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

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Presentation on theme: "Fostering Learner Autonomy: The Role of the Language Resource Center Sharon Scinicariello University of Richmond, VA USA UNTELE 2004."— Presentation transcript:

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

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

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

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

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

6 Language =“channel for learning” 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. 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. 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. 5.1: 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. 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) Role of LRC (faculty and learners) Support classroom instructionSupport classroom instruction Access to materials and equipment Access to materials and equipment Develop materials Develop materials Technical assistance Technical assistance Support independent learningSupport independent learning Absorption into Library and/or Information Services Absorption into Library and/or Information Services

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

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

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

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

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

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

15 LRC Configuration Move away from “materials distribution / help desk” mode Move away from “materials distribution / help 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 reflection Individual spaces for reflection Collaborative spaces for social interaction Collaborative spaces for social interaction Technology available but not focus of spaceTechnology available but not focus of space

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

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

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

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

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

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

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


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