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Why Listen?: Using Audiobooks to Support Literacy
by Rose Brock, Ph.D.
Why is listening so important? Listening plays a vital role in communication; in fact,
it is the first language skill to be acquired.1 It is a highly complex, interactive process by which spoken language is converted to meaning in the mind. The U.S. Department of Labor identified basic mathematics, reading, writing, speaking, and listening as essential skills for high school graduates to function effectively in the workplace; and life in general.
For many readers, experiencing a well-told story is satisfying on many levels. Traditional reading of print can be both difficult and unsatisfying, for some readers. Audiobooks provide a favorable option while promoting literacy by focusing on the art of listening. As librarians Sharon Grover and Liz Hannegan state, “Current audiobook productions—with their high production values, stellar narrators, and wide variety of formats—can be one avenue to reach these reluctant or struggling readers, as well as their proficient peers who are looking for more time to include reading in their busy schedules."2
Sharon Grover and Liz Hannegan discuss the Link between Audiobooks and Common Core:
Astute teachers and librarians have been integrating audiobooks into their lesson plans for many years. With the advent of the Common Core State Standards (CCSS), teachers, librarians, and parents are wondering if audiobooks can be seamlessly incorporated into lesson plans with these new standards?
The answer is an emphatic YES!
Three relatable aspects of the CCSS are:
- Students must meet Common Core State Standards not only for reading and writing, but also for speaking, listening, and language. This means the CCSS address specific skills that we know are improved by listening to audiobooks.
- The CCSS do not replace subject content standards. Students must still learn history, social studies, science, and technology. Therefore, students can continue to supplement their reading in these content areas with audiobooks. Reading with your ears is just as valid with the CCSS as it was before these standards were introduced.
- Under CCSS students are asked to interpret information presented in diverse formats, which includes listening to an audiobook, reading text, watching a movie or live performance.
The shared experience of listening to literature promotes discussion and critical thinking skills and that is really what the CCSS are all about.
Audiobooks Provide a Medium for Developing Listening and Literacy Skills in the Following Ways:
- Listening skills help with processing auditory information and expand attention spans3
- Motivate, keep listeners interest, and win over reluctant readers
- Encourage an appreciation of fluency of oral reading (including “harder” classics)
- Expose listeners to a variety of genres; meeting individual interests
- Develop understanding of correct pronunciation of English, dialects, and non-English words
- Provide a good reading role model and a level playing field for a wide range of learners and abilities
- Practice using simple technology
- Create a personal connection and a sense of intimacy
- Encourage higher level critical thinking, interpretation, and imagination
Once a Collection is in Place, It’s Time to Sell It!
Marketing your audiobook collection to patrons is essential; create audiobook-focused displays, use a parent newsletter or email blasts to notify families of the audiobook resources available to them, and circulate your audiobooks to all of your patrons.
Summertime means road trips and audiobooks are the perfect companion for families; tuning in together offers families a shared platform for discussion. Promote shared family listening to parents by helping them recognize that listening to a good book together teaches children that reading, listening, and books are valuable.
Click here to explore audio lists curated by Ingram's collection development librarians.
1 Wolvin, Andrew D. and G. Carolyn Coakley. 2000. “Listening Education in the 21st century.” International Journal of Listening. Vol. 14 pp. 143-152.
2 Hoskisson, G. and K. Tompkins. 1991. Language arts: Content and teaching strategies. New York: McGraw Hill.
3 Wolfson, Gene. 2008. “Using Audiobooks to Meet the Needs of Adolescent Readers.” American Secondary Education. Vol. 36. 2: pp. 105-117.
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