Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era

Bibliographic Details
Title: Reframing Self-Access: Reviewing the Literature and Updating a Mission Statement for a New Era
Authors: Jo Mynard, Dominique Vola Ambinintsoa, Phillip A. Bennett, Eduardo Castro, Neil Curry, Huw Davies, Yuri Imamura, Satoko Kato, Scott J. Shelton-Strong, Robert Stevenson, Haruka Ubukata, Satoko Watkins, Isra Wongsarnpigoon, Amelia Yarwood
Source: Studies in Self-Access Learning Journal, Vol 13, Iss 1, Pp 31-59 (2022)
Publisher Information: Kanda University of International Studies, 2022.
Publication Year: 2022
Collection: LCC:Language acquisition
Subject Terms: self-access, theory, mission, complexity, Language acquisition, P118-118.7
More Details: This paper documents part of the process of preparing to fully reopen the physical Self-Access Learning Center (SALC) in a university in Japan after being somewhat interrupted during two years of the COVID-19 pandemic. Self-access is becoming increasingly complex, multi-faceted and multi-disciplinary and it is necessary to revisit SALC mission statements periodically, particularly after major events or changes. A group of language educators working at the university examined literature and theories from a range of perspectives in order to inform the future directions of the SALC. In a series of meetings over a one-semester period, one or two team members led a guided discussion based on some key papers, talks or other resources related to eight themes. After a semester of such discussions, they returned to the mission statement and re-examined it, making it more theoretically robust and specific, acting as a guide for SALC services for a new era.
Document Type: article
File Description: electronic resource
Language: English
ISSN: 2185-3762
Relation: https://sisaljournal.org/archives/vol13/mar22/mynard_et_al/; https://doaj.org/toc/2185-3762
DOI: 10.37237/130103
Access URL: https://doaj.org/article/2ec45a19ef7c4013a6c59070c47b350b
Accession Number: edsdoj.2ec45a19ef7c4013a6c59070c47b350b
Database: Directory of Open Access Journals
More Details
ISSN:21853762
DOI:10.37237/130103
Published in:Studies in Self-Access Learning Journal
Language:English