--- Forwarded Message from "David Pankratz" <[log in to unmask]> ---

>Date: Tue, 07 Nov 2000 10:52:43 -0600
>From: "David Pankratz" <[log in to unmask]>
>To: <[log in to unmask]>
>Subject: Re: #5806 IALL Management Manual & Lab Design Kit

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(This is a repost in a different format.)


Expertise and perspective needed!

This is the second and final call for people who wish to contribute to the revision of two of IALL's  (International Association for Language Learning Technology) premier publications: the IALL Lab Design Kit and the IALL Management Manual. 

Information on the content of the publications appears in full below. If you have already spoken with either of the editors, you do not need to "reapply." However, we are still looking for writers to help with some of the modules. Educators from outside of American universities, including K-12 professionals and colleagues from universities abroad are also encouraged to apply. We are hoping to represent as many viewpoints on specific problems and provide as many "best practices" as possible. Writers do not have to volunteer to write an entire module-in some cases a team of writers will be formed. Modules that may still need writers are marked with an asterisk *, but do not hesitate to volunteer to work on others as well.  

If you are interested in revising/writing a module in either publication, and you feel qualified to do so, please contact the editor directly-either Mike Ledgerwood or Kathleen Ford, depending on the publication. Writers should be familiar with the organization, have experience in the particular content area, and consider themselves good writers. They  will also need to be very responsive in terms of sticking to due dates for writing, revising, etc. 

In your inquiry, please give a short explanation of your qualifications and why you would like to contribute to this project, and be sure to specify which module you are interested in revising/writing. Please send your application as soon as possible, but no later than November 15th. The names of the proposed modules, as well as the editors' email addresses, appear below.

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The IALL Lab Design Kit

Mike Ledgerwood, Editor, e-mail: [log in to unmask]
Ron Bergman, Associate Editor
Kathleen Ford, Associate Editor

Introduction: The editor will do an overview of the volume and discuss past volumes as well as discussing the philosophy and intent of the revised work.  The introduction will also include a check list of items that new lab directors should consider "checking off" in their process of creating a new lab/center.

Module One:  Needs Analysis. This volume will include a discussion of the types of questions and answers that will be raised in the creation of a new facility.  It will include a consideration of faculty input, administrative input, the need for consultants, and the need for consultation with a wide variety of people at the institution. It will also mention the resources available profiled in the appendix, on LLTI, on the IALL web page, and in the consultant list.  

*Module Two: Basic Elements of Space and Design.  This module will include descriptions of types of space used by Language Centers/Labs, types of labs, types of furniture, types of equipment necessary with the furniture, carpeting, wall covering, tiles, basic electrical, and basic questions to answer in considering lab layouts. It will include appropriate references to the blueprints in the Kit, the video tours on video tape, and URLs of interest.  

* Module Three: Special Considerations in Space and Design--Physical Aspects and Layouts: This module will treat the variety of specific equipment and configurations that designers need to consider. It will also include, just as in the last module, appropriate and different references to the blueprints in the Kit, the video tours on video tape, and URLs of interest.
Included will be
A)      Electrical usage for different types of equipment, with electrical needs
B)      Networking concerns, including cables, routers, and servers,
C)      Concerns about upholding the ADA (access for the disabled),
D)      Layouts of specific labs including discussion of equipping audio labs, video labs, and computer labs, with consideration of fire codes, access, flow patterns, and other interior design issues.

* Module Four: Special Considerations in Space and Design-Different Usages--Beyond the Basic Lab or Labs. In this module a variety of spaces will be treated which are not the typical spaces one expects in a language center but are often quite common.
A)      Studios, such as audio, video, or digital recording studios.
B)      Study space, places used for quiet study, or quiet small group work.
C)      Libraries, archived holdings of all media types.
D)      Development Spaces, places for materials development.
E)      Teaching Labs, labs full of computers with instructor control and/or monitoring.
F)      Classrooms, multimedia classrooms with a central, instructor-controlled, media unit.
G)      Wireless classrooms and wireless labs.  

*Module Five: Turnkey Labs.  In this module labs available from the major vendors such as Tandberg, Sony, and ASC will be treated, discussing their advantages and disadvantages compared with more customized installations.  Questions of staffing and support will be highlighted in this module as well as differences between secondary and post-secondary institutions. 

*Module Six: Variations on a Theme:  Different Centers for Different Needs.  This module will take up the issues of the first module and present different centers that address specific needs.  In this section will be a model secondary school lab, a model small college lab, a model research University center, and at least two separate non-North American labs.  References will be made to the video tours and URLs as well as appropriate floor plans.  

*Module Seven: The Virtual Language Center and the Future.  This will be a discussion of why Language Centers need to be around in the future, either virtually or not. Included in the discussion will be the particular needs of languages and language learning and its concomitant technological needs.  Some thought will be given to what technology will mean for Language Centers, including faster internet access, wireless technology, real speech recognition, and new internet possibilities. 

* Module Eight: Price Lists.  In this module one or two center Directors will give examples of recent prices their Centers were charged for items mentioned in this kit as well as items they had to order which may not be in this Kit.  Anonymity can be guaranteed for private institutions participating in this module.

Finally this kit will include along with the Manual: a bibliography with articles, journals, listservs, websites, etc, a list of consultants (perhaps just a link to the IALL web page of consultants) and a glossary.  All authors will be expected to contribute a list of ten to twenty terms to be included in the glossary.


IALL Management Manual
Editor: Kathleen Ford, Manager of the Media Lab, University of California at Los Angeles
[log in to unmask]
Mike Ledgerwood, Associate Editor

1. Media Center Management: An Overview
The name game: What is a media center? * What do media center managers do? * What are the functions of a media center? * How does media relate to teaching learning, and research?

*2. Management Roles, Styles, and Philosophies
The many and varied roles of a media center manager * Recognizing and developing your managerial traits * Understanding your administrative organization * Establishing policies and procedures * Effective decision making

3. Strategic Planning for Media Center Programs and Services
Who should be involved in planning? * Conducting environmental scans * Looking at the media center's strengths, weaknesses, opportunities, and threats * Setting strategic direction * Developing or updating the mission, vision, and values statements * Action planning * Writing and communicating the plan * Monitoring, evaluating, and deviating from the plan

4. Staffing the Media Center: Finding and Keeping Excellent Employees
Recruiting * Interviewing techniques * Orientation and training * Functional areas of responsibility * Performance review * Disciplinary action
[Examples for this section: job descriptions; pay scales; employment applications; interview questions; performance review forms; record of disciplinary action; etc.]
5. Managing Media Equipment
Types of equipment distribution operations * Writing equipment specifications * Evaluating equipment * Technical processes (e.g., inventory) * Writing user-friendly instructions * Policies and procedures for scheduling and circulating equipment * Maintaining equipment * Developing an equipment replacement plan

*6. Managing Media Materials
Determining collection needs * Developing an acquisition strategy * Locating resources * Evaluating materials * Technical processes (e.g., cataloging, labeling, barcoding) * Integrating media materials and the curricula * Circulation procedures * Maintaining the collection

*7. Copyright
What is a copyright? * What works are governed by copyright? * What is a work in the public domain? * What is fair use? * When is copying allowed by fair use provisions of the law? * How to minimize the liability risks for the media center * How and from whom to request permission to copy * How to protect works you create

*8. Computers and the Media Center
Managing technological change * Purchasing hardware, licensing software * Building networks * Providing computing services * Administrative computing applications

*9. Managing the Media Center Budget
Needs assessment * Funding sources * Budgeting systems * Allocation systems * Accounting systems * Developing a budget * Monitoring the budget

*10. Promoting the Media Center
Communication within the media center (e.g., continuing education, staff meetings) * Political relations * Building cooperative relationships with other campus units (e.g., libraries, computer labs, dormitories, distance learning centers) * Developing constructive client relationships * Handling complaints * Strategies for promoting media center programs and services

*11. Evaluating Programs and Services
Why evaluate the media center? * What should be evaluated? When? By whom? * Communicating and using evaluation results

*12. Resources for the Profession
IALL Management Manual/Lab Design Kit glossary * Selected bibliography * Online references (e.g., journals, listservs, websites) * Professional organizations and associations
[This section to be largely compiled by the authors of the previous sections.]
________________________
Thank you for your consideration--your expertise and contribution are needed! If you have any questions, please contact either of the editors or David Pankratz, IALL President-Elect, at [log in to unmask]