With the explosion of digital audiobook publishing, dedicated listeners now exercise a wide range of free choices for their literate ears: diverse genres, classics, backlist sleepers, hot-off-the-press new titles. There are other choices they can make now, too: performances by single narrators, full cast performances, audiobooks enhanced with musical beds or realistic sound effects, short-form works and those that require more than 40 hours of submersion. The choices literate listeners make are shaped by both wide-ranging experiences with various options and awareness of which of these holds the most satisfaction in their personal consumption. These two shaping mechanisms function iteratively to further develop listening taste. And every choice made regarding listening taste deepens the listener’s skills and comes courtesy of the freedom to choose.
In contrast to all these benefits of free choice, children new to literate listening come up against forces of external power over their potential to gain independent skills. For school children in marginally progressive classrooms, this typically takes the form of adult insistence that a child listening to an audiobook must have a print paper or ebook copy in hand. Many American schools, still subscribing to the benighted Accelerated Reading cult, keep any kind of literacy freedom bound to prescribed levelling codes and a schedule of completion over immersion time. Continue reading The power of free choice in literacy acquisition–kids’ edition