Evaluation of Audio Books: A Guide for Teachers

ALAN Review, Spring 2003 by Brown, Jean E

Non-Print Media Column

I am amazed by how much I enjoy listening to audio books. Whether it is the performance of a book I've recently read or of an introduction to a new book, I find that the stories unfold like blooming flowers. Hearing the words triggers vivid images in my mind's eye, imagining what characters and place look like, and hearing the performer's voice all remind me of the riveting power of storytelling. And they remind me that listening evokes many of the same joys for me that reading does.

I first got hooked on listening to books on tape while driving long distances, sitting around airports, or traveling on airplanes. While traveling with friends, we often listen to tapes and find ourselves discussing the book we heard throughout the trip and beyond; it is a great shared experience. As it is with any addiction, I found other ways to indulge myself beyond a pastime for travel. I listen to audio books while weeding my garden, painting my shed, and even doing some types of housework (and it's a great excuse not to vacuum). Listening to stories makes the time go quickly. As the story unfolds, I am engaged, and the banalities of the task at hand drop away. Additionally, the experience of listening to books while completing necessary but boring jobs provides me with the feeling that I am spending time in a worthwhile way. I have rediscovered short stories I taught to my high school students and have revisited classics that I hadn't read for years. I listen to mysteries, adventure stories, contemporary novels, biographies, and historical accounts. Audio books make even tedious tasks more bearable. Beyond that, I am always frustrated not to have enough time to read all that I want to, so listening while I do other things is very satisfying. Multi-tasking always has its appeal.

While this began as a source of entertainment, when I found YA books on tape, my enjoyment gained a more practical purpose and an effective use of my time by allowing me to review books for my classes. I found an unabridged tape of a favorite book of mine, Belle Prater's Boy, by Ruth White, at a local bookstore. I was delighted to be transported to Coal Station, Virginia, by Gypsy. She relates the sights and occurrences of her world, introduces her cousin Woodrow and leads us to unravel family mysteries. When I mentioned my discovery to Joan Bauer, she immediately sent me audio books of Squashed, Thwonk, and Sticks, her first three novels, and I began developing a library of audio books. I use these and other audio books I've collected with students in my YA literature classes and lend them to teachers I work with out in the schools.

Discovering audio books has an impact on my classes in a number of ways. Listening to audio books provides many of my students with heightened enjoyment, and it enables me to revisit old favorites in new ways and make new discoveries. Audio books in the English classroom provide students with a valuable and different type of literary experience, allowing them to hear the evolving of characters, the nuances of the narrator's voice, and the subtle interaction of characters. A note of caution: Not all students share my enthusiasm. For visual or tactile learners, audio books may be frustrating. I have suggested to them that they use the book as they listen, but several of them express frustration because they read so much faster than the tape. I have found that optional listening guides are helpful for these students.

Recognizing that audio books have tremendous implications for instruction, I've talked with several teachers who use audio books, but almost exclusively reserve the practice for small groups or individual students who have reading problems. After we talked about the potential for using books on tape in the classroom for all students, I felt the need to develop a rationale for teachers to recognize the value of audio books in any class.

As we recognize the importance of improving listening skills among students, the role of audio books gains curricular significance. Teachers can use them for whole class work, or for students to work in small groups, or individually.

* Listening to books on tape provides students with outstanding models for reading aloud.

* Audio books are a terrific vehicle for working on active listening skills as well as developing students' critical listening skills.

* An audio book provides teachers with a way to introduce different literature that fits the curriculum.

* Building listening skills along with studying literature seems like a doubly beneficial approach in any English classroom.

* Beyond that, books on tape are a great equalizer for students of varied abilities; all students, regardless of their reading levels, can enjoy them.

* Even the best readers can be challenged by books above their reading level, and all students will benefit from learning vocabulary that is new to them. Teachers have the opportunity to develop vocabulary lessons based upon students hearing new words in context.