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The Right to Listen: A Not So Simple Matter of Audiobooks
Abstract
This article, written on the intersection of public and technical services, proposes a conceptual and theoretical foundation of advocacy for integrating audiobooks into library collections and programs. Suggestions are made primarily with librarians in public libraries in mind, although it is hoped that academic and special librarians will also benefit from them; these suggestions build on the analysis of the rising popularity of audiobooks as an accessible medium and a medium of choice for leisure readers with and without disabilities. We look at the equal status for audiobooks and the wider acceptance of audiobooks through the combined lens of diversity and privilege. In our study, we survey extant literature (research-based, media, and social media publications); examine and synthesize it in a critical and innovative manner (e.g., by combining the social analysis of proliferating and diversified audiobooks with the notions of diversity and privilege); propose new ways of looking at the issues of advocacy and practice; and offer specific ideas for librarians to implement them. We argue that some anxieties and concerns about audiobooks and audio-reading, among others, can derive from different types of privileges held by professionals and social groups, which becomes particularly important when they are endowed with decision-making power; these privileges include the privilege of body ability; the privilege of lifestyle; the Western privilege; the privilege of literacy; privileging format over story; and the privilege of citizenship and language.
... Lower-level processes (e.g., decoding, recognizing the sounds of words) clearly vary between reading and listening (McNamara & Magliano, 2009) and are highly dependent on body-ability privilege (Dali & Brochu, 2020). In order to comprehend through listening, one must be able to separate out the sounds of individual words as well as identify words (Vandergrift & Goh, 2009); this requires the able-bodied attribute of hearing (Gernsbacher et al., 1990). ...
... In order to comprehend through listening, one must be able to separate out the sounds of individual words as well as identify words (Vandergrift & Goh, 2009); this requires the able-bodied attribute of hearing (Gernsbacher et al., 1990). Decoding, in which one determines the sounds represented by written words, is specific to comprehending through reading (Goff et al., 2005) and requires certain able-bodied attributes such as visual acuity (Dali & Brochu, 2020). Decoding is a key attribute of the simple view of reading (Hoover & Gough, 1990), a well-established model of reading comprehension. ...
... Given the need for multiple modalities for inclusive teaching (Griful-Freixenet et al., 2017;Thomas et al., 2015), it is recommended that educators and curriculum designers offer both audio and visual options of verbal information in the interests of accessibility (Rogers-Shaw et al., 2018). Moreover, a comparison of listening and reading comprehension must acknowledge the privilege inherent in making such a comparison (Dali & Brochu, 2020). In order for one to read visual text or listen to audio text, one must have certain physical attributes and skills. ...
In this study, a meta-analysis of reading and listening comprehension comparisons across age groups was conducted. Based on robust variance estimation (46 studies; N = 4,687), the overall difference between reading and listening comprehension was not reliably different (g = 0.07, p = .23). Reading was beneficial over listening when the reading condition was self-paced (g = 0.13, p = .049) rather than experimenter-paced (g = -0.32, p = .16). Reading also had a benefit when inferential and general comprehension rather than literal comprehension was assessed (g = 0.36, p = .02; g = .15, p = .05; g = -0.01, p = .93, respectively). There was some indication that reading and listening were more similar in languages with transparent orthographies than opaque orthographies (g = 0.001, p = .99; g = 0.10, p = .19, respectively). The findings may be used to inform theories of comprehension about modality influences in that both lower-level skill and affordances vary comparisons of reading and listening comprehension. Moreover, the findings may guide choices of modality; however, both audio and written options are needed for accessible instruction.
... Currently, the development of audible books can be used for educational purposes (Lee, 2020). This enhancement makes audiobooks an accessible and appealing medium for readers, as they offer the same value as printed books while providing a broader, more integrated experience (Dali & Brochu, 2020;Snelling, 2021). ...
Artificial intelligence is currently indicated as the fourth industrialization in education. Furthermore, learning about AI has become part of the elementary school curriculum in all countries. Audible books (audiobooks) are a valuable AI resource that can enhance students' interest in reading. Therefore, this study aims to analyze students' interest in using AI-based audible books for mathematics learning. Data were collected using a quantitative approach and statistical analysis. A total of 75 people consisting of 3rd, 4th, and 5th-grade Elementary students were selected as respondents. The results indicate that students show a strong interest in using audiobooks for mathematics learning. This interest is reflected in high levels of enthusiasm, enjoyment in reading, and a positive attitude toward using audiobooks, with most students expressing happiness, enjoyment, and a keen interest in this approach. Keywords: Artificial intelligence; audiobooks; audible books; learning; mathematics
... Though the study indicates slight difference among the determinants, all of them grabbed reader"s attention while experiencing audiobook features. Owing to its vocabulary and sense of reading experience, Dali and Brochu (2020) suggest that there is no substitute for traditional audio books; which contradict with the main finding of this study i.e Audiobooks have preference for all constructs and majority of the age groups. Reader's preference towards audiobooks is highly significant in all dimensions considered for this study. ...
Purpose: All successful products known for its features in a technology driven market have seen tremendous growth since the 2020 pandemic. Hence, this study aims to extract potential determinants for a rich Audiobook app experience. Also, the role of Audiobooks in the current market dynamics was studied. Design/methodology/approach: Incorporating a mixed methods approach, this study uses Component Factor Analysis via SPSS to identify the success factors for Audiobook apps. For a sample of 200, the study incorporated a structured non-disguised questionnaire. Findings: Thirty variables have been grouped into four broad factors: App Efficiency, Audiobook Attributes, Tech. Support Features, USP of Audiobooks. The core finding of the study suggests that Audiobooks are preferred by people from all age groups and app efficiency has the most impact on user experience. Practical implications:The findings of this study will be a great input for app developers and marketers in giving rich experience to Audiobook-app listeners.An interesting finding is that app features are preferred more than the Audiobook features.Dynamism in service offering, innovation in technology, changing customer trends are largely determining customer adoption. Originality/value: Audiobook App is a newly adopted technology in its nascent stages. This study helps in identifying factors that enhance user experience. The four factors clearly demarcate necessary changes that are not yet proposed in the Audiobook industry.
... Historically audiobooks have been considered inferior to printed books by publishers and critics (Rubery, 2016). Rapid communication technologies and the fastest lifestyles of people that demand multitasking have brought audiobooks to the mainstream (Dakic, 2019;Dali & Brochu, 2020;Kitkowska et al., 2023;Rubery, 2011). ...
This study explores audiobook user motivations using the Uses and Gratifications theory with an online survey of 368 users in India. Six motivations were identified: Relaxed entertainment, Companionship, Convenience, Multitasking, Storytelling, and Diversion. Age and gender differences were observed, with younger and female users showing greater inclination. All motivations, except storytelling, transportation, and diversion, predicted audiobook listening. Relaxed entertainment, companionship, convenience, and storytelling were significant predictors of user affinity. All six motivations positively influenced user satisfaction. Implications for theory and practice were discussed.
... Auditory storytelling is a foundational medium of human culture [43] and has been found to be more cognitively and emotionally engaging than text and even visual stories [54]. Fiction in auditory forms (such as audiobooks) is also accessible across varied educational, ability, and privilege lines [17], and has been found to be in high demand in older adult populations [34]. ...
We present "Mystery Agent," an interactive storytelling voice user interface (VUI) equipped with self-regulated learning strategies to deliver informal health-related learning to older adults through a murder mystery story. We conducted a mixed methods user study with 10 older adults to evaluate Mystery Agent, using usability and perception-based questionnaires, followed by a semi-structured interview and co-design activity to generate design insights and identify design priorities. We found older adults had a positive experience interacting with Mystery Agent and considered storytelling to be an appropriate and engaging way of learning health information. However, older adults identified credibility, compassion, and control as crucial factors influencing long-term use. To address this, we present design guidelines using Mystery Agent as an example to help practitioners and researchers devise novel solutions to address the informal health information learning needs of older adults.
The Female American, published pseudonymously in 1767, has drawn scholarly attention in recent decades as a novel that raises questions about anonymity, gender, authorship, Indigeneity, settler colonialism, and the American literary canon. Yet access to the text has remained limited, dependent on subscription databases and print scholarly editions. In 2022, as part of a graduate seminar on eighteenth-century literature, science, and colonialism, we produced the first open-access digital edition of volume 1; a subset of the class also recorded a public domain audiobook of the full novel. This article presents an account of our process and the connections drawn between these projects and course content, with attention to conversations and tensions that arose as we drafted a land acknowledgment for the edition. Moving beyond the “how we built this” genre common in digital humanities, this article offers a critical reflection on the ways our individual interests, identities, commitments, and institutional embeddedness shaped the knowledge we could cocreate. Our aim is to demonstrate that the benefits of digital pedagogy extend far beyond technical skill-building—especially in graduate education, where digital projects provide an opportunity for emerging scholars to reflect critically on material and social entanglements that conventional humanities workflows often obscure.
In this study, we investigated reader experiences on reading in VR. The study was conducted with undergraduate students ( N = 40) who read a chapter of the Turkish novel. In the four different groups read the same chapter of the novel in different formats: print, digital, audio, and VR. In this context, firstly we measured cognitive activities using EEG device while participants were reading. Secondly, they answered the questions about the recall of the details of the chapter they read and reading experiences in VR. Result of the research, we found that reading in VR had significantly higher levels of engagement and stress cognitive activity. E-book and VR experiences can increase the accurate recall of details more than printed books. In addition, VR can increase the comfort of the book reading experience by providing a personalized reading environment through the VR content that enables users to select their virtual environment.
The year 2020 saw the COVID-19 pandemic have a dramatic impact on life across the globe with all institutions having to react to changing circumstances. Public libraries were not exempt from this and found themselves needing to reconsider how they provided services during this time. A growing body of literature suggests that previous behaviour patterns were interrupted during the pandemic, with changes seen in the use of public library resources, and particularly greater use of digital. Although the publishing industry indicates an increase in audiobook use, there is limited research focussed specifically on library settings. This article investigates the provision and promotion of audiobooks in public libraries in England and Wales during the pandemic with a view to understanding both the changes seen in this area and to identify any learnings from this time that can be of benefit to public libraries in the future. A mixed methods research approach explored the views of public librarians on a variety of topics associated with audiobook usage, as well as investigating the impact and style of promotion activities on social media. Some surprising findings arose, including how limitations related to social media promotion of audiobooks were indicative of wider issues, and how questions around the future of audiobooks can shed light on what may be needed in the public library of tomorrow.
Like many parents, visually impaired parents (VIPs) read books with their children. However, research on accessible reading technologies predominantly focuses on blind adults reading alone or sighted adults reading with blind children, such that the motivations, strategies, and needs of blind parents reading with their sighted children are still largely undocumented. To address this gap, we interviewed 13 VIPs with young children. We found that VIPs (1) sought familial intimacy through reading with their child, often prioritizing intimacy over their own access needs, (2) took on many types of access labor to read with their children, and (3) desired novel assistive technologies (ATs) for reading that prioritize intimacy while reducing access labor. We contribute the notion of Intimate AT, along with a demonstrative design space, which together constitute a new design paradigm that draws attention to intimacy as a facet of both independently and collaboratively accessible ATs.
This chapter explores the potential of immersive technologies, including adaptive extended reality, avatars, digital twins, and wearable devices, in transforming the visitor experience and engagement with cultural heritage institutions. It aims to demonstrate how these cutting-edge technologies can be harnessed to create more accessible, inclusive, and engaging heritage experiences for diverse audiences. The discussion begins with an overview of adaptive extended reality, highlighting its ability to create immersive, interactive, and customizable environments that cater to each visitor’s unique needs. Case studies of adaptive extended reality projects in heritage contexts showcase its transformative potential. The chapter then explores the use of avatars in heritage contexts, discussing the design and implementation of avatar-based experiences that enable visitors to interact with virtual characters representing historical figures or guides. Through case studies, the chapter emphasizes the engagement and learning potential of avatars in cultural heritage. It further delves into digital twin technology, explaining how virtual replicas of physical assets or environments enhance heritage experiences by providing immersive and manipulable simulations. Examples of digital twin projects in heritage contexts illustrate the technology’s potential to create engaging and accessible experiences. Lastly, the chapter examines wearable technology in heritage contexts, covering the design and implementation of wearable device-based experiences that enhance the visitor journey through augmented reality, navigation assistance, or sensory feedback. Case studies highlight the immersive, accessible, and engaging nature of wearable device-based heritage projects. By leveraging these immersive technologies, cultural heritage institutions can create transformative experiences that captivate and engage diverse audiences.
Digital technologies have made it possible to create and replicate educational content in various forms: text, video, and audio. The post-PC generation actively uses audio content. There is a tendency to demand audiobooks as a format of educational resources. The purpose of the article is to identify and describe educational technologies and reading practices related to audiobooks. The novelty of the research is the analysis of student practices of audio reading. Methods: The first stage includes a desk study of audio reading as an educational technology, its capabilities and limitations, the representation of audiobooks in universities’ electronic libraries and the use of audiobooks in the educational process, educational technologies and practices of working with audiobooks. The second stage includes an empirical study of students ‘practices of accessing and using electronic libraries in the process of educational (1), leisure (2) activities, readers’ preferences for the reading format (traditional, audio reading) (3). Research results: With the development of digital technologies, electronic libraries have become a popular educational resource. The e-libraries extend the representation of the audio books. The possibilities and limitations of audio reading remain debatable. Audio reading as a resourcesaving technology (carefulness to vision, time optimization) has a number of advantages and at the same time requires the development of listening skills and critical perception of audio text.
Reading in the Philippines is a process whereby the body, mind and spirit are engaged. Even though Filipinos are predominantly Catholic, many believe that creative energy, in the form of spirits, dwells in nature. These spirits must be respected or else they can unleash their wrath through sickness and natural calamities. As a contribution to preserving Filipino indigenous knowledge, this paper will explore whatok, the tattooing tradition of the Butbut people of Kalinga and t’nalak, the weaving tradition of the T’boli people of Mindanao. The aim of this paper is to preserve the unique culture of the Philippines’ indigenous peoples’ while sharing a decolonized perspective on reading. The term “decolonized” is used to mean peeling away the layers of nearly 400 years of Spanish and American colonial influence on Filipino culture. I will do this by studying the ways in which indigenous Filipino people record memory. The Philippines has an ancient syllabary system, but I will focus on older forms of transmitting ancestral knowledge, tattooing and textile making. Hopefully, this method will challenge readers to see tattoos and textiles as a valid means of documentation beyond printed text.
Editorial of guest-edited issue
With advancing technology, there is increasing interest in differences between listening versus reading comprehension or doing both simultaneously. Ninety-one participants were randomly assigned to one of three groups that received the same instructional material (the preface and a chapter from a non-fiction book), but each in a different input modality (digital audiobook, e-text, dual modality). After completing the material, participants took the same comprehension test in written form to establish both immediate comprehension (Time 1) and 2-week retention (Time 2). No statistically significant differences were found for any analyses pertaining to effects of the three different instructional conditions on comprehension at Time 1 or Time 2. Additional analyses showed that both males and females in each condition recalled an equal amount of information, regardless of whether they listened to an audiobook, read from an electronic tablet, or both listened and read simultaneously (dual modality).
We examined whether different encounters of reading material influence the likelihood of mind wandering, memory for the material, and the ratings of interest in the material. In a within-subjects design participants experienced three different reading encounters: (1) reading a passage aloud, (2) listening to a passage being read to them, and (3) reading a passage silently. Throughout each reading encounter probes were given in order to identify mind wandering. After finishing the passage participants also rated how interesting it was and completed a content recognition test. Results showed that reading aloud led to the least amount of mind wandering, while listening to the passage led to the most mind wandering. Listening to the passage was also associated with the poorest memory performance and the least interest in the material. Finally, within the silent reading and listening encounters we observed negative relations between mind wandering and both memory performance and interest in the material, replicating previous findings. Taken together, the present findings improve our understanding of the nature of mind wandering while reading, and have potentially important implications for readers seeking to take advantage of the convenience of audiobooks and podcasts.
This paper examines nongoal oriented transactions with texts in order to investigate the information encounter in the context of daily living. Findings are reported from a larger research project based on intensive interviews with 194 committed readers who read for pleasure. The paper analyses interview responses that illuminate two aspects of the readers' experience of reading for pleasure: (1) how readers choose books to read for pleasure; and (2) books that have made a significant difference in readers' lives. The paper concludes with five themes emerging from this analysis that have implications for the information search process: the active engagement of the reader/searcher in constructing meaning from texts; the role of the affective dimension; ‘trustworthiness’; the social context of information seeking; and the meta-knowledge used by experienced readers in making judgments about texts.
Purpose: At the turn of the 21st century, academic libraries revived their tradition of working with readers, which resulted in the surge of publications in this area. However, the nature and thematic coverage of these publications has not changed dramatically in the last 18 years, signaling little advancement in the reach and scope of this professional activity. This article addresses the following research problem: What do citation patterns reveal about reading research and practice in academic libraries and do they point to interdisciplinary research and the presence of an evidence base or do they
carry a mark of an inward disciplinary orientation?
Design/Methodology/Approach: This is a qualitative exploratory study, also involving descriptive statistics, that utilizes bibliographic and citation analysis as a method.
Findings: The study discovers a disconnect between the diversity of interdisciplinary research cited in the published work on reading in academic libraries and the sameness of respective professional practices; describes a relatively small community of reading researchers in academic libraries, emerging as leaders who can change the direction and scope of reading practices; and highlights a preference of academic librarians for relying on interdisciplinary knowledge about reading over building on the readers’ advisory
experience of public librarians.
Originality/Value: Translating the incredible wealth of interdisciplinary reading knowledge possessed by academic librarians into practical applications promises to advance and diversify reading practices in academic libraries. One method that could aid in this effort is more intentional learning from the readers’ advisory practices of public librarians.
Despite the persisting notion that recreational reading does not have a place in the academic mission of college and university libraries, these libraries have a long history of providing pleasure reading for their patrons. During the latter half of the twentieth century, the idea of academic libraries meeting the recreational reading needs of students seems to have fallen out of favor, but a literature review of that time period shows that the collections themselves still existed. Discussion of—and justifications for—these collections, however, has enjoyed a resurgence in the library literature over the past decade. Given this renewed interest, this study seeks to assess just how common these collections are in US academic libraries today, and whether or not they are, in fact, enjoying a comeback from previous decades. This study surveyed the thirty-nine academic libraries that make up the Orbis Cascade Alliance in the Pacific Northwest, a diverse group of libraries in terms of size, type, budget, and student populations. The results of the survey show that a majority of libraries have a recreational collection and that these collections are valued by patrons and librarians alike. Recommendations are made for shifting the perspective on popular reading collections and their place in academic libraries, as well as for how to study them in the future.
Purpose
To provide library service to users of all ages has been one of the primary missions of county libraries since 1908 when the first branch of the first county library system was born in Sacramento as a proud milestone in the history of California public library. It has been a constant challenge to local governments and library staff members alike, especially when there are economic downturns or many priority programs to balance with. The paper aims to discuss this issue.
Design/methodology/approach
The paper introduces an innovative methodology in collection development to promote the concept that library collections, traditional or digital, can serve users of all ages as long as they can be adaptable to meet the changing needs of users, and compatible with changing information technologies.
Findings
By examining the process of an audio collection integrated as part of library collections and deeply rooted in users’ lives, the author reports the findings in the following areas: developing a robust audio collection catering to all users at Santa Cruz Public Libraries, despite technological changes and limited budget; getting involved in the whole organization’s programs and projects by collaborations; offering innovative promotion approaches; providing comprehensive subject coverage and always keeping the local community in mind; and evolving constantly to make technologies your friends, not foes.
Research limitations/implications
The paper analyzes a successful collection development experience in audio collections to strive to realize the original county library’s ideal to serve users of all ages in California.
Practical implications
The successful collection development experience is useful not only for acquisition librarians, but a much broader audience such as library managers in charge of library material budgets.
Social implications
The findings point out a number of social implications confronting library professionals worldwide. They include conflicts between users’ real needs vs our assumptions, limited budget vs expanding coverage, and library services vs the nature of technology.
Originality/value
The paper helps library professionals to develop, maintain, and succeed in their short- and long-term goals in collection development.
Popular reading groups in public libraries, linked to the learning and social inclusion agenda, have expanded to include a wide range of sections in society, including people with visual impairments. This book discusses whether reading is still a visual activity or if technological developments have led to a broadening of its definition. It considers the wide range of reading groups linked to libraries which suggests that libraries understand and are taking the social inclusion agenda seriously. Reading groups can deliver post-compulsory education and lifelong learning. Finally the book outlines ideas for future development and maximising potential for the benefit of both the library and the reading group members.
In the vastly diverse academic literature on reading, ethnic readerships and immigrant reader stories are notably under-researched. To fill this gap, empirical data from a sample of Russian-speaking immigrant readers residing in the Greater Toronto Area, Ontario, Canada, were collected and analyzed using an innovative combination of two previously disparate scholarships—immigration research and reading research. Reading is a contextually dependent experience, and these findings are situated in the context of acculturation attitudes of the ethnic readership in question. Immigration causes acculturation stress in the sphere of leisure reading and affects immigrant reading practices in numerous ways, including the types of chosen books, book selection criteria, and the methods of finding out about new titles and accessing items of interest. An in-depth and thorough understanding of leisure reading practices can improve insight into immigrant acculturation. Therefore, these findings and discussion will be valuable for librarians, LIS scholars, and reading researchers who interact with immigrant readers.
The National Endowment for the Arts’ 2007 report “To Read or Not to Read” discusses the distressing nationwide decline in reading. This report has generated considerable dialogue. The NEA’s data suggest that “frequency of reading for pleasure correlates strongly with academic achievement.” In a complex world, the ability to participate fully in societal decisions may be contingent on homing in on ideas in a way fostered by reading, and specifically by avid reading, reading for pleasure. The reading of books imparts skills that other media may not be able to grant. Academic librarians understandably focus on supporting their colleges’ pedagogical and research missions, only incidentally providing other resources, such as popular reading. However, fostering reading for pleasure both supports those pedagogical aims and moves beyond them. The university community needs these services more than ever, as the modes of electronic entertainment and communication employed by students fragment their attention ever further. Ludic reading is crucial, and promoting it remains essential to our profession. After a look back on 20th century academic library history, this article highlights ways academic librarians can encourage reading among users, including displays, instruction, programming, connecting with other libraries, expanding ideas of genre, and developing readers’ advisory skills.
Leisure, reflection, and creativity have sustained a culture of research and scholarship throughout much of academia’s history. This article argues that these cultural elements should be introduced to the present generation of undergraduates and contends that “deep” reading, rather than information literacy competency, cultivates these elements.
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Audiobook Anxiety and What Constitutes 'Real' Reading: Romanticizing the Printed Word Ignores All of rhe Other Benefits Storytelling Can Offer
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- David Rose
- Bridget Dalton
David Rose and Bridget Dalton, "Plato Revisited: Learning Through Listening in the Digital World" (unpublished
white paper, Recording for the Blind & Dyslexic, January
9, 2007), https://pdfs.semanticscholar.org/deff/4439a3f42af
47eccbee87edfcd3c5d5dce68.pdf, cited in Hyder, Reading
Groups, 39.
As Good as Reading? Kids and the Audiobook Revolution
- Pamela Varley
Pamela Varley, "As Good as Reading? Kids and the Audiobook Revolution," The Horn Book Magazine 78, no. 3
(2002): 251, cited in Hyder, Reading Groups, 39.
The Pleasures of Being Read To
- John Calapinto
John Calapinto, "The Pleasures of Being Read To," The New
Yorker May 14, 2012, https://www.newyorker.com/books
/page-turner/the-pleasures-of-being-read-to.
which may refer to two different engagements: clinical bibliotherapy, "which relies on books to improve a person's mental and physical well-being," and developmental bibliotherapy, which uses "books to help a person solve life dilemmas and problems in non-medical settings
- Bibliotherapy
Bibliotherapy, a practice of healing through books and reading, has become increasingly popular in all types of libraries in the last few decades. Keren Dali notes that although
librarians often associate it with reader services and leisure
reading, it is "a very distinct practice," which may refer to
two different engagements: clinical bibliotherapy, "which
relies on books to improve a person's mental and physical
well-being," and developmental bibliotherapy, which uses
"books to help a person solve life dilemmas and problems
in non-medical settings." Librarians are more at home
with developmental bibliotherapy, whereby they work with
populations experiencing life transitions and life changes
but not necessarily affected by mental health, physical
health, trauma, and disability issues. Clinical bibliotherapy
is, mostly, outside of librarians' professional training and
expertise, although they may contribute as members of
multidisciplinary teams and in collaboration with trained
therapists, be it psychologists, doctors, or social workers.
See Keren Dali, "On Bibliotherapy," EBSCO Novelist
Newsletter, https://www.ebscohost.com/novelist/novelist
-special/on-bibliotherapy.
PlayAway Books: The Pre-loaded Digital Audio Book
- Alison Thoet
Alison Thoet, "A Short History of the Audiobook, 20 Years
After the First Portable Digital Audio Device," PBS News
Hour, November 22, 2017, https://www.pbs.org/newshour
/arts/a-short-history-of-the-audiobook-20-years-after-thefirst-portable-digital-audio-device; Jason Chen, "PlayAway
Books: The Pre-loaded Digital Audio Book," Gizmodo,
August 23, 2006, https://gizmodo.com/playaway-books-the
-pre-loaded-digital-audio-book-196240.
Diversity by Design"; McIntosh
- Caidi Dali
Dali and Caidi, "Diversity by Design"; McIntosh, "White
Privilege."