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"Audio Books"
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Audiobook routines: identifying everyday reading by listening practices amongst young adults
PurposeThis article explores, identifies and conceptualises everyday audiobook reading practices amongst young adults.Design/methodology/approachSemi-structured interviews were conducted with ten Swedish audiobook users aged 18–19. The material was analysed using qualitative content analysis and focused on their audiobook use during an average weekday, as this was the time that they listened the most. The theoretical framework consists of theories on practice, time and everyday routine.FindingsFive timespaces emerged when audiobook practices were most prevalent: morning routines, commuting routines, school routines, after school routines and bedtime routines. Within these timespaces, several practices could be identified and conceptualised. Three mobile practices were commute listening, exercise listening and chore listening while more stationary practices were homework listening, schoolwork listening and leisure listening. An unexpected finding was how audiobooks routinely were used to aid respondents’ wellbeing. This wellbeing listening was used to alleviate stress, loneliness and help listeners relax or fall asleep. Furthermore, respondents switch between Music, Audiobooks and Podcasts, which is conceptualised as MAP-switching.Originality/valueThere is a scarcity of research on audiobook use, and this paper contributes with new knowledge on audiobook reading practices, how audiobooks fit into everyday routine and provides concepts to aid further research on audiobook practices.
Journal Article
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\"Read, write, speak, understand; communicate across the Arab world with Modern Standard Arabic (MSA); use over 2000 words confidently\"--Cover.
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Audiobooks, Print, and Comprehension: What We Know and What We Need to Know
The purpose of this review was to examine the effects that audiobook listening and print reading have on comprehension performance and the role that learner characteristics, text features, and contextual factors play in reported outcomes. The review, which included 32 documents, covered elementary, secondary, and college students who processed narrative and expository texts aurally via audiobooks and visually on paper or screen. Analysis showed that the majority of studies were conducted in classrooms where audiobooks were co-presented with printed texts. It was also shown that audiobooks by themselves tended to facilitate comprehension better than print when students were younger (
g
= .28 to
g
= .58). For identified populations, such as struggling readers and EFLs, the co-presentation of audiobooks with print proved better for comprehension than print alone (
g
=
.
32 to
g
= 1.67). There was a paucity of studies that directly compared audiobook listening to print reading; targeted older students with no identified learning needs; or focused on exposition. Implications for instructional practice and future research are forwarded, based on the patterns that emerged from this review.
Journal Article
Reading by listening: conceptualising audiobook practices in the age of streaming subscription services
PurposeThe purpose of this paper is to clarify issues related to the contemporary study of audiobook practices, in order to aid subsequent research on topics related to reading, digital audiobooks and streaming subscription services.Design/methodology/approachUsing the concept of remediation, this paper covers four messy issues for audiobook researchers, primarily by developing the concept of reading by listening and then exploring the different remediations of the audiobook, clarifying the audiobook as a book and exploring the context of streaming subscription services.FindingsReading is here conceptualised according to the human sense used when making meaning from text, with reading by listening suggested for reading done with the help of the ears. Three different forms of remediation can be seen in subscription-based audiobooks, related to format, content and sense. Audiobooks simultaneously follow traditions of reading aloud, remediates the printed book and previous audiobook formats. It is suggested that the content is what makes an audiobook a book. The concepts library model and bookshop model are introduced to understand different audiobook subscription service models.Originality/valueThis is a research area on the rise with several messy issues and the concepts and clarifications in this paper may benefit future research.
Journal Article
Machine Learning Approaches to Analyze Speech-Evoked Neurophysiological Responses
Purpose: Speech-evoked neurophysiological responses are often collected to answer clinically and theoretically driven questions concerning speech and language processing. Here, we highlight the practical application of machine learning (ML)-based approaches to analyzing speech-evoked neurophysiological responses. Method: Two categories of ML-based approaches are introduced: decoding models, which generate a speech stimulus output using the features from the neurophysiological responses, and encoding models, which use speech stimulus features to predict neurophysiological responses. In this review, we focus on (a) a decoding model classification approach, wherein speech-evoked neurophysiological responses are classified as belonging to 1 of a finite set of possible speech events (e.g., phonological categories), and (b) an encoding model temporal response function approach, which quantifies the transformation of a speech stimulus feature to continuous neural activity. Results: We illustrate the utility of the classification approach to analyze early electroencephalographic (EEG) responses to Mandarin lexical tone categories from a traditional experimental design, and to classify EEG responses to English phonemes evoked by natural continuous speech (i.e., an audiobook) into phonological categories (plosive, fricative, nasal, and vowel). We also demonstrate the utility of temporal response function to predict EEG responses to natural continuous speech from acoustic features. Neural metrics from the 3 examples all exhibit statistically significant effects at the individual level. Conclusion: We propose that ML-based approaches can complement traditional analysis approaches to analyze neurophysiological responses to speech signals and provide a deeper understanding of natural speech and language processing using ecologically valid paradigms in both typical and clinical populations.
Journal Article
“I can read, I just can't see”: a disability rights-based perspective on reading by listening
PurposeThe aim of the paper is to create a greater understanding of how people who are blind or vision impaired describe their use of audio-based reading technologies, with a particular focus on how they reason about whether the use of these technologies can be understood in terms of reading.Design/methodology/approachThe study is part of the emerging research area Critical Studies of Reading and draws theoretical inspiration from Document Theory, New Literacy Studies and Critical Disability Studies. The article presents a discourse analysis of how 16 university students in Australia who are blind or vision impaired and use audio-based reading technologies describe this use in semi-structured interviews.FindingsThe participants relate to a division between ‘real' reading and reading by listening, where the latter is constructed as an exception and is connected to the subject position of being blind or vision impaired. However, resistance is also noticeable, where reading by listening is constructed as something that is normal, and as a right.Originality/valueThe article is a theoretical and empirical contribution to the ongoing discussion on the use of audio-based reading technologies. It presents perspectives from the users of these technologies and argues why a specific understanding of this use is important.
Journal Article
Reading time: exploring the temporal experiences of reading
PurposeThe purpose of this paper is to explore various concepts of time and temporal dimensions in the context of everyday reading experiences.Design/methodology/approachThe study uses theoretical bricolage that puts existing reading research into conversation with theories of time and temporalities.FindingsThree registers of time in reading are put forward: (1) libraries and books as places that readers return to again and again over time, (2) temporalized reading bodies and (3) everyday reading as a temporalized practice.Research limitations/implicationsUsing lenses of time and temporalities, everyday reading is shown to be central to ways of being in time. Subjectives experiences of time in the context of reading expand the limited ways that time is presented in much Library and Information Science (LIS) reading research.Originality/valueThis paper offers a new conceptual framework for studies of reading and readers in LIS.
Journal Article
The Impact of a New Specialized Learning Platform on Enhancing Students’ Skills in Designing and Producing Online Educational Talking Books
The use of digital audio-based learning applications in classrooms is increasing. Thus, instructional technology professionals need to become more skilled in designing and developing these apps. To succeed in the future learning process, students studying instructional technology need to have mastered these skills. This study aims to examine the impact of a specialized platform proposed to cultivate students’ skills in easily designing and producing online educational talking books (online ETBs). To improve the target abilities, we developed a new specialized platform as a web-based system for this investigation that includes several innovative tools and special learning content. The research design used was quasi-experimental. Thirty-two undergraduate students majoring in instructional technology who were in the third grade examined the proposed platform. With the pre-and post-test design, all participants were placed into one group. Three online instruments were used to gather the data: a performance observation card; a product evaluation card; and a usability questionnaire. According to the results, the suggested platform considerably increased the practical skills required to design and create an online ETB. Additionally, the proposed platform positively impacted the production of online ETB products with an acceptable proficiency level across various educational subjects. The customized platform has also proven to be a comfortable learning environment for the participating instructional technology students. This platform may be utilized as an ICT teaching tool to enhance instructional technology departments as it is appropriate for constructing online ETBs in various educational areas without coding barriers.
Journal Article