Fostering Learner Autonomy: The Role of the Language Resource Center

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Fostering Learner AutonomyThe Role of
theLanguage Resource Center

• Sharon ScinicarielloUniversity of Richmond, VA
  USAUNTELE 2004

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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?

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Why these questions?

• The need to foster learner autonomy
• The need to redefine the LRC
• Changing needs
• Changing expectations
• Justify space, budget, and staff

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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

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National Standards

• Communication
• Cultures
• Connections
• Comparisons
• Communities

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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.

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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.

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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

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Language Learning Center

• Activities
• Configuration
• Materials and Equipment
• Staffing
• Other Factors

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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

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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

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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 LRCs materials and
  activities
• Participate in learning opportunities beyond
  coursework

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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_at_richmond.edu