Abstract: This paper makes a comparative analysis of the service-learning practices between Chinese and American academic libraries. It finds that there are three types of service-learning cases in American academic libraries: direct participation in teaching and research, indirect participation in teaching and research, and cooperative participation through projects in teaching and research. Their characteristics are as follows: cases of direct participation in teaching and research occupy a dominant position, while those of indirect participation and cooperative participation through projects are in a subordinate position; the embedded information literacy instruction is mainly adopted, and the teaching content focuses on the real-world information; some cases use the Framework for Information Literacy for Higher Education for reference. In contrast, the service-learning practice in Chinese academic libraries is in its infancy, among which the representative one is the leading case of Sichuan University Library. By referring to the service-learning cases in American academic libraries and combining with China’s national conditions, this paper puts forward two implications: (1) in colleges and universities that have launched service-learning courses in China, their libraries can try to directly participate in those courses in the form of embedded information literacy instruction, or indirectly participate in them by establishing subject guides; (2) in colleges and universities that do not offer service-learning courses in China, their libraries can try to carry out the leading service-learning cases by combining labor education and relying on their own voluntary service.