The IALLT Management Manual, second edition (2003) OUT OF PRINT SEE 2013 EDITION


Contributions from IALLT members on administration of a language learning facility published in 2003.
Much of this edition will be obsolete and has been updated in the 2013 edition, but a PDF file for those interested is available below:

Topics include Staffing and Professional Development, Media Management and Production, Copyright/Intellectual Property, Budgeting, Promoting the Lab, and more.

By Ute S. Lahaie (editor), Gamin Bartle, Read Gilgen, Mike Ledgerwood, and Andrew Ross (Associate Editors)

The 2003 edition of the IALLT Management Manual contains the following modules:

Module 1: Language Learning Center Management: An Overview.
In this module, written by Nina Garrett from Yale University, defines the roles of both the Language Learning Center and its director. She provides an exhaustive list, detailing the multiple tasks a director may have, depending on the size and scope of the Language Learning Center he or she directs, and depending whether the director’s appointment is that of a tenure-track faculty member or that of a staff member. Further, she addresses the Language Learning Center’s important role in support of teaching, learning, and research.
Module 2: Selected Strategies for Managing and Leading the Language Learning Center.
LeeAnn Stone from the TeacherTech Connection addresses the multifaceted roles of the Language Learning Center director, and how his or her position relates to different other entities of the institution. Further, she stresses the important role of the director in getting faculty members involved with technology. She provides an excellent overview over various levels of teachers’ interest in technology and recommends professional development strategies the director may employ at each level, in order to successfully encourage or support his or her colleague’s involvement with technology.
Module 3: Staffing A Language Learning Center.
What types of services does your Language Learning Center provide, and how can you make use of your student staff to provide the best possible service? How can you successfully hire, train, and supervise new Language Learning Center staff? Bruce Parkhurst from Boston University helps you to answers these and many other questions related to professional and student staff in her module. In the appendix section of her module, Bruce included the IALLT Statement of Professional Responsibilities, which gives an excellent overview over the multiple areas of responsibilities a language technology professional may have.
Module 4: Managing Media Equipment.
In their module, Jodi Samuels and Read Gilgen from the University of Wisconsin first explain the differences between different types of Language Learning Center facilities, such as analog and digital computer labs, and between general computer labs and specialized facilities, such as multimedia classrooms and video conferencing facilities. Then, they go on to list of portable equipment and common accessories that a Language Learning Center may contain in addition to the primary lab equipment. Further, they address important issues such as purchasing and replacing equipment, or, providing instructions and establishing policies for the use of the Language Learning Center equipment.
Module 5: Managing Media Materials.
A Language Learning Center not only contains equipment, but also language related resources. Lynne Crandall and Julie Evershed from the University of Michigan examine how to establish a resource collection, how to work with other constituencies (such as the library) to manage, organize, store and build the collection, or how to circulate its materials.
Module 6: Managing Media Production.
Ron Cramer from the University of Wisconsin takes a close look at video production for the use in foreign language instruction. This includes important issues such as production costs, copyright, “semi-pro” or professional production, project management, quality control and distribution of the newly generated materials. He includes an overview over important equipment for video production and provides sample equipment budgets for production facilities and video editing systems, and a sample project charter.
Module 7: Copyright and the Language Learning Center: Issues and Resources.
This module, originally created by Lynne Crandall from the University of Michigan and updated for the second edition of the Management Manual by Janet Peyton and Christine Heslinga from McGuireWoods LLP, addresses important copyright issues, such as exclusive rights, fair use, and when and how to seek permission to use copyrighted material.
Module 8: Developing and Spending a Budget.
Jenise Rowekamp from the University of Minnesota gives very helpful suggestions on determining budgetary resources, defining budget needs, increasing the funds within the budget (for example through lab fees or with external funds), and how to spend the budget. In addition, she provides a model for calculating how much to budget for equipment replacement, sample budgets, and a selection of postings from the LLTI listserv on different budget-related issues.
Module 9: Public Relations and the Language Learning Center Director.
In this module, Mikle Ledgerwood from the State University of New York at Stony Brook shares a wealth of resources and tips on developing and improving Public Relations with key constituents of the institution. For example, he gives suggestions, such as how to work well with your own staff and other staff, the administration, the faculty, and the students at your institution, and how to gain promote your image and gain respect as language learning professional.
Module 10: Models for Technology Training and Professional Development in the Language Learning Center And Beyond.
In this module, Ute Lahaie from Baylor University provides ten models for technology training and professional development that make use of either internal or external resources – or a blend between the two. In this module, she also addresses other issues, such as providing incentives for professional development, making a case for technology as part of the tenure and promotion process, or finding resources for technology training.
Module 11: Professional Resources for Language Learning Technology and Media Management.
Barbara Sawhill from Oberlin College gathered and annotated resources that are very important for all professionals who work in the area of language learning and technology. This module contains useful information on professional organizations, instructional technology resources, online journals and listservs.
Price: $45.00