Printed books vs. audio books in the classroom
Sep 8th, 2009 by Bryan
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In my Freshman Seminar this semester, I tried something a bit unusual. Instead of assigning the printed version of the first class text (Neil Gaiman’s The Graveyard Book), I assigned the audiobook version. I had three reasons for doing this.
First, I have designed the course to be a romp through different genres and media forms. We are reading a book for children (The Graveyard Book), somewhat lighter plot-driven novels (Stardust, Neverwhere, Good Omens), serious “adult” fiction (American Gods, Anansi Boys), and one part of the Sandman graphic novel series (Part IV, A Season of Mist). In addition, we will watch movies such as Stardust, Beowulf, and Princess Mononoke. To complement this diversity of form, I have assigned the audio versions of The Graveyard Book and Anansi Boys (the first and last books of the term).
Second, the audiobook versions of these two books have some benefits to readers over the printed versions. These novels both rely a good bit on the nuances of accent, phrasing, and mood. A skilled audiobook performer can help the reader enter into an alien world through artistic coloring, phrasing, and expression. In these cases, Neil reads the Graveyard Book himself and although he is not a professional reader, he does an excellent job with the accents and especially with the mood/feeling of the writing. There is a point near the end in which a main character transforms from a kindly gentleman to a ruthless killer, basically evil incarnate. Neil’s reading of this moment is truly chilling. He won an Audie for his performance, by the way. The reading of Anansi Boys is done by Lenny Henry, a British comedian who handles the various British, American, and Caribbean accents wonderfully. Neil has
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Third, the Freshman Seminar program is intended as an engaging entrance into college life, courses that challenge new freshmen to think and converse seriously and deeply, and to find their writing voice. I find audiobooks to be fun and rewarding, and I hope that students will enjoy the unsettling aspect of hearing a book read to them rather than the (sometimes) sterile academic reading process. I want them to engage the material beyond simply doing the “reading assignments” and checking off items from the syllabus.
That said, we are past the first book, and results were interesting. In their weekly reflection pieces, most of the students expressed some frustration with the audiobook form. There were some complaints about the performance itself. (Nothing serious, but rather things that reflect the fact that Neil is not a professional actor. In general they liked his reading.) Mostly, however, they felt out of their comfort zone and reported that they either had trouble paying attention or following the details of the story. Whereas they might stop to write some notes in reading, they couldn’t do that while listening.
Some of this is a matter of experience and strategy. I encouraged them to listen while walking around outside rather than sitting at their desk (too many distractions!), and to pause/rewind to hear sections again or to make a note. They have one more audiobook to go, the last assignment of the semester, so it will be interesting to see how they respond differently then. Anansi Boys is more complex and longer than The Graveyard Book, so they will definitely need to develop a strategy for getting the most out of the audiobook experience.
Do you like audiobooks? Does academic learning require a printed text, do you think?
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I really enjoy audiobooks, especially for fiction which have been recorded by professionals. My usual listening time is while driving, so it’s important to choose books which match the level of attention which must be given to driving as well as choosing recordings which work well with the length of my trips.
If there’s too long a break between listening sessions, or if the story line is complex, I often wish I could quickly scan earlier parts of the book to review who a particular character is, or other details which would provide a forgotten piece of the context. That’s different from simply backing up the recording by a few minutes. The more complex the story, or the subject content, the less well audio tends to work for me. I often need to see as well as hear content in order to retain the information, and I often want to mark key passages for future reference. Some of that is content-driven; some is a matter of learning style.
Some years ago an elderly friend who could no longer read the printed page commented on her experience of audiobooks. She was frustrated that many of the current books she wished to read were unavailable in audio form and therefore ended up listening to a number of books she had read in print many years earlier. She said that she was learning to appreciate them as quite different experiences rather than trying to equate the two ways of approaching the text.
I love audiobooks. I listen to them constantly, to and from school, while I cook, really any time I’m doing mindless tasks. I love them especially because they allow me to read fiction without giving up chunks of time I could otherwise use for school reading.
Anansi Boys is one of the very best audiobooks I’ve ever listened to. Henry is utterly superb and the book itself is the best of Gaiman’s works I’ve read.
I, too, enjoy audio books. I always rent one when traveling. I have listened to all kinds of audio books and believe that many different genres can function well in audio format, given the right speaker. I see no reason why certain academic religious/theological works could not be delivered effectively in audio format.
I like audiobooks, but yeah, I’ve got to select my environment with care. For short stints, doing the dishes is good. For a long haul, I’d better be taking a walk (best) or driving interstate.
It’s hard to battle the feeling that I’m doing nothing when I listen to podcasts or audiobooks.
I have been listening to the audiobook of Shelby Foote’s The Civil War: A Narrative History. I enjoy hearing it, but I am glad to have the printed copy as well because it is impossible to keep all of that information in one’s head. Even so, the experience of listening to it is different from reading the printed page, and I find it deeply compelling. That’s the experience I want my students to explore.
Brooke, the “feeling” that you are not doing anything when listening gets a lot more acute when your wife says it, haha.
Thought you’d be interested in one author’s comment about the impact of audio versions of her books:
Spencer-Fleming told the live webcast’s participants that, after listening to Toren’s interpretations of the different characters in her books, she now hears those voices as she pens new titles. “The biggest gifts that the audiobooks are to me is to experience each of my titles afresh,” she said. (Source: http://www.libraryjournal.com/article/CA6698668.html?rssid=191)