Putting aside (although hardly forgetting) concerns with truly universal access to audiobooks for this post, let’s consider how listening can build engaged literacy. As the Walrus article ALA made sure to circulate broadly last week argues, literacy is as much endangered by lack of interest on the parts of those with the skills as other human epochs have experienced its fragility through lack of the skills themselves.
True literacy, when it comes to experiencing the world- and empathy-expanding powers of lengthy, carefully crafted narratives (that is, books) requires the reader to maintain connection with what the author has to say and how the author says it to a vanishing point between the book and its reader. Having the skills to decode letters, words, phrases, and passages is akin to amassing the bricks, mortar, glass, and roof shingles needed to build a house: unless you can stick with the efforts to reconstruct this pile of ingredients by following the author-supplied blueprint, you’re left with a lot full of debris or a haphazard stack that offers no fit dwelling place. On the other hand, once you’ve followed the blueprint, you then have a staging point (a house) from which you can go forth with the experience of building and dwelling in it. Continue reading Renewing literacy through sustained listening
With the exception of oral storytelling, every way we share literature, published information, and literacy experiences requires some kind of material tool. From clay tablets to paperbacks, cinema screens to computer screens, live theater stages to the mobiles on which apps can reach audio files, we need to control an object of technology (or technologies) in order to get narrative access. Each newly rising literacy experience technology bridge has been met by naysayers, unwilling to give up the old—tried and true, in their estimation—material access point for something newer, less cumbersome and, often, more difficult for the naysayer accustomed to another sort of technology, to use at the start.
The reality, of course, is that everything we do as individuals is more difficult when we first try it, from dressing ourselves to negotiating a journey beyond our home. And we learn to achieve some level of technical competency because others before us have achieved competency that, through repeated use has attained popular assimilation: our general culture accepts clothing and travel outside as normative reliances on material objects. The same has become true for literacy throughout many world cultures. Literacy’s spread, in fact, depended on material things—manuscripts that preserved words and concepts developed by earlier authors and then printed books that made the transmission of scripted literature available to copious duplication (and thus wider distribution). Culturally, although of course never universally as individuals, we have achieved literacy, using yesterday’s tools. Continue reading Access to literacy connection: Material technology still needed
Earlier this month, the UK government published a policy paper on “Digital Skills and Inclusion: Giving everyone access to the digital skills they need” that, in keeping with the authors’ purpose, focused on digital skill relevance to employability. Reading it from the perspective of a Stateside librarian committed to building and supporting means for transliteracy development, I see potential application to the need to educate both sides of the digital divide regarding the relevance of critical listening to critical thinking, the availability of resources to build critical listening skills, and, through access to digital audio, the tools to create listening capacity that opens channels of both understanding and empathy for civic participation to become more fully realized.
Transliteracy acknowledges that our human capacity to learn from and share informational and literary content cannot be limited to visual reading of text. Journalism has long left behind the limitation of print to transmit information through still and moving photography, spoken word broadcasts and podcasts, and interactive (social) platforms. Transliteracy describes the “ability to read, write and interact across a range of platforms, tools and media from signing and orality through handwriting, print, TV, radio and film, to digital social networks.” The end sought through the means of transliteracy exercise, however, is to build the inclusive social and civic connections described in the UK paper on Digital Skills and Inclusion (cited above).
Attentive listening is no more a passive condition than is purposeful sight reading. We gain copious details by listening to content that escape us when seeing a text-based presentation, especially if we are either (1) a sight reader lacking fluency and thus stopped by confusion about punctuation or sentences with multiple dependent and independent clauses; or (2) an overly confident and actually lazy sight reader eager to achieve the finish line and prone to glossing past complex passages on the way to doing so. A written passage may take several paragraphs to create, through text alone, those images and speeches and thoughts and explanations needed to present a single, momentary instant or insight. (Sequential art[ii], of course, can achieve this more efficiently). Visual performance arts, in addition to the copious acting skills of those on screen or stage, make use of scenery and costuming to impart information beyond the physical actions and words exchanged. Continue reading Access to digital literacy increases potential for civic inclusion
Our culture seems to grow increasingly attentive to monitoring youthful family members’ personal lives—baby monitors set to eavesdrop on the napping 4-year-old who has no incipient medical issues to warrant vigilance; scheduling every free chunk of time with organized activities to eliminate those precious moments of freedom and independent pursuits; parental insistence in maintaining control over teens’ school assignments. Library ethics acknowledge parental rights to monitor their own children’s access to information; parents who choose to exercise that right should be informed about the diminishing effects this has on human development as children (hopefully) mature into their own individuals.
We do have the freedom regardless of age to expose ourselves to information and literary experiences. We do not–and should not–have to accept everything we read, hear, or may be assigned to consider. We all do, however, have the right to give our own permission to what we ourselves care to consider through reading and through listening. It is through that exposure that we learn for ourselves what to accept, or reject, in the way of ideas. Continue reading The Freedom to Read–and Listen
Almost all of us know a kid whom we recognize as an inveterate reader, and some of us were that kid or grew up to be litaholics as adults. When you think of such a person, regardless of age, is your image limited to that someone who reads silently, eyes focused on text strewn pages?
A variety of expert groups now are on board with audiobooks both as “acceptable” for supporting literacy attainment efforts. That has placed them in a kind of literacy medicine cabinet, where the format is simply means to an end that must be in a different format, the silently consumed text on paper page.
Listening well can help us understand concepts and feelings—and thus our world and the others in it, as well as ourselves—that escape our notice when we listen poorly or apply only our own interpretation to a printed page’s text. Audiobooks aren’t a booster chair to get kids to the table of text literacy; they are a rich means of offering the opportunity to build a skill just as valuable and necessary as that: the skill of feeling at home in a world where others are just as real as we are. Continue reading Just Listen
Reading by Ear: Who’s the Model Reader?
We seem to be in the throes of a season of debate about whether audiobook listening can be equated with reading print. Several readers who enjoy listening couple that statement with another that notes they feel “ashamed” or “guilty” for taking pleasure in such literary participation. Print readers who advertise how they are “against” audiobooks note that they themselves read print books with no other accompanying activity while only listen when otherwise engaged; that they don’t attend to detailed passages when they are “only” hearing them. There are even the overly self-confident naysayers who forthrightly declare that those other people who suggest listening to books is participating in literary culture are either pranking themselves or spreading a vile cancer upon the literary landscape. Continue reading Why audiobook listening expands, rather than derails, our access to literature
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