journals and thousands of new books each year, from offices all over the world.
Our current publishing program encompasses the liveliest texts and the best in research. Use our
navigation menu to browse our products, resources and information in a wide array of subjects and
disciplines, with a focus on the humanities and social sciences.
Searching service learning on their website returns about a dozen titles. They have a forthcoming title on
service learning, which looks as though it has a theoretical or academic focus:
Community Matters: Service-Learning in Engaged Design and Planning, Edited by Mallika Bose, Cheryl
Doble, Paula Horrigan, Sigmund Shipp. To Be Published April 14th 2014. Series: Earthscan Tools for
Community Planning
Community Matters: Service Learning in Design and Planning explores issues that resonate with a diverse
group of design and planning educators drawn to the challenge of supporting greater community building
and empowerment while combining learning with service. This book provides compelling evidence for the
case that educators should be adopting engaged pedagogies like service-learning, engaged research
methods like action research, and engaged theories and practices like participatory design, placemaking
and deliberative democracy. Together these approaches are mapping a geography of design and planning
education, practice and scholarship occurring at the boundary of community and academy.
Community Matters explores such questions as:
How do we foster mutuality and reciprocity in community-academy partnerships?
What conflicts, challenges, limits and obstacles do we face in our service-learning studios and
projects?
What evidence do we have of our impacts on students and communities and how are we
responding?
How are we being attentive to the contemporary environmental and societal issues?
What is our role as both designers and agents of societal change?

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How are we innovating to enable greater capacities for individuals, future practitioners and
communities?

(The table of contents is also available on the publishers website.)

Related Titles and Series

In addition to educational titles, Routledge also publishes community planning books, including these
subject and series, which are searchable on their website:
Community Planning and Planning Techniques Books
Community Development Research and Practice Series

Submission Guidelines (from their website)

The proposal you submit will be the basis on which we judge the book's suitability for publication.
Therefore it needs to be organized in a way that provides the right information to us and to referees.
The following notes should help you prepare your proposal, and your cooperation in following our
recommendations will ease the task of evaluation.
We would suggest a proposal between three-to-six pages in length, although this may be supplemented by
two sample chapters and a curriculum vitae, if available. If you've completed a draft manuscript, please
indicate this in your proposal. Please do not, however, send in an unsolicited draft manuscript as your
initial correspondence. After reviewing your proposal, a commissioning editor will determine whether you
should submit a full manuscript. If possible, please send your proposal and any accompanying material by
email. The Routledge subject editors and their email addresses may be found here:
http://www.routledge.com/info/contact/editorial/
Your proposal should address four main areas:
1. A statement of aims including three to four paragraphs outlining the rationale behind the book.
Quite simply, what is your book about? What are its main themes and objectives?
What does it do differently, or more innovatively, or better than existing books?

2. A detailed synopsis and chapter headings with an indication of length and schedule. Please list
working chapter headings and provide a paragraph of explanation on what you intend to cover in
each chapter. A list of chapter headings alone is not sufficient for a meaningful review. How many
tables, diagrams or illustrations will there be (roughly)? Roughly how many thousand words in
length will your book be? Does this include references and footnotes? Most of our books are 70,000
- 120,000 words long. When will you be able to deliver the completed typescript? Please be as
realistic as possible.
3. A description of the target market
Who is your book primarily aimed at? Who will buy it? Who will read it? Is it aimed at an
undergraduate or postgraduate student audience? Is it a textbook, reference work or research

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monograph? If it's a textbook, for which courses would the book be used? Is it a research
monograph that will sell primarily to academic libraries? Is the subject area of the proposal widely
taught, or researched? Would this subject have appeal outside your home country? If so, where?
4. A list of the main competing books.
We would like to know that you are familiar with competition for your proposed book. What are the
strengths and weaknesses of key competing titles? What makes your book better than the
competition?
How We Evaluate Your Proposal, or Manuscript
The proposal will be considered carefully by the most suitable editor. The editor will ask several questions:
Firstly, does the book fit with our publishing strategy? Is the content of this book of a high academic
standard? Is there a market for a high quality book on this subject? What evidence is there for this market?
If there is a gap in the market, is this the right book to fill it? What is the need for the book internationally?

If the editor is satisfied at this stage, the proposal will then be evaluated by academic experts. We ask
respected academic specialists in the field to give us independent advice on the content, quality and
potential market for a finished book based on your proposal or manuscript. We normally solicit two to four
such reports. This process should take six to eight weeks but may take longer, depending on the time of
year and the ease with which Routledge editors may find suitable reviewers.
If the reviews are positive, then the editor puts together a written publishing plan and strategy, which
includes your proposal, the referees reports, projected costs and revenues, and market analyses. These
circulate to all members of the editorial board in advance of a regular meeting, where each proposal is
discussed and either approved, declined or provisionally passed, subject to certain revisions. The editorial
board consists of editors, a publisher (who manages a team of editors), marketing personnel and sales
managers.
If your proposal is approved, we will then issue you a draft contract. Once we have agreed on terms, you
sign and return the contract with an agreed date for the delivery of the manuscript. Once the book has been
written and delivered, you will liaise with a production editor over the copy-editing and production
process. We will then publish, market and sell the book.
If you would like to submit a proposal, or have any queries, or concerns, please contact the relevant editor.

Contacts
1. Anna Clarkson, editorial director of educational leadership, management & administration
2. Heather Jarrow, editor of higher education and educational administration & leadership

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Appendix B: Table of Contents

This sample outline indicates a significant expansion of content in Part III, Planning Steps. While it is
not necessary to do the actual revision before sending the book to publishers, adding this content is
essential for repackaging the manual as a workbook.
Another significant change is moving most of The Essential Role of Evaluation to a later point in the
book. The workbook format follows a sequential progression of steps. Separating the why and the
how of evaluation gives readers the information they need when they need it.
In the outline below, the bolded items are suggestions for actual headings within the book and its table
of contents. Items not in bold are suggestions for organizing content under those headings.
Introduction
This is a quick overview for people to understand the books value and use.
Why this book
A very quick introduction to the concept of service learning and community-based servicelearning programs
An explanation of why we wrote the book and why we think our experience is relevant to
you
Who can use this book
An explanation that the book is targeted to planners because (unlike many guides) this book
isnt just about classroom implementation
- Descriptions of the various community stakeholder groups who might be planners;
why; what each brings to the table
- An assurance that we assume different levels of knowledge, different starting points
What you will get from this book
A description of the books very practical assistance, broken down in steps, on how to plan
and implement a service learning program in your community
A description of the books variety of tools and supporting information
How to use this book
An explanation of the workbook format
Clues to the books organization, layout, and visual presentation of subjects and content
types

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Part I: Who we are

This section offers our experience and credentials as a basis for the practical advice we will give readers.
Childrens, Inc., Service Learning mission statement
The story of Childrens, Inc., Service Learning
The inspirational story of our founder
Descriptions of our sponsors
Our history
Where we are today

Part II: The evidence for service learning

This section is a longer, evidence-based introduction to service learning.
Why evidence is important
A brief side foray into how we incorporated evaluation early in the process and why you
should, too (with a cross-reference to the Evaluation section later in the book)
The research
An examination of the support for service learning (with a cross-reference to Further
Resources in the Tools section at the end of the book)
Statistics
Statistical support for service learning that is media-ready, quotable, and visual (perhaps
with a cross-reference to more material in the Tools section at the end of the book)
Success stories
Several inspirational stories planners can use for persuasive purposes; again, media-ready,
quotable, and visual (perhaps with a cross-reference to more material in the Tools section
at the end of the book)

Part III: Planning your program

This section includes explanations and workbook pages for every practical step that planners must
complete to create a successful program. (Note: Your research may suggest a better list of community
planning steps than this one.)

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Create your community action plan

An explanation of how to use this book as a practical tool, repeating and expanding on the
information in the books introduction.
Background information on how communities/groups can implement a planning process:
the who/what/where/why/ when/how of brainstorming, creating doable action steps, etc.
Analyze the need
Identify your goals, objectives, and priorities
Identify your stakeholders
- An explanation of why its important to enlist multiple partners
Map your assets (or Do a resource inventory)
Identify barriers to the projects success
Decide your projects scope
Write your action plan
Get people on board
A discussion and tips on how to persuade different stakeholder groups
Tips for how to talk to the media
Tips for how to involve people in next steps
Look for funding
Plan your budget
Identify funders
Start-up funding tips
Map your classroom implementation plan
A reiteration of some of the planning principles and steps from the community action
section
Present your implementation plan to the community
Take it public
- A cross reference to the tips in the Get People on Board section
Respond to community concerns
Launch a pilot
Choose your schools
Train your teachers
- An explanation of the tiered levels of training could be included here or in the
Expand Your Program section.
Create resources for your teachers
Evaluate your pilot
A cross-reference to Evaluate Your Program
Reflect

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Revise your plan

Part IV: Service learning in the classroom

This section includes explanations and workbook pages for the practical steps in classroom
implementation. (Note: You may very well want to rework the following four sections. They are not very
detailed because you clearly have the content and the subject expertise to create these workbook steps for
planners. Whenever possible in the practical steps sections, use action verbs for headings.)
A breakdown of the steps for classroom implementation
How-to information and resources for educators

Part V: Evaluating your program

This section includes explanations and workbook pages for the practical steps in evaluating the program.
The importance of evaluation
Repeating some information from The Evidence for Service Learning section
Evaluation methods
Using a third-party evaluator

Part VI: Reporting to your community

This section includes explanations and workbook pages for reporting back to stakeholders on the
programs success.
Recognize your successes
Celebrate your partnerships
Get community input

Part VII: Taking the next steps

This section includes explanations and workbook pages for expanding the program beyond its initial phase.
Revise your plan: Year 2
Recognize your schools of contribution
Expand your program
Explanation of your tiers system

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Build your resources

Create a website
Network
- Information on conferences and other professional opportunities

Part VIII: Conclusion

Encouragement for readers to take the plunge
A referral to your website

Part VII: Tools

This section is organized by planning stage so that users can easily find the supporting materials they need.
Planning tools
Surveys
Job descriptions
Budget tools
Information and persuasion tools
Parent brochure
School letter
Talking points
Training tools
Some of the forms we have listed under Classroom Implementation Tools may be more
appropriate here.
Classroom implementation tools
New agency forms
Memoranda of understanding
I-PARD
What can the Service Learning Coordinator do for me?
Principles of effective practice
My service learning map
Ideas list
Baby steps
Reporting tools
Evaluation tools

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Supporting evidence
Success stories
Statistics
Further resources
Bibliography
Webography

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Appendix C: Style and Tone

The following excerpts from Roadmap have been edited to convey a style and tone that would be wellsuited for a workbook format.

Partner with Schools

Three different school groups must support the idea of a district-wide service learning initiative:
school district officials, school administrators, and teachers. But the key group is teachers, because
they are the ones who have to make service learning happen.

Talk to Teachers and Administrators

2

Go to your local schools and talk with teachers to explain or discuss service learning in detail; see if
they are open to the idea. Once you get a large enough group of interested teachers at a school, you
and the teachers should talk to the schools administrators and suggest a partnership between the
school and your initiative. But dont try to pressure administrators or teachers; nothing kills a good
idea like a half-hearted attempt.
3

Make sure to talk to a mix of different kinds of schools; you may think that some schools would not
be interested when they actually would be.

Offer Free Assistance

Offering free help from service learning coordinators may motivate schools to join your initiative.
(AmeriCorps, Teach for America, and college career centers can connect you with low-cost or
volunteer workers for these key positions.) Service learning coordinators help in several important
ways, and other free support can be offered, as well.
4

Support from Service Learning Coordinators:

Service learning lesson plans aligned with state standards
Training for all teachers on how to do service learning
In-depth trainings on certain aspects of service learning
Sessions to give support and advice to individual teachers
Help with finding resources such as publicity and speakers.

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Other Support:
Start-up money for individual service projects
A website with service learning lesson plans and related tools
Sample letters for telling families about service learning
Monthly electronic newsletters sent to all teachers
Recognition for schools who do projects
Community and at-school celebrations after projects are over

Take it to the District Level

Once you have a few schools that are either very interested in service learning or actually doing it,
talk to school district officials. Pitch the idea of a district-wide service learning initiative to the
school board and the superintendent.
Most school districts have as part of their mission statements the goal to help students reach their
full potential and become contributing members of the community. But with the huge emphasis
governments place on test scores, school districts usually dont encourage teachers to spend time
5

and resources on promoting community service. Yet superintendents are often very interested in
service learning because they see its potential to meet both the academic and the emotional goals
they have for students in their districts.

Our Experience
It is important to note that the long list of free supports motivated many schools to join the
initiative.
7

We didnt offer all of the free supports at the very beginning. One important early support was a
small amount of start-up money for service projects. Children, Inc. kept track of the money given
out: $500 for a small school, $1,000 for a large school. We got the money to teachers quickly: either
soon after they had spent their own money or before their projects had begun.
We trained all the teachers at a school, or as many as possible, because we felt that training was
another important support for them. Students discover how uniquely gifted they are and how
8

important they are to the world when they do service learning again and again, so we still train as
many teachers as possible. We work to create schools where it is normal for the majority of the
students to complete a service learning project each year.

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Endnotes
1 The

phrases in the headings are examples of actions steps, which set an instructive tone.

2 Action

steps use strong verbs to instruct the reader.

3 Directly
4 The

language in these lists is simplified for better readability.

5 Giving
6 Using
7 This

addressing readers motivates them because they feel the advice is meant for them, personally.

back is changed to community service to avoid colloquialism.

plural subjects prevents the necessity of using he or she for the pronoun.

sentence uses active voice to energize readers and help them read faster.

8 Service

Learning becomes service learning to avoid jargon-like use of words.

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Appendix D: Visual Strategy

The following is a suggested redesign of the text box on p. 12 of Roadmap. In this example,
readability is enhanced by eliminating italics and increasing the contrast between the text and text
box by using dark text on a light background.
The small, easily digestible chunks of text help to create white space within the textbox. In turn,
text boxes provide visual interest in the page while simultaneously highlighting important
information.

Original text box:

Redesigned text box:

Document designers agree that words in all capital letters are the written equivalent of shouting. A
handy technique for creating visual interest without coming across as shouting at the reader is to
employ small capital letters instead. They appear as the same height and weight as lowercase
letters with a taller capitalized first letter. The following example is from a sub heading on page
21 of Roadmap:

All caps: FUNDING TIPS

Small caps:

FUNDING TIPS

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