Fostering Learner Autonomy: The Role of the Language Resource Center

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Fostering Learner Fostering Learner Autonomy: Autonomy: The Role of the The Role of the Language Resource Center Language Resource Center Sharon Scinicariello University of Richmond, VA USA UNTELE 2004

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Fostering Learner Autonomy: The Role of the Language Resource Center. Sharon Scinicariello University of Richmond, VA USA UNTELE 2004. Two Questions. Does the Language Resource Center have a role? All instructional experiences should reinforce curricular goals - PowerPoint PPT Presentation

Transcript of Fostering Learner Autonomy: The Role of the Language Resource Center

Page 1: Fostering Learner Autonomy: The Role of the Language Resource Center

Fostering Learner Autonomy:Fostering Learner Autonomy:The Role of theThe Role of theLanguage Resource CenterLanguage Resource Center

Sharon ScinicarielloUniversity of Richmond, VA USA

UNTELE 2004

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Two QuestionsTwo Questions

• Does the Language Resource Center have Does the Language Resource Center have a role?a role?• All instructional experiences should reinforce All instructional experiences should reinforce

curricular goalscurricular goals

• How can the role be defined and How can the role be defined and implemented?implemented?

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Why these questions?Why these questions?

• The need to foster learner autonomyThe need to foster learner autonomy• The need to redefine the LRCThe need to redefine the LRC

• Changing needsChanging needs• Changing expectationsChanging expectations• Justify space, budget, and staffJustify space, budget, and staff

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Autonomy and Curricular GoalsAutonomy and Curricular Goals

• Transformation of students into life-long Transformation of students into life-long learnerslearners• Language learning requires timeLanguage learning requires time• Standards for Foreign Language Learning: Standards for Foreign Language Learning:

Preparing for the 21st CenturyPreparing for the 21st Century

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National StandardsNational Standards

• CommunicationCommunication• CulturesCultures• ConnectionsConnections• ComparisonsComparisons• CommunitiesCommunities

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Language =“channel for learning”Language =“channel for learning”

• 3.1: Students reinforce and further their 3.1: Students reinforce and further their knowledge of other disciplines through the knowledge of other disciplines through the foreign language.foreign language.

• 3.2: Students acquire information and 3.2: Students acquire information and recognize the distinctive viewpoints that recognize the distinctive viewpoints that are only available through the foreign are only available through the foreign language and its culturelanguage and its culture..

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Need for learner autonomyNeed for learner autonomy

• 5.1: Students use the language both within 5.1: Students use the language both within and beyond the school setting.and beyond the school setting.

• 5.2: Students show evidence of becoming 5.2: Students show evidence of becoming life-long learners by using the language for life-long learners by using the language for personal enjoyment and enrichment.personal enjoyment and enrichment.

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Redefining the LRCRedefining the LRC

• Role of LRC (faculty and learners)Role of LRC (faculty and learners)• Support classroom instructionSupport classroom instruction

• Access to materials and equipmentAccess to materials and equipment• Develop materialsDevelop materials• Technical assistanceTechnical assistance

• Support independent learningSupport independent learning

• Absorption into Library and/or Information Absorption into Library and/or Information ServicesServices

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Language Learning CenterLanguage Learning Center

• ActivitiesActivities• ConfigurationConfiguration• Materials and EquipmentMaterials and Equipment• StaffingStaffing• Other FactorsOther Factors

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Evaluating SuccessEvaluating Success

• More faculty and learners using the LRC More faculty and learners using the LRC (physical and virtual)(physical and virtual)

• More learners requesting access to More learners requesting access to broader range of materialsbroader range of materials• Greater awareness of how materials can be Greater awareness of how materials can be

used to continue learningused to continue learning

• E-portfolios for all learnersE-portfolios for all learners• Awareness of use for planning and reflectionAwareness of use for planning and reflection

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Needs to MeetNeeds to Meet

• LinguisticLinguistic• Active use of authentic materialsActive use of authentic materials

• MetacognitiveMetacognitive• Knowledge about learning and about language Knowledge about learning and about language

learninglearning• PsychologicalPsychological• Motivation and positive attitudeMotivation and positive attitude

• SocialSocial• Collaborative learningCollaborative learning

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Desired Attitudes and BehaviorsDesired Attitudes and Behaviors

• Choose activities and materials based on Choose activities and materials based on learning goalslearning goals

• Use linguistic tools effectivelyUse linguistic tools effectively• Reflect on their learning in logs and e-Reflect on their learning in logs and e-

portfoliosportfolios• Provide feedback on LRC’s materials and Provide feedback on LRC’s materials and

activitiesactivities• Participate in learning opportunities beyond Participate in learning opportunities beyond

courseworkcoursework

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LRC Activities: FacultyLRC Activities: Faculty

• Raising awareness of conceptsRaising awareness of concepts• Faculty support and trustFaculty support and trust

• Curricular integrationCurricular integration• Plan and support activities to develop Plan and support activities to develop

autonomyautonomy• Materials organizationMaterials organization• Materials developmentMaterials development• Contextes, IntertextesContextes, Intertextes

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LRC Activities: LearnersLRC Activities: Learners

• Workshops and peer assistanceWorkshops and peer assistance• Raising awareness of conceptsRaising awareness of concepts• Use of available toolsUse of available tools

• Support for learning managementSupport for learning management• Assistance with goals and planningAssistance with goals and planning• Assistance with self-monitoringAssistance with self-monitoring

• Support for reflective learning Support for reflective learning • Conceptual and technical support for logs and Conceptual and technical support for logs and

e-portfoliose-portfolios

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LRC ConfigurationLRC Configuration

• Move away from “materials distribution / Move away from “materials distribution / help desk” modehelp desk” mode• No more service counterNo more service counter• Assistants in the midst of the LRCAssistants in the midst of the LRC

• Individual spaces for reflectionIndividual spaces for reflection• Collaborative spaces for social interactionCollaborative spaces for social interaction

• Technology available but not focus of spaceTechnology available but not focus of space

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The Physical LRCThe Physical LRC

• Computers with multilingual toolsComputers with multilingual tools• WhiteboardsWhiteboards• Cameras, camcorders, sound recording, Cameras, camcorders, sound recording,

scanners, digitizing toolsscanners, digitizing tools• Screening roomScreening room• Individual viewing stationsIndividual viewing stations• Gaming stationsGaming stations• Human and printed assistanceHuman and printed assistance

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The Virtual LRCThe Virtual LRC

• Tools for communication (Blackboard, Tools for communication (Blackboard, MOO)MOO)

• Tools for reflection (Blogs, E-portfolios)Tools for reflection (Blogs, E-portfolios)• Tools for collaboration (Blackboard, MOO, Tools for collaboration (Blackboard, MOO,

Communal Blogs, Wikis)Communal Blogs, Wikis)• Tools for self-awarenessTools for self-awareness• Tools for planning and implementationTools for planning and implementation

• Organization of links by needs, themes Organization of links by needs, themes

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StaffStaff

• Professional staff and student staffProfessional staff and student staff• RequirementsRequirements• All must understand and support the All must understand and support the

development of autonomydevelopment of autonomy• All must be able to move beyond technical All must be able to move beyond technical

assistance to support for LRC activitiesassistance to support for LRC activities

• Staff developmentStaff development• Workshops and discussion sessionsWorkshops and discussion sessions• Continuing evaluation and feedbackContinuing evaluation and feedback

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Other FactorsOther Factors

• Coordination with curriculaCoordination with curricula• LRC Steering CommitteeLRC Steering Committee

• Support of other University unitsSupport of other University units• Information ServicesInformation Services• LibraryLibrary• Funding authoritiesFunding authorities

• Coordination with other LRC activitiesCoordination with other LRC activities• Placement testingPlacement testing• Electronic classroomElectronic classroom

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Fostering E-PortfoliosFostering E-Portfolios

• Case for “portfolio thinking”Case for “portfolio thinking”• van Lier “Quality cannot be measured by test van Lier “Quality cannot be measured by test

scores.”scores.”• Promoting reflection and autonomyPromoting reflection and autonomy• National / International movementNational / International movement

• Move from summative to formativeMove from summative to formative• Move from junior/senior specialists to all Move from junior/senior specialists to all

learnerslearners• Move from analog to digitalMove from analog to digital

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Supporting E-PortfoliosSupporting E-Portfolios

• Technical AssistanceTechnical Assistance• Platforms (how to choose and use) Platforms (how to choose and use)

• PowerPointPowerPoint• Blogs and WikisBlogs and Wikis• Dreamweaver / ContributeDreamweaver / Contribute• FlashFlash

• Document production (digital audio and video)Document production (digital audio and video)• Conceptual AssistanceConceptual Assistance

• Supplement work with advisorSupplement work with advisor• Workshops on purpose, development, and useWorkshops on purpose, development, and use

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On the NetOn the Net

• mll.richmond.edumll.richmond.edu• Click on “Senior Portfolios”Click on “Senior Portfolios”• Click on “Multimedia Language Lab”Click on “Multimedia Language Lab”

• oncampus.richmond.edu/academics/contextoncampus.richmond.edu/academics/context• oncampus.richmond.edu/academics/oncampus.richmond.edu/academics/

intertextesintertextes• [email protected]@richmond.edu