Listen Carefully: Supporting EdD Students' Aural Literacy
Format Type
Plenary
Format Type
Paper
Start Date
12-1-2021 2:30 PM
End Date
12-1-2021 2:50 PM
Abstract
In this paper I share the preliminary results from a phenomenological qualitative study conducted with my doctoral students. As a teacher-scholar, my classroom is my laboratory. Thus, I often explore the implications of new technologies or pedagogical strategies in my classroom. I am blessed with the opportunity to teach and nurture graduate students early in my career. I am also committed to meeting my students' needs as future scholars. Developing doctoral students includes an introduction to the culture of academia. Any introduction to academia must include the literacy practices within a field. But we often only consider students' literacy skills as they occur for visual texts. Most recently I have been experimenting with alternative ways for my graduate students to access course readings. This has included offering readings in audio format. My initial results address the first year EdD student's literacy practices. First I explore the expectations around traditional reading versus oral/aural literacy(ies). Then I tell the story of my students' reading practices. The narrative of my findings includes a transformation in how students see themselves as readers, using not only their eyes but also their ears. When integrating educational technologies into the classroom the benefits are often limited to efficiency and access. In the story of my students-as-readers I uncover benefits to the development of aural literacy and students' self-awareness as readers.
Keywords
Graduate study, Aurality, Literacy, Phenomenology, Narrative
Listen Carefully: Supporting EdD Students' Aural Literacy
In this paper I share the preliminary results from a phenomenological qualitative study conducted with my doctoral students. As a teacher-scholar, my classroom is my laboratory. Thus, I often explore the implications of new technologies or pedagogical strategies in my classroom. I am blessed with the opportunity to teach and nurture graduate students early in my career. I am also committed to meeting my students' needs as future scholars. Developing doctoral students includes an introduction to the culture of academia. Any introduction to academia must include the literacy practices within a field. But we often only consider students' literacy skills as they occur for visual texts. Most recently I have been experimenting with alternative ways for my graduate students to access course readings. This has included offering readings in audio format. My initial results address the first year EdD student's literacy practices. First I explore the expectations around traditional reading versus oral/aural literacy(ies). Then I tell the story of my students' reading practices. The narrative of my findings includes a transformation in how students see themselves as readers, using not only their eyes but also their ears. When integrating educational technologies into the classroom the benefits are often limited to efficiency and access. In the story of my students-as-readers I uncover benefits to the development of aural literacy and students' self-awareness as readers.