This discussion paper examines the lack of clarity surrounding the term "service learning" in the library and information science (LIS) literature, which frequently conflates service learning with other types of experiential learning. We suggest that the lack of distinction between service learning and other types of experiential learning confuses the practice of service-learning courses in LIS education. We attempt to mitigate this confusion by clarifying the term "service learning". We believe that a clear understanding of service learning's unique purposes and characteristics can help LIS educators maximize the benefits of service-learning courses and improve students' educational experiences.