Audiobooks as Adaptive Technology Resources

Libraries serve as safe places for everyone, of all ability levels, to come together in information sharing, retrieval and exploration. The library’s physical space and communication modes should support the varied needs of its patrons. For example, providing materials in multiple formats, such as large print books, and ensuring walkways are clear and are of sufficient width, encourages accessibility for all (Copeland, 2011). For those with disabilities, adaptive technology devices, items that are “specifically designed for the purpose of increasing or maintaining the capabilities of people with disabilities” (AssistiveTech, n.d.), strive to improve the wellbeing of those they serve.

An audiobook is one type of adaptive technology device. Invented by The American Foundation for the Blind in the early 1930’s, the evolution of the audiobook has grown into a billion-dollar industry (Thoet, 2017). Research shows that benefits exist for students of all ability levels who participate in inclusive class environments (Hehir, Grindal, & Freeman, 2016), making the audiobook, which can assist all types of learners, an educational tool that promotes inclusive learning conditions; after all, in an ideal world, all our environments would be barrier free (Parlho Park, 2016). Audiobooks can assist learners who have dyslexia receive the needed “multisensory structured language instruction” (Learning Ally, n.d.). Paired with viewing corresponding text, audiobooks can serve to promote reading comprehension as I have discovered in my own grad school courses. As discussed on my website, Audiobooks: What’s Not to Love, audiobooks can also encourage practice in those students who are reluctant to reading through the motivation of utilizing a technology device (Hett, 2012) and audiobooks encourage language learners to accrue the knowledge necessary to speak a new language (Chang, 2011).

Audiobooks can be accessed in multiple ways. Public libraries offer free audiobooks to patrons; for example, South Carolina's Greenville County library system provides access to audiobooks through Hoopla, as demonstrated here: 

Students can access audiobooks through their participating schools’ OverDrive Sora app as described below: 

Audiobooks for students can be located for free on Tumble Book Library through South Carolina’s virtual library Discus.  An additional audiobook resource for schools and homes is Learning Ally, “a leading nonprofit education solutions organization that transforms the lives of struggling learners” (Learning Ally, n.d.).

Utilizing a Kindle reader or Kindle app with the read aloud function would enable students to have the bonus capabilities of access to dictionary definitions, highlighting, and notetaking. A media specialist could design a lesson around Matt de la Pena’s story, Carmela Full of Wishes by instructing students to highlight what they imagined Carmela wished for. By referring back to the supporting text throughout this audiobook, students are participating in deeper thinking about the characters' thoughts and motivations within the story. 

References:

AssistiveTech (n.d.). Adaptive Technology Versus Assistive Technology. Retrieved from http://www.assistivetech.com/adaptive-technology-versus-assistive-technology/

Chang, A.C.S. (2011, June). The effect of reading while listening to audiobooks: Listening fluency and vocabulary gain. Asian Journal of English Language Teaching, 21, 43-64. Retrieved from http://eds.a.ebscohost.com.pallas2.tcl.sc.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=8d6f7277-be9c-4577-a250-b3a5d32760d9%40sdc-v-sessmgr03

Copeland, C.A. (2011). School librarians of the 21^st century. Knowledge Quest. 39(3), 64-69.

Griffin, Dan. (2017, December 1). Hoopla unveils new eReader with read-along feature! [Video file]. Retrieved from https://www.youtube.com/watch?v=a0pZGEfR_bY

Hehir, T., Grindal, T., Freeman, B., Lamoreau, R., Borquaye, Y., & Burke, S.  (2016). ABT Associates: A summary on the evidence on inclusive education. Retrieved from file:///C:/Users/m_gra/OneDrive/USC%20MLIS/761%20-%20Fall%202019%20Info.%20Tech%20in%20Sch%20Library/Module%207/Module%207%20Readings/Reading%201.pdf

Hett, K. (2012, summer). Technology-supported literacy in the classroom: Using audiobooks and digital storytelling to enhance literacy instruction. Illinois Reading Council Journal, 40(3), 3-13. Retrieved from http://eds.b.ebscohost.com.pallas2.tcl.sc.edu/ehost/pdfviewer/pdfviewer?vid=1&sid=e581783d-c3e7-4cfe-a08e-7961ea9f37dd%40sessionmgr104

Learning Ally (n.d). Multisensory Structured Language Interventions. Retrieved from https://learningally.org/Solutions-for-Home/Dyslexia-Resources/Articles/balance-msl-and-assistive-technology?cid=8

Parhlo Park. (2016). Entire community learns sign language so a deaf resident would feel more at home. Retrieved from https://www.dailymotion.com/video/x2jh7ua

Thoet, A. (2017). A short history of the audiobook, 20 years after the first portable digital audio device. Retrieved from https://www.pbs.org/newshour/arts/a-short-history-of-the-audiobook-20-years-after-the-first-portable-digital-audio-device