Fostering Learner Autonomy: The Role of the Language Resource Center

1. Fostering Learner Autonomy:The Role of theLanguage Resource Center Sharon ScinicarielloUniversity of Richmond, VA USAUNTELE 2004

2. Two Questions • Does the Language Resource Center have a role? • All instructional experiences should reinforce curricular goals • How can the role be defined and implemented?

3. Why these questions? • The need to foster learner autonomy • The need to redefine the LRC • Changing needs • Changing expectations • Justify space, budget, and staff

4. Autonomy and Curricular Goals • Transformation of students into life-long learners • Language learning requires time • Standards for Foreign Language Learning: Preparing for the 21st Century

5. National Standards • Communication • Cultures • Connections • Comparisons • Communities

6. Language =“channel for learning” • 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. • 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.

7. Need for learner autonomy • 5.1: Students use the language both within and beyond the school setting. • 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

8. Redefining the LRC • Role of LRC (faculty and learners) • Support classroom instruction • Access to materials and equipment • Develop materials • Technical assistance • Support independent learning • Absorption into Library and/or Information Services

9. Language Learning Center • Activities • Configuration • Materials and Equipment • Staffing • Other Factors

10. Evaluating Success • More faculty and learners using the LRC (physical and virtual) • More learners requesting access to broader range of materials • Greater awareness of how materials can be used to continue learning • E-portfolios for all learners • Awareness of use for planning and reflection

11. Needs to Meet • Linguistic • Active use of authentic materials • Metacognitive • Knowledge about learning and about language learning • Psychological • Motivation and positive attitude • Social • Collaborative learning

12. Desired Attitudes and Behaviors • Choose activities and materials based on learning goals • Use linguistic tools effectively • Reflect on their learning in logs and e-portfolios • Provide feedback on LRC’s materials and activities • Participate in learning opportunities beyond coursework

13. LRC Activities: Faculty • Raising awareness of concepts • Faculty support and trust • Curricular integration • Plan and support activities to develop autonomy • Materials organization • Materials development • Contextes, Intertextes

14. LRC Activities: Learners • Workshops and peer assistance • Raising awareness of concepts • Use of available tools • Support for learning management • Assistance with goals and planning • Assistance with self-monitoring • Support for reflective learning • Conceptual and technical support for logs and e-portfolios

15. LRC Configuration • Move away from “materials distribution / help desk” mode • No more service counter • Assistants in the midst of the LRC • Individual spaces for reflection • Collaborative spaces for social interaction • Technology available but not focus of space

16. The Physical LRC • Computers with multilingual tools • Whiteboards • Cameras, camcorders, sound recording, scanners, digitizing tools • Screening room • Individual viewing stations • Gaming stations • Human and printed assistance

17. The Virtual LRC • Tools for communication (Blackboard, MOO) • Tools for reflection (Blogs, E-portfolios) • Tools for collaboration (Blackboard, MOO, Communal Blogs, Wikis) • Tools for self-awareness • Tools for planning and implementation • Organization of links by needs, themes

18. Staff • Professional staff and student staff • Requirements • All must understand and support the development of autonomy • All must be able to move beyond technical assistance to support for LRC activities • Staff development • Workshops and discussion sessions • Continuing evaluation and feedback

19. Other Factors • Coordination with curricula • LRC Steering Committee • Support of other University units • Information Services • Library • Funding authorities • Coordination with other LRC activities • Placement testing • Electronic classroom

20. Fostering E-Portfolios • Case for “portfolio thinking” • van Lier “Quality cannot be measured by test scores.” • Promoting reflection and autonomy • National / International movement • Move from summative to formative • Move from junior/senior specialists to all learners • Move from analog to digital

21. Supporting E-Portfolios • Technical Assistance • Platforms (how to choose and use) • PowerPoint • Blogs and Wikis • Dreamweaver / Contribute • Flash • Document production (digital audio and video) • Conceptual Assistance • Supplement work with advisor • Workshops on purpose, development, and use

22. On the Net • mll.richmond.edu • Click on “Senior Portfolios” • Click on “Multimedia Language Lab” • oncampus.richmond.edu/academics/context • oncampus.richmond.edu/academics/intertextes • sscinica@richmond.edu