The references below are recommended by Advising 2011.
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Carette, E. & Castillo, D. (2004). Devenir conseiller: quels changements pour l’enseignant? [On becoming an adviser: what changes for teachers?] Mélanges Pédagogiques, 27, 71-91.
Carter, B. (2001). From awareness to counselling in learner autonomy. In L. Dam (Ed.), Learner Autonomy: New Insights. AILA Review, 15, 26-33.
Ciekanski, M. (2007). Fostering learner autonomy: power and reciprocity in the relationship between language learner and language learning adviser. Cambridge Journal of Education, 37(1), 111-127.
Clemente, M. (2003). Learning cultures and counselling: teacher/learner interaction within a self-directed scheme. In D. Palfreyman and R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives. Palgrave Macmillan.
Crabbe, D. Hoffmann, A. & Cotterall, S. (2001). Examining the discourse of learner advisory sessions. In Dam, L. (Ed.), Learner Autonomy: New Insights. AILA Review, 15, 2-15.
Crowe, S. (2009). The role of a ‘drop-in’ desk in a self access learning centre. In M. Carroll, D. Castillo, L. Cooker, & K. Irie (Eds.), Proceedings of the Independent Learning Association 2007 Japan Conference (online): Exploring theory, enhancing practice: Autonomy across the disciplines. Kanda University of International Studies, Chiba, Japan, October 2007.
Esch E.(1996). Promoting learner autonomy: criteria for the selection of appropriate methods. In R. Pemberton et al. (Eds.), Taking control: Autonomy in language learning (pp. 35–48). Hong Kong: Hong Kong University Press.
Esch E. (1997). Learner training for autonomous language learning. In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 114-131). London: Longman.
Gardner, D., & L. Miller. (1999). Establishing self-access: From theory to practice. Cambridge: Cambridge University Press.
Gremmo, M. J. (1995). Conseiller n’est pas enseigner: le rôle du conseiller dans l’entretien de conseil (Counselling is not teaching: the role of the adviser in advising sessions). Mélanges(22), pp. 33-61.
Gremmo, M.J., Holec, H & Riley, P. (1985). Interactional structure: the role of the role. In P. Riley (Ed.), Discourse & Learning. London: Longman.
Karlsson, L., Kjisk, F., & Nordlund, J. (2007). Language counselling : a critical and integral component in promoting an autonomous community of learning. System, 35, 46-65.
Karlsson, L. (2008). Turning the Kaleidoscope – (E)FL educational experience and inquiry as auto/biography. University of Helsinki, PhD thesis.
Kato, S. & Sugawara, H. (2009). ‘Action-oriented language learning advising: a new approach to promote independent language learning’. The Journal of Kanda University of International Studies, 21, 455 – 476.
Kelly R., (1996). Language counselling for learner autonomy: the skilled helper in self-access language learning. In R. Pemberton, et al. (Eds.), Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press .
Lamy, M-N., & Hassan, X. (2003). What influences reflective interaction in distance peer learning? Evidence from four long-term online learners of French. Open Learning 18(2), 39-59.
Little, D., & Singleton, D. (1993). Setting the context: language learning, self-instruction and autonomy. In D. Little (Ed.) (1993). Self-access systems for language learning. Dublin: Authentik and CILT.
McCarthy, T. (2009). What advisors do. Learning Learning, 16 (1). http://ld-sig.org/LL/2009a.pdf.
Moore, N., & Reinders, H. (2003). Teaching for self-study in the self-access centre. Modern English Teacher, 12(2), 48-51.
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Mynard, J., & Navarro, D. (2010). Report on the Japan Association of Self-Access Learning (JASAL) Forum, at the Japan Association for Language Teaching (JALT) 2009 Conference in Shizuoka. Studies in Self-Access Learning Journal, 1(1), 65-67.
Mynard, J., & Navarro, D. (2010). Dialogue in self-access learning. In A. M. Stoke (Ed.), JALT 2009 Conference Proceedings. Tokyo: JALT.
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Pemberton R., Li E.S.L, Or W.W.F., & Pierson H.D. (Eds.) (1996). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press.
Pemberton, R., Toogood, S., Ho, S. and Lam, J. (2001). Approaches to advising for self-directed language learning. AILA Review, 15, 16-25.
Pierson, H. (1994). Preparing teachers for self-access: Hong Kong experiences. In E. Esch (Ed.) Self-access and the adult language learner, London: CILT.
Reinders, H. (2004). Self-access centres: teaching language and teaching learning. The Language Teacher, 28 (6), 235-252.
Riley, P. (1985). Discourse and learning: papers in applied linguistics and language learning from the Centre de Recherches et d’Applications Pédagogiques en Langues. London: Longman.
Riley, P. (1997). The guru and the conjurer: aspects of counselling for self-access. In P. Benson and P. Voller (Eds), Autonomy and independence in language learning. London: Longman.
Sinclair, B. (1996). Materials design for the promotion of learner autonomy: how explicit is ‘explicit?’ In R. Pemberton et al. (Eds.), Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press, 149-166.
Sturtridge, G. (1992). Self-access-preparation and training. Manchester: British Council.
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Ushioda, E. (2000). Tandem language learning via e-mail: From motivation to autonomy. ReCALL, 12 (2), 121-128.
Voller, P. (2004). The one to one consultations guidebook. The English Centre, University of Hong Kong. http://ec.hku.hk/1to1/.
Voller, P., Martyn, E & Pickard, V. (1999). One-to-one counselling for autonomous learning in a self-access centre: final report on an action learning project. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 111-128). Frankfurt am Main: Peter Lang.