Especially in teaching youth, audio and audio-visual formats are preferable to mere text.Research indicates that today’s students are not text-oriented.They require a more immediate, participatory learning experience—preferably one with visuals.I could continue to offer my personal opinion about this issue; but I decided to allow recognized authorities to continue this discussion.Educational literature is filled with the following information.[This is the first article that I picked up, from a stack of similar articles]:

“Exposure to IT begins at very young ages. . . . It’s not just teenagers who are wired up and tuned in, it’s babies in diapers as well.” (p. 8).

“Consistent with the multitasking . . . it is the norm for children and teenagers to be online while simultaneously watching TV, talking on the phone or listening to the radio.” (p. 8).

“Children may be developing greater digital literacy than siblings who are just a few years older.For example, over two million American children (ages 6-17) have their own Web sites. . . . And the ability to use nontext expression--audio, video, graphics—appears stronger in each successive cohort.” (p. 8).

“The Net Gen are more visually literate than previous generations: many express themselves using images.They are able to weave together images, text, and sound in a natural way.” (p. 10).

“They crave interactivity. And the rapid pace with which they like to receive information means they often choose not to pay attention if a class is not interactive, unengaging, or simply too slow.” (p.10).

“Researchers report Net Gen students will refuse to read large amounts of text, whether it involves a long reading assignment or lengthy instructions. . . . The Net Gen’s experiential nature means they like doing things, not just thinking or talking about things.” (p. 10).

“For the Net Gen, the Internet is like oxygen: they can’t imagine being able to live without it.” (p. 11).

“The short attention spans of Net Geners also point to interaction as an important component of instruction.” (p. 13).

“. . . although reading text may be the preferred mode of learning for faculty, librarians, and other academics, it is not the preferred mode for most of the population. . . . In fact, overreliance on text may inhibit Net Gen participation.” (p. 14).

“Learning science indicates that successful learning is often active, social, and learner-centered.However, with the multiple responsibilities of faculty, staff, and administrators, as well as the large numbers of students most campuses serve, ensuring successful learning without the support of IT may be impossible. . . . With the appropriate use of technology, learning can be made more active, social, and learner-centered. . . “ (pp. 14-15).

To summarize:

I suppose there might be a limited number of reasons that an audio format could be distracting in an educational or library setting. Yet, I really cannot think of any. If noise were a concern, headphones could solve the problem. Audio precludes the use of some who have hearing disabilities; yet, visual precludes others.


Bottom line, an audio [as well as audio-visual] approach has unlimited positive uses. It can be an educational answer for both students and teachers. It is an essential part of IT.

Reference to the following article:

Oblinger,Diana & Oblinger, Jamers. (2006). Is it age or IT: First steps toward understanding the Net generation. CSLA Journal, 29 (2), 8-16. [Focus: 21st Century Learning: How Does it Affect the Library?]

First, I recommend the book Social Software in Libraries by Meredith Farkas (2007). In the introduction to the book, Roy Tennant, User Services Architecht from the University of California says the following:

"The Internet's creators thought that moving data from place to place was an essential component of a computer network; file transfer was one of its first applications....the need for two-way and many-way communication has once again reasserted itself in the form of social software. Social software provides easy-to-use ways to communicate, collaborate, and participate on an unprecedented scale....As institutions rooted in our communities, libraries are social institutions. Therefore, libraries belong in the social network. We belong where our users can be found--and they are increasingly found online, interacting in completely new ways....Brick-and-mortar libraries are not going away, but they are now not the only way to be there for our clientele. Social networking is a new tool that lets us accomplish many of the same things we've done before, but in new and more effective ways." (pp. xix-xx).

Farkas (2007) summarizes the impact of web 2.0 by saying the following about Social Information:

1. It allows people to communicate, collaborate, and build community online.
2. It can be syndicated, shared, reused, or remixed. . . .
3. It lets people learn easily from and capitalize on the behavior or knowledge of others. (p. 1)

The pendulum is in motion!  With every swing, new technology adds more bells and whistles to the Pop Culture Toy Chest. Information eddies and rushes from a stream that is ever-widening. No need for today's researchers to go to the library--to pull out the card catalogs and periodicals. Research is at home--at the tip of one's fingers.

Life is simple. Students today have it made. Right?

NO!

Over the past several decades, educational trends have come and gone. At a glance, it might seem that students today are on “Easy Street.” They certainly have more gadgets and study aids than ever before. They can research and write papers from their beds, propped up on pillows, in front of the television.  It might seem logical that because of all of their technological conveniences, students no longer have to think.  Yet, while it might seem that Pop Culture, with its technological trinkets, has delivered to today’s student a recipe for sloth and stupidity, is that actually the case?

 Not really.

Getting an education in today’s schools is still pretty tough!
Kids today are expected to read at much younger ages than they did, even twenty years ago.  They are rushed through the curriculum at break-neck speed, because more material is continuously added—and time is a budgeted commodity.

A group who are often characterized as lazy and spoiled, today’s high school students actually function under a great amount of pressure. Getting into a good college becomes more difficult each year. College-bound students must make outstanding grades throughout high school, while strenuously preparing for the SAT exam, because SAT scores can make them or break them. And the same happens, when undergraduates struggle to get into quality graduate and professional schools.

Students today are actually walking on a very thin tightrope. Even their games are tough!

In his book Everything Bad Is Good For You, Steven Johnson (2009) says, "The dirty little secret of gaming is how much time you spend not having fun. You may be frustrated; you may be confused or disoriented; you may be stuck." (p. 25).

Consequently, even at play, today's kids function at intense levels. To resolve game issues, they are required to undertake engineering and strategic missions that many adults would not tackle for money.

Is Pop Culture Stimulating?   Yes!
Does Pop Culture Deliver Stupidity?  Hardly!

Today's Pop Culture might offer a bit of comic relief and an occasional breath of fresh air to today's students; but those same students have little time to wallow in sloth. The current is too fast for that. Kids today can barely stay afloat.

If we really want to discuss the problem for students in today’s pop culture –that is it!
Kids today can barely stay afloat.
The current is too fast!

Based on the book: