[{"id":"9597","cataloger_name":["Ella,Hooper"],"partnerInstitution":["Concordia University"],"collection_source_collection":["SpokenWeb AV"],"source_collection_label":["SpokenWeb AV"],"collection_contributing_unit":["SpokenWeb"],"source_collection_uri":[""],"collection_image_url":["https://archiveofthepresent.spokenweb.ca/_nuxt/img/header-img_1000.fd7675f.png"],"collection_source_collection_description":["SpokenWeb Audio Visual Collection"],"collection_source_collection_id":["ArchiveOfThePresent"],"persistent_url":["https://archiveofthepresent.spokenweb.ca/"],"item_title":["SpokenWeb Podcast S4E6, Revisiting “Mountain Many Voices: The Archival Sounds of Fred Wah”, 3 April 2023, Shipton and Brock"],"item_title_source":["SpokenWeb Podcast web page."],"item_title_note":["https://spokenweb.ca/podcast/episodes/revisiting-mountain-many-voices-the-archival-sounds-of-fred-wah/"],"item_language":["English"],"item_production_context":["Podcast"],"item_series_title":["The SpokenWeb Podcast"],"item_series_description":["Series of podcasts by the SpokenWeb network."],"item_subseries_title":["The SpokenWeb Podcast Season 4"],"item_series_wikidata_url":["https://www.wikidata.org/wiki/Q117038029"],"item_series_uri":["https://spokenweb.ca/podcast/spokenweb-podcast/"],"item_identifiers":["[]"],"rights":["Creative Commons Attribution (BY)"],"rights_license":["Creative Commons Attribution (BY)"],"access":["Streaming and download"],"creator_names":["Don Shipton","Teddie Brock"],"creator_names_search":["Don Shipton","Teddie Brock"],"creators":["[{\"url\":\"\",\"name\":\"Don Shipton\",\"dates\":\"\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]},{\"url\":\"\",\"name\":\"Teddie Brock\",\"dates\":\"\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]}]"],"contributors":["[]"],"Publication_Date":[2023],"material_description":["[]"],"digital_description":["[{\"file_url\":\"https://cdn.simplecast.com/audio/28a9da1f-8cca-410c-b5d7-8165a73f9394/episodes/0bf2a7c7-ddac-40e7-8106-659d4438a7d5/audio/55dfa8f4-b0b8-4048-bc33-a1f90eed0fdb/default_tc.mp3?nocache\",\"file_path\":\"\",\"filename\":\"s4e6.mp3\",\"channel_field\":\"\",\"sample_rate\":\"44.1 kHz\",\"duration\":\"00:39:47\",\"precision\":\"\",\"size\":\"38,194,826 bytes\",\"bitrate\":\"\",\"encoding\":\"\",\"contents\":\"\",\"notes\":\"MP3 audio\",\"title\":\"s4e6\",\"credit\":\"\",\"caption\":\"\",\"content_type\":\"Sound Recording\",\"featured\":\"\",\"public_access_url\":\"https://spokenweb.ca/podcast/episodes/revisiting-mountain-many-voices-the-archival-sounds-of-fred-wah/\"}]"],"Dates":["[{\"date\":\"2023-04-03\",\"type\":\"Publication Date\",\"notes\":\"\",\"source\":\"\"}]"],"Location":["[{\"url\":\"\",\"venue\":\"Simon Fraser University Maggie Benston Centre\",\"notes\":\"\",\"address\":\"8888 University Drive, Burnaby, BC, V5A 1S6\",\"latitude\":\"49.276709600000004\",\"longitude\":\"-122.91780296438841\"}]"],"Address":["8888 University Drive, Burnaby, BC, V5A 1S6"],"Venue":["Simon Fraser University Maggie Benston Centre"],"City":["Burnaby, British Columbia"],"Note":["[]"],"Related_works":["[{\"url\":\"\",\"citation\":\"Makarova, Liza. “The Night of the Living Archive.” Season 4, Episode 2, The SpokenWeb Podcast, https://spokenweb.ca/podcast/episodes/the-night-of-the-living-archive/.\\n\\nArchival Audio:\\n\\n“Ed Dorn reading in Albuquerque on October 30, 1963 Side 1 #109b.” Special Collections and Rare Books, Simon Fraser University.\\n\\n“Lionel Kearns, Mike Matthews, and Fred Wah reading poetry at UBC #258.” Special Collections and Rare Books, Simon Fraser University.\\n\\n“UBC Poetry Festival: Charles Olson on August 14, 1963 #48.” Special Collections and Rare Books, Simon Fraser University.\\n\\n“Louis Zukofsky reading at Library of Congress on November 3 and 4, 1960 Tape 1 of 2 #260a.” Special Collections and Rare Books, Simon Fraser University.\\n\\n“UBC Poetry Festival: Avison, Creeley, Duncan, Ginsberg, and Levertov on August 7, 1963 #45.” Special Collections and Rare Books, Simon Fraser University.\\n\\n“UBC Poetry Festival: Avison, Olson, Creeley, Duncan, Ginsberg, Whalen, and Levertov on August 9, 1963 #46b.” Special Collections and Rare Books, Simon Fraser University.\\n\\n“Around New Sound Daily Means: Selected Poems by Larry Eigner and Gary Snyder, Tape 1 of 3 #500a.”\"}]"],"_version_":1853670549538996224,"timestamp":"2026-01-07T14:59:53.966Z","contents":["In the summer of 2022, research assistants Don Shipton and Teddie Brock took part in a roundtable discussion that explored the archival work of student researchers involved with the audio archives of Canadian poet, Fred Wah. Alongside his literary and academic work, Wah has had a longstanding practice of recording poetry readings, lectures, and conversations, documenting key moments in North American poetry.\n\nThis sonic-archival meditation highlights the impact of recording technology on the trajectory of poetic circulation and composition, as it brings together the ‘many voices’ that constituted Wah’s listening and recording practices as a young poet. The first part of this episode will revisit a recording of Wah’s conversation with Deanna Fong, co-director of the Fred Wah Digital Archive, in which Wah reflects on the significance of portable tape recording to literary community-building and the development of a poetic ‘voice.’ The episode will also present a selection of archival clips documenting the poets whose recorded voices Wah encountered throughout the 1960s, including Charles Olson, Louis Zukofsky, Denise Levertov, and Ed Dorn, among others.\n\nSpecial thanks to Kate Moffatt and Miranda Eastwood for their production support in the making of this episode, and to Simon Fraser University’s Special Collections and Rare Books for hosting the “Mountain Many Voices” roundtable event.\n\n\n(00:04)\tSpokenWeb Podcast Theme Music:\t[Instrumental Overlapped With Feminine Voice] Can you hear me? I don’t know how much projection to do here.\n(00:18)\tKatherine McLeod\tWhat does literature sound like? What stories will we hear if we listen to the archive? Welcome to the SpokenWeb podcast, stories about how literature sounds.\n[SpokenWeb Theme music ends]\n\nMy name is Katherine McLeod, and each month I’ll be bringing you different stories of Canadian literary history and our contemporary responses to it, created by scholars, poets, students, and artists from across Canada. For each episode of the SpokenWeb podcast, the producers and production team are always thinking about recording; the microphones, zoom recorders, sound quality, from voiceover to interview to archival audio clips. And this month’s episode is all about recording and how recording shapes the way we encounter sound, particularly poetry.\n\nThe poet at the center of it all, Fred Wah, is known for both his poetry and also for his recording. Did you know that the sound recordings of the 1963 Vancouver Poetry Conference were thanks to Fred Wah being the guy who carried the tape recorder around? And let’s remember that tape recorders were not easy to carry around back then. And because he had the tape recorder, he was able to have it running during so many of the sessions, and there ends up being an audio archive of that now famous event in Canadian poetry.\n\nSo keeping that in mind, let’s jump to another event in 2022, when Simon Fraser University’s Special Collections and Rare Books hosted an event called Mountain Many Voices: the archival sounds of Fred Wah. That event was a round table discussion with Fred Wah himself, student researchers working on Wah archival materials, both from SFU and from Concordia, and moderated by Dr. Deanna Fong.\n\nBy the way, Fong leads the Fred Wah Digital Archive Project, which you can hear more about by listening to the episode “Night of the Living Archive” produced by Liza Makarova and aired on the SpokenWeb Podcast in November, 2022. And yes, Liza is also part of this round table discussion Mountain Many Voices. In this month’s episode, Teddie Brock and Donald Shipton, two of SFU’s research assistants, who also contributed to that round table revisit the event and they revisit its many voices along with recordings of Wah speaking about what he calls “the materialism of the voice”.\n\nYou’ll also hear recordings of other poets referenced during the event, such as Charles Olson, Louis Zukofsky, Denise Levertov, and Ed Dorn. When making this episode, Teddie and Don were inspired by live radio, and this episode has our producers becoming hosts themselves, curating, introducing, and sharing a rich selection of archival audio. Here’s the sixth episode of season four, Revisiting Mountain Mini Voices, the archival sounds of Fred Wah.\n\n[SpokenWen Podcast theme music begins and fades]\n\n(03:28)\tTeddie\t[Sound effect of static swells and fades]\nIn June of 2022, Simon Fraser University’s Special Collections and Rare Books hosted a round table event titled Mountain Many Voices, which centered on the audio archive of Canadian poet Fred Wah.\n\n(03:42)\tDon\tIn the following recording an excerpted conversation between Fred Wah and post-doctoral researcher Deanna Fong, you’ll hear the story of Wah’s first encounter with portable tape recording and how the social and technical practices associated with emergent audio technologies in turn shaped his own relationship to the reading, writing, and listening of contemporary poetry.\n(04:03)\tTeddie\tNext, we will play a selection of archival recordings, bringing together the sounds of the many voices of Wah’s personal literary history.\n(04:24)\tTeddie, Don, Deanna Fong, and Fred Wah all talking as they set up for the interview:\t[Somber string music plays while indistinguishable voices talking to one another.]\n(04:56)\tDeanna Fong\tI think we’re just gonna go in alphabetical order… Fred and I will have a little quick introduction here first. So I think the reason for our gathering is that we’ve all sort of been encountering Fred’s many voices through the archive through these many years of recordings that are held at different institutions which are being collected digitally in Fred Wah’s Digital Archive. I’m here at Special Collections, Simon Fraser University. So given that you’re the voice and your voice is kind of the reason for us gathering for today in that we’ve all done some work with your archival voice in one way or another. I thought we could just start off by having a quick discussion about your recording practice and how there came to be so many tapes [all laugh].\nBut in terms of, you know, just having a quick discussion about recording, I just wanted to start by asking you, so when did recording come into your life and when was the first time you saw a portable recording device? [Don laughs] And when was the first experience of hearing your own recorded voice?\n\n(05:56)\tFred Wah\tUh, yes. Let me contextualize my interest in recording, which is back around 1962. The poetry that we were involved with then with the Tish Group in Vancouver was this whole movement in poetry towards working around Charles Olson’s project first for us. And, the whole notion of the head by way, the ear to the syllable, the heart by way of the line to the breast or the breast to the line. So the formality, the materialism of the voice was very much a new thing then. Most of us had grown up with poetry on the page, and  with a silent experience, kind of conversation with oneself silently. So this was new. So the whole notion of making something oral was exciting to me. And, I was primarily a musician or was interested in music, so sound was prominent. And Robert Creeley showed up at UBC as a new American poet, and he at one point brought out his tape recorder.\nWow, what’s that? You know, it’s a machine and it was a kind of stainless steel machine. It’s a Wollensak Reel-to-Reel. And he had tapes that he had made of radio interviews he had done for a radio station in Albuquerque, New Mexico, where he lived and worked. And so he had tapes there of Louis Zukovsky and Ritter Binner, Ed Dorn.\n\n[Low electronic string music begins to play]\n\nI was fascinated by Ed Dorn’s poetry and I heard Ed Dorn’s voice. In those days, that was really a surprise to be able to hear the voice of a poet who you had been reading on the, off the page. [Low electronic string music ends] So I traded in my Marimba vibes and my trumpet for a Wollensak tape recorder [All laugh]. The first time I heard my own voice, I think, was a reading I did with Lionel Kearns and Mike Matthews at UBC, a Noon Hour Reading.\n\nAnd I must have taped it cuz I have the tape.\n\n[All laugh] I can’t remember doing it. And then, so I heard my voice that way, but we weren’t interested in necessarily recording everything. Like I don’t, I have no tapes of the Tish Poets reading or George or Frank or any one of those people reading. And then in 1963 we had the Vancouver Poetry, so-called Vancouver Poetry Conference, which was in the summer of 1963 out at UBC. And Warren Tallman, his father-in-law, gave him this beautiful big console tape recorder. And so he wanted to record the whole conference and he was really interested in recordings.\n\nAnd he asked me, because I knew a little bit about, was learning about tape recordings. He said, could you learn to run this and do that? So I did. But one of the very first sessions we had in the 63 conference, the take up reel broke.\n\n[Sound effect of tape breaking and falling on the floor] It broke down. So I sat there through the whole meeting winding, [All laugh] taking up, taking up the tape, and then I ended up using my own recorder, the Wollensak, to record the rest of the conference.\n\nSo I got into recording and I really enjoyed the notion of not so much documenting, but having the voices of these poets who, you know, a lot of us were interested in, sort of around and available. And they became kind of, it’s a kind of a precious thing and it, and it kind of melded with the whole notion, the whole technology that was going on there. Cuz Reel-to-Reel tape recording was relatively new in the late fifties, early sixties in North America. And eventually it led to other tape recorders and other forms and, and it’s gone on ever since. And I’ve always used tape recording as a, or audio recording as a way of registering more accurately the oral nature of how poetry is being made. [Light piano music begins to play]\n\nAnd I studied linguistics. I was really interested in the kind of nitty gritty of how language is its rhythm and stress is, is there. [Piano music fades and ends]\n\n(10:16)\tDeanna Fong\tI find that such a fascinating response because I think like one of the follow up questions I had was this question of, you know, what this sort of impetus to record was and in the way that you speak of it, and not necessarily a documentary sense, like not as a kind of living proof that you were there or whatever, but more thinking about it as a sort of tool that aids or at least says something about, you know, the affective register of the voice and, and a sort of tool towards composition, it seems like. Is that what you’re talking about?\n(10:47)\tFred Wah\tYeah, I think that recording was a way to sustain the notion of poetry as oral. It just helped. I know I didn’t necessarily know what I was doing. I wasn’t doing it for any specific, other than to collect the ‘63 conference, was basically documenting that. And I remember when we finished, UBC said they owned the tapes, so we gave them a set of the tapes and within a few months they had lost them [Deanna laughs]. And, and I said, do you want another set? No, we’re not, no nevermind. Just don’t bother [Fred laughs]. So it was kind of, you know, it’s kind of a disregard for what we had done in terms of the poetry.\n(11:34)\tDeanna Fong\tHmm. And it also sounds like it becomes a means of circulating poetry that you might not otherwise have access to, or at least not like certainly in oral form. Right?\n(11:45)\tFred Wah\tThat too. And it became, as you know, a way of sharing poetry and voices all over. So you could, you know, like the notion of pen sound or spoken word, all these efforts to get the voices out there has changed, I think, the context for making poetry, because it’s so shared, if you want to. You know, to be able to hear Larry Eigner after reading him carefully was just [Fred laughs]. My mind was blown. [All laugh] [Soft piano music begins to play]\nThat was just so, it was so different and so new. So poetry was made new in us, at least for myself and, I think, made others because of the voice. [Piano music ends]\n\n(12:36)\tDeanna Fong\tAnd also I was, cuz I know that you found a home for the Reel- to-Reel recordings, which include the original 1960s poetry conference recordings at Karis Shearer’s UBCO AMP Lab. And she mentioned that in that collection there’s also a tape that’s like an audio letter, which is either to you or from you, [Deanna laughs]  from Gladys Hindmarch.\n(12:59)\tFred Wah\tI think it’s from her. Okay. I haven’t listened to it because my tape, I didn’t have the tape. I don’t have a tape recording, so I asked Terrace to transcribe it. You know, the technology shifted. So we were able to get portable tape recorders that we had this small tape recorder that did small, could do small three inch reels. Right? And so we shared some letters with our friend Gladys Hindmarch, and, and I don’t know how much we did that with others. Actually, Louis Cabri was with me in Calgary when his friend Aaron [inaudible] from Philadelphia came up. We, Aaron came up and sat and recorded or transferred those old seven inch reels, which by then were 45 years old into mini disks [All laugh]. Right?\nAnd he sat there for a week doing all these transcripts, not transcriptions, but transferring into, into digital format. And luckily the tapes, because they had just been put away in a basement, were still okay. And in fact, I listened to some before I gave them to Karis, that they still seemed to be okay.\n\n(14:14)\tDeanna Fong\tYeah. Because sometimes we really only get the one shot. Hey?\n(14:16)\tFred Wah\tYeah.\n(14:16)\tDeanna Fong\t[Deanna laughs] So when you, when you were recording these things, did you have a sense of a future audience in mind?\n(14:25)\tFred Wah\tNo, not particularly. I was interested in recording, I guess for academic reasons. All through my tenure as a teacher, I would record visiting poets as a way of replaying them for students in classes and that, and I found being able to play recordings of someone reading something that they had read in a book was a valuable experience for students.\nSo pedagogically, they were useful. I didn’t have any other sense of where they might, [Fred laughs] what might happen to them or I, there was a kind of, they were valuable, they were precious things, these tapes. And when I put together these boxes of cassettes to give to Tony that, you know, to deposit up here in the archives there’re just hundreds of, I don’t know how many of there are, but there are a lot of cassette tapes of readings of, you know, particularly Canadian poets that came to Selkirk College or the University of Calgary area, or at least 300, I think.\n\nAnd, you know, so a lot of them probably aren’t of great quality. Just sticking a, I remember the ‘63 conference, we had one microphone. So we have a panel of, you know, six people and this one little Wollensack microphone and the cord wouldn’t reach that long [ All laugh], so people like Robert Dun would grab the whole machine and bring it so he could speak. [All laugh] But distant people sitting at the table, you know, like Phil Win, sitting at the table, you can’t even quite hear him.Things like that.\n\n(16:11)\tDeanna Fong\tYeah. So, what does that mean as like, maybe as a final question, what does that mean as a reader slash listener slash amateur of poetry? That all of these things are all of a sudden just kind of right available at our, our fingertips, our eardrums?\n(16:27)\tFred Wah\t[Somber electronic music begins to play]\nI think it grounds them a little bit more. It makes them, the materiality of them, brings them sort of closer to a different understanding of the event of the poem.\n\n(16:46)\tDon\tDuring their conversation, Fred Wah mentions numerous authors whose voices were instrumental in the development of his own. First among these writers is Charles Olson. From memory, Wah quotes a line from Olson’s now famous essay “Projective Verse”.\n(17:01)\tFred Wah\t“The head, by way, the ear to the syllable of the heart. By way of the rest of the line.”\n(17:06)\tDon\tThis idea of breath, providing the foundation for one’s poetry was influential to many poets writing throughout the 1960s, including a young Fred Wah. [Electronic music ends]\nWe’re gonna play Charles Olson reading “Maximus from Dogtown 2,” recorded at the so-called 1963 poetry conference. But before we do that, let’s begin with that UBC noon hour reading that Fred Wah gave with Lionel Kearns and Mike Matthews. The recording he cited as the first time he heard his own voice.\n\n(17:44)\tTeddie\t[Electronic music begins, interspersed with the sound of radio waves]\nYou are listening to “Revisiting Mountain Many Voices”, the archival sounds of Fred Wah. [Sound effect of a tape being put into a tape player and beginning to play]\n\n(18:04)\tArchival Audio of Fred Wah\tNo particular poetics today, except that I think you’ll probably hear the voices of Robert Duncan, Charles Olson, and Robert Creedey and Robert Kelly. That whole Black Mountain group coming in as I don’t think I’ve found my voice yet.\nThe cold and brisk breeze whipped today the cold and brisk breeze whipped today. But no snow comes such ardor, pure and freeze the muddy water on the streets. Me and my love, seraphic pride walked windward, smiling faces. A quiet morning, early morning and fog my darling, you are sleeping warm with sleep. Cold floor stretches in the dark boulevard and headlights past the glass, the start of day, eggs, coffee, cigarette. I walked before you already in the tired morning, no beginning, but our sleep and love, deep rhythms in our breathings. [Electronic music plays and fades]\n\n  (19:30)\tArchival Audio of Charles Olson\t“Maximus from Dogtown number 2”, or December 5th, 1959. Which I will open with.\nThe sea. Turn your back on the sea, go inland to Dogtown, the harbor, the shore, the city, are now shitty as the nation is, the world tomorrow. Unless the princes of the husting, the sons who refuse to be denied the demon. If Madea kills herself, Madea is a Phoenician wench, also daughter of the terror as Jason Johnson Hines son, hindsight. Charles John Hines, whole son, the Atlantic Mediterranean Black Sea. Time is done in Dun for gone. Jack Hammond put a stop to surface underwater galaxy, time. There is no sky, space or sea left. Earth is interesting. Ice is interesting, stone is interesting. Flowers are carbon. Carbon is Carboniferous, Pennsylvania age under Dogtown, the stone, the watered rock, carbon flowers, rills Aquarium time after fish, fish was Christ. Oh Christ picked the seeds out of your teeth. How handsome the dead dog lies horror X the migma is where the seeds Christ was supposed to pick out.\n\nW sh wunk grapevine Hok, the Dutch and the Norse. And Algonquins. He with a house in his head. She who lusted after the snake in the pond, Dogtown berry smell as the grub beaten fish. Take the smell out of the air. A you’re the tar of Dogtown, the tar matas. Here is the angel matter not to come until R 3000. We will carry water up the hill, the water, the water to make the flower hot. Jack and Jill will up Dogtown Hill on top. One day the vertical American thing will show from heaven. The latter come down to the earth of us all the many who know there is one, one mother, one son, one daughter, and each the father of him self. The genetic is ma the morphic is pa, the city is Mother Polish. The child made man, woman is Mary’s son Elizabeth Mangen the mangen in collagen in collagen time leap onto the leap onto the lamb.\n\nThe aquarium time. The greater the water you add, the greater the decomposition. So long as the agent is protein, the carbon of four is the corners in stately motion to sing in high voice the fables of wood and stone and man and woman love and loving in the snow and sun. The weather on Dogtown is protonic, but the other side of heaven is ocean filled in the flower, the weather on Dogtown. The other side of heaven is ocean Dogtown. The under vault heaven is carbon ocean Quam Dogtown. The under vault, the mother rock, the diamond coal, the Pennsylvanian age, the soft coal love age, the soft coal love hung up burning under the city. Thet is heart to be turned. Black stone, the black cri is the throne of creation. Ocean is the black gold flower.\n\n(23:32)\tTeddie\tNext you’re going to hear poems by Larry Eigner, Louis Zukovski and Ed Dorn. As well as a short clip of Robert Creeley from a panel at the UBC Poetry Conference. Each of these poets, while a part of their own literary coterie were associated with schools and states, were included in the 1960 anthology, the New American poetry edited by Donald Allen. It was this work which Wah referenced earlier when he mentioned the new American poets.\n(24:01)\tFred Wah\t[Echoing sound effect is added to Fred’s voice]\nYou know, to be able to hear Larry Eigner after reading him carefully was just [Fred laughs]. My mind was blown. That was just so, it was so different and so and so new. So poetry was made new in that sense.\n\n(24:28)\tArchival Audio of Larry Eigner\tLanguage is temporary king poetry, the mask on everyday life. What time of the day is it land? What have you to do with or gotten done? Love to poems, the unexpected, the magnetic power. The speed, the ocean drop, dry drop. If there were time they go drawn after us. The city is music is human in the events. The seas drag light in the earth. The greatest thing is orchestra. With men, the wind and the waves are fixed. Open road. You look in hundreds in the night sky, any place the drone would this time enough new each day. Bruce is enough of the old, the dying of oppos to the present contact communication. Explanation. Enough not we keep on.\n(26:31)\tFred Wah\tAnd so he had tapes there of Louis Zukovsky.\n(26:38)\tArchival Audio of Louis Zukovsky reading\tSong Three from 55 poems, compute leaf points water with slight dropped sounds. Turn coat sheet facts say for the springs, blooms fall the trees trunk has set the circling horn branch to cipher each drop the eye shot and the rain around. So cheated well let the fallen bloom wet clutter down and into and the heart fact hold Nothing. Desire is no excess. The eye points each leaf. The brain desire the ray, she recites their brief song. 13 in that this happening is not unkind. It put to shame every kindness mind mouths their words. People put sorrow on its body before sorrow had came. And before every kindness happening, for every sorrow before every kindness song 18, the mirror oval sabers playing the chips in the room next door. The voices behind the wall will be lit by highlights in the morning, in bed. A wall between continuing voices, chips stacking instead of bales, the water sounds extending a harbor, one sleepless, one sleeper on the fourth floor. In that this happening is not unkind. It put to shame every kindness mind mouths their words. People put sorrow on its body before sorrow. It came. And before every kindness happening, for every sorrow before every kindness Song 18, the mirror oval sabers playing the chips in the room next door. The voices behind the wall will be lit by highlights in the morning, in bed, a wall between continuing voices, chips stacking instead of bales. The water sounds extending a harbor, one sleepless, one sleeper on the fourth floor.\n(29:39)\tArchival Audio 5\tHow can you be other than where you are?\n(29:45)\tFred Wah\tI was fascinated by Ed’s poetry and I heard Ed’s voice in those days. That was really a surprise to be able to hear the voice of a poet who you had been reading off the page.\n(30:02)\tArchival Audio of Ed Dorn\tI sure never tried to do this without smoking [audience laughs]. This one is called Hawthorne. End of March, 1962. That day was dark fog fell down our mountain. The snows were wet patches and around the legs laid as like and around the barn, dark red shadows the day he died. The slow quiet break. What an odd person to die beside. Franklin Pierce never go to the mountains. Near the end, the air is spoken for. I thought how just Americans still love morality. With many preliminary question, he was fierce for the slight connection back to what there was. This poem is, uh, completely abstract, as far as I know. It’s called an inauguration poem. And I wrote it during the last inauguration. Unasked, of Course, [Audience laughs] Out of the zone of interior armies, the Nebraska of our terror flies pro gating the statistical laws of our starvation, where on the spinning habitation men’s eyes see the regiments of vegetation. And one man is the mouth of all and a narrowing harrowing rib in Denmark that dope delivered country is not starker than the staple deprived herdsman of the African. Who’s it? Out of the zone of interior armies come the advocates of nations where none can breathe outside the given crush, forsaking even established ignorance. Promo gating desire born against the honed knife of one secretary or another. Out of the zone of interior armies. The trains of El Presidente shoot laden with food for no destination anyone has charted because in a storage bin in the Midwest was held the grand conference on the grammar of scarcity. And the farmer stands beside the senseless soil and mumbles that this far starvation is named parody. Out of the interior skulls of our rulers stepped slim hygienic elegance of patrons of painted walls and bushman’s haircut, gut full with the art of wishing rice upon the multitude to make marriage of new nations to be ridiculed by coronets of old jazz. Like, don’t have too many babies unless you have the viles.\n(32:53)\tDon\tThat was Larry Eigner, Louis Zukofsky, Robert Creeley, and Ed Dorn. Next you’re going to hear a conversation between Denise Labov and Margaret Avison taken from a panel at the 1963 Poetry conference before coming back to that first tape of Fred Wah.\n(33:15)\tDenise Labov\tWell, I I think that if you’re, if you’re worrying about whether you are communicating while you’re writing it’s absolutely undermining. Well, to whom are you communicating? Are you communicating to, to someone you know who who who has, who’s who, whom you know to be your peer? Are you communicating to your landlady who isn’t gonna read it anyway? Are communicating on what level are you communicating? So you can’t possibly think about Tom about communication while you’re writing forth. But if you think about precision, if you really try to be absolutely accurate to what you know then chances are that you will communicate. Cause there seems to be a level of of, of communication that that comes about through through precision to one’s own knowledge.\n(34:10)\tMargaret Avison\tI used the word conversation earlier about the early stage of writing when you imitate. And I think that is a real communication of poetry you’re reading and it possesses you in a sense and you murmur back at it. You don’t do it intentionally. You usually feel bad when you discover you’ve done it. But I think most writers, at least when they’re 12 and 15 and so are doing that, aren’t they? And then you get away from that kind of communicating as you begin to find, yes, I have a voice.\n(34:55)\tArchival Audio of Ed Dorn\tOne last poem I’m going to sing in this one. So laugh if you want to. My voice is very good. But this is with lots of voices. Pound and especially Duncan Olson coming in. I can’t get away from it. But here it is a poem appealing for a life of pla passion and a place on earth where poetry is wanted are variations on a voice from Duncan. And if I live, I live for love of you. All things come together. So they say, and the way which one will show us which time it is in place of memory. I live for love of you. My life becomes the pin through the nude. Kneeling and worship becomes my wall. My white PHUs becomes light, strikes the beat. Time takes up making up remembrances. I call out ahead into the dark. Who is it? Who would love me? On the mountain side, the snow still falls and her glowing cheeks hang low ahead of me. The tracks are filling. I follow unanswered with the snow falling in my dream of love. And stay this place a while. Press her hanging to my breast. The lovers test, fragments of music ripple in my head. Unsteady notes in the lake light fall themselves into my eyes. Vow glides of water. Sing. Sleep. Sleep. Peel of poem from my memory. Sleep. Sleep. And if I live hold, let me live. Which also calls this place of passion speaks as it is poetry to me. And make it new reader. Strike out new you become old. In remembering, recall, I reproached you two summers ago at your excretions. I could only look at you that way. I can only speak to you now with your pants down. Those first few words are still as costly to my passion. Who would make life new when love grows old? Oh, show me the way to the next listener’s ear. Oh, don’t ask why. Oh, don’t ask. Why for I must find the next listener’s ear for if I don’t find the next listener’s ear. I tell you, we must die. I tell you, we must die. I tell you, I tell you. I tell you we must die. And if I live, he’ll let me live and sing. My poems a spool of passion. Ill let me live. We’re loved ones, but I reach with the hand for the new moon. And if I live, they’ll let me live in love of you. The song still sings And further on, that’s time King, queen of the Summer, throne of love in the sand stained the pins in tired, she floats backside in the lake water ripples in smooth furs about her nipples, breaking the sleek moon surface that summer night. And if I live, I’ve lived for love in full time. The beat strikes on time dances the memory to the full tune. Thank you.\n(38:19)\tTeddie\tThis has been Revisiting Mountain Many voices, the archival sounds of Fred Wah. If you want to hear more from Fred Waugh’s audio archive, check out the episode “Night of the Living Archive by” Liza Makarova.\n(38:48)\tKatherine McLeod\tThe SpokenWeb podcast is a monthly podcast produced by the SpokenWeb team as part of distributing the audio collected from and created using Canadian literary archival recordings found at universities across Canada. Our producers this month are Teddie Brock and Donald Shipton, MA students at Simon Fraser University. Our supervising producer is Kate Moffatt. Our sound designer and audio engineer is Miranda Eastwood. And our transcriptionist is Zoe Mix. To find out more about SpokenWeb, visit spokenweb.ca. Subscribe to the SpokenWeb podcast on Apple Podcast, Spotify or wherever you may listen. If you love us, let us know. Rate us and leave a comment on Apple Podcasts or say hi on our social media at SpokenWeb Canada. Stay tuned to your podcast feed later this month for Shortcuts, with me, Katherine McLeod. Short stories about how literature sounds."],"score":3.3002},{"id":"9598","cataloger_name":["Ella,Hooper"],"partnerInstitution":["Concordia University"],"collection_source_collection":["SpokenWeb AV"],"source_collection_label":["SpokenWeb AV"],"collection_contributing_unit":["SpokenWeb"],"source_collection_uri":[""],"collection_image_url":["https://archiveofthepresent.spokenweb.ca/_nuxt/img/header-img_1000.fd7675f.png"],"collection_source_collection_description":["SpokenWeb Audio Visual Collection"],"collection_source_collection_id":["ArchiveOfThePresent"],"persistent_url":["https://archiveofthepresent.spokenweb.ca/"],"item_title":["SpokenWeb Podcast S4E7, Audiobooks in the Classroom, 1 May 2023, Levy and Schwartz"],"item_title_source":["SpokenWeb Podcast web page."],"item_title_note":["https://spokenweb.ca/podcast/episodes/audiobooks-in-the-classroom/"],"item_language":["English"],"item_production_context":["Podcast"],"item_series_title":["The SpokenWeb Podcast"],"item_series_description":["Series of podcasts by the SpokenWeb network."],"item_subseries_title":["The SpokenWeb Podcast Season 4"],"item_series_wikidata_url":["https://www.wikidata.org/wiki/Q117038029"],"item_series_uri":["https://spokenweb.ca/podcast/spokenweb-podcast/"],"item_identifiers":["[]"],"rights":["Creative Commons Attribution (BY)"],"rights_license":["Creative Commons Attribution (BY)"],"access":["Streaming and download"],"creator_names":["Michelle Levy","Maya Schwartz"],"creator_names_search":["Michelle Levy","Maya Schwartz"],"creators":["[{\"url\":\"http://viaf.org/viaf/20010042\",\"name\":\"Michelle Levy\",\"dates\":\"1968-\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]},{\"url\":\"\",\"name\":\"Maya Schwartz\",\"dates\":\"\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]}]"],"contributors":["[]"],"Publication_Date":[2023],"material_description":["[]"],"digital_description":["[{\"file_url\":\"https://cdn.simplecast.com/audio/28a9da1f-8cca-410c-b5d7-8165a73f9394/episodes/58cbf262-da12-45e9-9dd7-822f98fa2de2/audio/819beef1-71ae-494f-8194-25b545bae90c/default_tc.mp3?nocache\",\"file_path\":\"\",\"filename\":\"s4e7.mp3\",\"channel_field\":\"\",\"sample_rate\":\"44.1 kHz\",\"duration\":\"00:54:52\",\"precision\":\"\",\"size\":\"52,667,080 bytes\",\"bitrate\":\"\",\"encoding\":\"\",\"contents\":\"\",\"notes\":\"MP3 audio\",\"title\":\"s4e7\",\"credit\":\"\",\"caption\":\"\",\"content_type\":\"Sound Recording\",\"featured\":\"\",\"public_access_url\":\"https://spokenweb.ca/podcast/episodes/audiobooks-in-the-classroom/\"}]"],"Dates":["[{\"date\":\"2023-05-01\",\"type\":\"Publication Date\",\"notes\":\"\",\"source\":\"\"}]"],"Location":["[{\"url\":\"\",\"venue\":\"Simon Fraser University Maggie Benston Centre\",\"notes\":\"\",\"address\":\"8888 University Drive, Burnaby, BC, V5A 1S6\",\"latitude\":\"49.276709600000004\",\"longitude\":\"-122.91780296438841\"}]"],"Address":["8888 University Drive, Burnaby, BC, V5A 1S6"],"Venue":["Simon Fraser University Maggie Benston Centre"],"City":["Burnaby, British Columbia"],"Note":["[]"],"Related_works":["[{\"url\":\"\",\"citation\":\"Baron, Naomi S. How We Read Now: Strategic Choices for Print, Screen, and Audio. Oxford University Press, 2021, https://academic-oup-com.proxy.lib.sfu.ca/book/41098.\\n\\nCarrigan, Mark. “An audible university? The emerging role of podcasts, audiobooks and text to speech technology in research should be taken seriously.” The London School of Economics and Political Science, 2021, https://blogs.lse.ac.uk/impactofsocialsciences/2021/12/17/an-audible-university-the-emerging-role-of-podcasts-audiobooks-and-text-to-speech-technology-in-research-should-be-taken-seriously/.\\n\\nHarrison, K. C. “Talking books, Toni Morrison, and the Transformation of Narrative Authority.” Audiobooks, Literature, and Sound Studies, edited by Matthew Rubery, Taylor and Francis Group, 2011, p. 143.\\n\\nSarah Kozloff, “Audio Books in a Visual Culture.” Journal of American Culture, vo. 18, no. 4, 1995, pp. 83–95, 92.\\n\\nMorrison, Toni. The Bluest Eye. Holt, Rinehart, and Winston, 1970.\\n\\nPergadia, Samantha. “Finding Your ‘Voice’: Author-Read Audiobooks.” Public Books, 2023, https://www.publicbooks.org/finding-your-voice-author-read-audiobooks/.\\n\\nRubery, Matthew. “Introduction: Talking Books.” Audiobooks, Literature, and Sound Studies, edited by Matthew Rubery, Taylor and Francis Group, 2011.\\n\\n–––. The Untold Story of the Talking Book. Harvard University Press, 2016.\\n\\nTennyson, Alfred. “The Charge of the Light Brigade.” 1890, https://www.cabinetmagazine.org/kiosk/cabinet_kiosk_16_march_2021_rubery_matthew_audio_002.mp3.\\n\\n \"}]"],"_version_":1853670549542141952,"timestamp":"2026-01-07T14:59:53.966Z","contents":["What does it mean to “read” an audiobook? What happens when we teach literary audio in the university classroom? How can we prepare our students for success in reading and listening to audio literature?\n\nFeaturing a round-table conversation with graduate students Ghislaine Comeau, Andy Perluzzo, Ella Jando-Saul and Maia Harris at Concordia University and an interview with Dr. Jentery Sayers from the University of Victoria, this episode, hosted by Dr. Michelle Levy and SFU graduate student Maya Schwartz, thinks through the challenges and opportunities of inviting audiobooks into the literary classroom.\n\n\n(00:04)\tSpokenWeb Podcast Theme Music:\t[Instrumental Overlapped With Feminine Voice] Can you hear me? I don’t know how much projection to do here.\n(00:19)\tKatherine McLeod\t[Music fades] What does literature sound like? What stories will we hear if we listen to the archive? Welcome to the Spoken Web podcast, stories about how literature sounds. [Music ends]\nMy name is Katherine McLeod, and each month I’ll be bringing you different stories of Canadian literary history and our contemporary responses to it created by scholars, poets, students, and artists from across Canada. Imagine sitting down to read a book for your literature class. When I said that, you probably pictured yourself opening a book, maybe a Toni Morrison novel, or a poetry anthology. But what if reading a book for your class looked like putting on headphones and pressing play? What happens if we consider the audio book pedagogically? What does the medium of the audiobook allow for in the classroom? How do students respond to listening to books?\n\nIn this episode, styled like an audio essay, producers Dr. Michelle Levy and MA student Maya Schwartz ask these very questions, putting current scholarship and personal reflection in conversation with interviews with professors and students alike in order to think through how literature sounds when it comes to audiobooks. Put on those headphones and turn up those speakers. Here is episode 7 of season 4 of the SpokenWeb Podcast: Audiobooks in the Classroom. [SpokenWeb Podcast Theme Music begins to play and quickly fades]\n\n(02:01)\tVoices Overlapping\tIt’s like, listen, ear skimming-\nYou kind of just like-\n\nBlank Out listening-\n\nIs attention by treating-\n\n-artifact myself-\n\n-Oh, this is like maybe a quarter of the way through the books, so it must be a quarter of—–\n\nThe way the author enters the room. And I often, uh, when I’m teaching…\n\n(02:17)\tAI Generated Voice\tYou’re listening to “Audiobooks in the Classroom” by Michelle Levy, narrated by Michelle Levy and Maya Schwartz.\n(02:28)\tMichelle\tThis podcast asks a seemingly simple question; how are we harnessing new audio forms to teach literature in the university classroom? According to Casey Harrison writing in 2011, “there is a dearth of scholarly literature on the medium of the audiobook.”\nFrom this, she concludes that this widely popular form is not being taken seriously by the academic establishment. With some important exceptions, the lack of research on the audiobook persists, even though as Harrison writes, “academics and avid readers happily avow their enjoyment and appreciation of recorded books.”\n\n[Light electronic music begins to play]\n\nAs you will hear throughout this episode, we are getting a lot of dishes washed with all of our listening. But are we taking advantage of the pedagogical potential of literary audio? This episode addresses the challenges both real and imagined that are shaping both the use of and the resistance to the incorporation of literary audio in teaching. [Electronic music ends]\n\nIt explores some of the ways in which college instructors are taking advantage of the wealth of literary audio now available to us.\n\nIt also offers reflections from students about how they are experiencing these experiments with literary audio. Ultimately, this episode of the SpokenWeb Podcast seeks to offer some practical guidance to instructors and to elucidate how the use of literary audio can enhance connection, understanding, and enjoyment for our students. [Quiet string music begins to play]\n\nTo address these issues from the perspective of both the instructor and the student.\n\nThis podcast will interweave my own commentary with that of Professor Jentery Sayers of the University of Victoria, an expert in sound media and literary history, who Maya interviewed for this podcast. You will also hear an interview conducted with four graduate students from Concordia University who have recently taken a course with Professor Jason Camlot, that centered audio literature PhD students, Ghislaine Comeau and Andy Perluzzo, and MA students Ella Jando-Saul and Maia Harris were asked to set up questions similar to the ones I asked Jentery, and I’m delighted to include their responses to provide a range of student perspectives on the use of audio literature.\n\nI’m also joined by Maya Schwartz, an MA student at SFU, who helped to produce this podcast episode and who joins me in voicing some of the narrative commentary in this episode. [String music ends]\n\nAs an avid listener of literary audiobooks and podcasts for over a decade, it was the pandemic that finally prompted me to teach audiobooks. Jentery had decided to take the plunge before Covid.\n\n(05:07)\tJentery\tIf I recall correctly, I think I proposed it prior to the shift online for the pandemic. We shifted in March, 2020. But what I did as I was preparing it is I took advantage of some aspects of that dynamic. The fact that, I think, increasingly people were listening to podcasts, people were listening to literature, and, you know, a lot of people were inside for [Jentery laughs] doing a lot of their work.\nSo I taught, I ended up teaching the seminar online, and doing what I can or doing what I could to integrate audio into the teaching, into the dynamic that way. And I think on the whole, it worked out quite well. It was a joy to teach.\n\n(05:45)\tMichelle\t[Low string music begins to play]\nAs Jentery says, the shift to online teaching during the pandemic meant that students were receiving their instruction through audio and video, and apart from others in their home, which seemed to support the incorporation of literary audio into our courses. When teaching audiobooks and literary audio as instructors, we face a number of practical considerations.\n\nShould we require students to buy both the audiobook and a print copy of the book? Assuming the audiobook is not freely available, will they need a print copy of the book for their assignments? And if we require them to purchase both, can we justify the cost, particularly given that audible.ca unaccountably fails to offer a student membership? Could we assume that every student had a device from which they could access an audiobook or a podcast?\n\nThere were also questions about which audiobook or podcast to select and how much performance and accessibility should drive our selection. In some cases, such as canonical novels like those by Charles Dickens or Jane Austen, there may be dozens of audiobook versions to choose from, and much like the decision about which print edition to ask our students to purchase, selecting an audiobook requires thoughtful deliberation of the various options. Accessibility also plays a role. Most of our students have spent their academic careers silently reading. How do we prepare them to listen? [String music ends]\n\nOne of the audiobooks I have assigned, Anna Burns’ novel Milkman, is narrated by a character known only as “middle sister”. It is performed by Belfast actor Brid Brennan in a thick northern Irish accent. For me, the voicing brought the novel vividly to life. It also helped me to make sense of the stream of consciousness narration and the disorientation that comes from none of the characters being assigned proper names. [Quiet electronic music begins to play]\n\nBut some of my students struggled to hear the words and the story through the accent. Thus, a feature of the voicing that enhanced the story for me was a barrier to some. I begin, however, with one of the most fundamental questions that has vexed the use of audiobooks for teaching and research; whether listening is reading.\n\n(08:01)\tAI Generated Voice\tChapter One: Is listening reading? [Electronic music ends]\n(08:07)\tMichelle\tThere is an entrenched suspicion that listening to an audiobook or a podcast is a passive activity, and hence not really reading. Jentery describes how this issue arose in a contemporary American fiction class he taught about a decade ago. One of his students kept referencing, having listened to a novel assigned for the course.\n(08:28)\tJentery\tThere was one student in particular that talked about listening the whole time when answering questions and just having class discussion. And I was fascinated by this. So I just said, do you mean just to be honest, do you mean this literally? Are you, are you listening to the book? Are you using this as a way to talk about the novel as a living text, as language, as discourse? And he’s like, no, no, I’ve listened to audiobook versions. And then, and he is like, is that okay?\nAnd so it became this discussion around the popular student perception, I think, that listening was cheating, right? And so I was like, oh, this is, this is a fascinating topic, but also more important, like it is not, and I want to think through why, for a number of reasons, including accessibility, we might want to, for good reason, debunk the that listening is cheating or that books are not meant to be listened to.\n\n(09:19)\tMichelle\tIn our conversation, this question of whether listening is reading and more pointedly and judgmentally, whether listening is cheating, resonated with Jentery who began to think about how these ingrained biases impacted his scholarly approach to and valuation of literary audio.\n(09:38)\tJentery\tI’ve always been interested in the kind of cultural dimensions of listening, the cultural dimensions of sound, but only recently, like in the last eight years or so, started to think about that in literature. And I think partly because I too had inherited this idea that if I started to do that work in literary studies, I’d be cheating my discipline.\nSo it kind of brushed against the grain of how I had been taught literary studies, how to read text with a capital T as a methodological field, but also, yeah, just plainly the sensory work I was doing and why I was parsing it. Like why was it that when I was listening I was like, oh, this is my media studies work. And why when I was reading, I was like, oh, this is media studies and or literary studies depending on the content.\n\n(10:16)\tMichelle\t[Quiet string music begins to play]\nIn his introduction to the essay collection, Audiobooks, Literature and Sound Studies, Matthew Rubery, an historian of talking books, examines some of the assumptions that feed into assertions that listening as opposed to reading on the page, offers a compromised cognitive experience. According to Rubery, there is a belief that audiobooks do not require the same level of concentration as printed books, or that one can be inattentive while listening to an audiobook. He explains how the very features promoted by audiobook vendors as selling points; their convenience, portability, and supplementary status to other activities are the same ones used by critics to denigrate the format as a diluted version of the printed book.\n\nAudiobooks are chiefly marketed as or conceived to be entertainment, and this is another reason why they’re considered derivative of or subordinate to the printed book. What, however, other than marketing pitches underlies the belief that listening to audiobooks is not the same as reading, and why is it considered even more punitively a form of cheating?\n\nOne possibility relates to what is called, and this is a quotation from Rubery, “the reader’s vocalization of the printed page, which has been taken by many to be a fundamental part of the imaginative apprehension of literature. When we read on the page, it is thought that we voice what we are reading in our head, and thus are more actively involved in meaning making than when a text is read to us.” The implication again is one of listening being passive, that instead of voicing in our minds, we are merely receptors when we listen.\n\n[String music ends]\n\nA similar objection is often made to watching a film version of a book before reading the book. The belief, again, is that it robs us of our imaginative reconstruction of the world the author creates through words alone. Reading on the page, so the theory goes, demands one’s undivided attention and imaginative powers, whereas listening does not because it allows and even invites us to perform other activities. And the fact is that many of us do turn to audiobooks in the hopes that we can accomplish other tasks while listening, but what in fact happens when we listen in order to or because we think we can multitask?\n\n(12:43)\tAI Generated Voice\tChapter two: Listening As Overwork\n(12:49)\tMaya\tAs you will hear in the conversations throughout this podcast, many of us turn to audiobooks and podcasts as an attempt to maximize productivity, to fill intellectually the downtime of commuting or driving across the country, of doing chores or other forms of physical labor. Here is Jentery speaking about why he began to listen.\n(13:09)\tJentery\tAnd at first I took this as just basically a way of multitasking. Maybe it was like a form of overwork. If I’m being more reflective about it, I’m like, okay, so I might be going for a walk or I might be gardening or I might be doing the dishes, so I’m gonna put on a podcast that’s about, you know, literary criticism, literary culture or games culture, or I might listen to an audio book.\n(13:29)\tMaya\tMaia, an MA student from Concordia similarly explained that her desire to listen while doing other things was a coping mechanism meant to address overwork.\n(13:39)\tMaia\tI also have a similar experience. It was during my undergrad and I was really overworked, so I thought I’d get, I think it’s called scribd, an account on there. And I downloaded Milton’s Paradise Lost and I thought, this is great, I can do this while I work out. Two birds, one stone, and I, I think I missed about half the novel that way and it was a really unpleasant time.\n(14:00)\tMaya\tPhD students, Andy and Ghislaine also spoke about their experience with audiobooks before the course and how they attempted to listen while working and driving, cleaning and crafting. They also found that they could not concentrate on what they were listening to when doing these other activities and mostly gave up on audio books.\n(14:21)\tAndy\tI started listening to audio books. I got an audible membership to trial because I was working in a warehouse and so I had a lot of time moving my hands, but my brain was idle. So I remember I bought The Brothers Karamazov and I thought that that was gonna be the book and then honestly totally just distracted me. I never listened to audiobooks after that. I found it pretty unpleasant and I couldn’t focus. It was really hard for me to focus. Yeah, otherwise maybe driving. I drove cross country twice last year, so I definitely listened to some audio books, but, same thing, totally zoned out most of the time.\n(15:01)\tGhislaine\tYeah, I have kind of a similar audible trial experience where it’s like, yeah, I’ll try this out. And I downloaded the entire works of Poe and I’m like, yeah, I can listen to this at night or whatever. And after maybe 5, 10 minutes, I couldn’t focus on it, I just fell asleep. So I [Ghislaine laughs] since then, didn’t try to listen to other audiobooks cuz it just didn’t hold my attention.\n(15:29)\tMaya\t[Quite electronic music begins to play]\nEven after the course, the students reported that their ability to multitask while listening almost entirely depended on the content of the audiobook and the nature of the task at hand.\n\n(15:40)\tGhislaine\t[Electronic music ends]\nOn your note, Ella, of listening to non-serious books after the class ended, and it was like winter break and I still had this Audible subscription that I had to renew [laughs] because of the class and I forgot to cancel it. So I’m like, you have one credit. So I got this very unserious book called The Housemaid and all through the break, well not all through because it just took me a couple of days, I listened to it nonstop and I had a really good time listening to it, doing menial tasks, like dishes and, you know, little crafts.\n\nSo not for sleep and not for any serious work and not serious books, I could see myself maybe getting into audio books now, but yeah, I don’t know.\n\n(16:26)\tElla\tYeah, I mean I mostly listen to audio books if I’m walking or doing the dishes, like nothing that takes any more brain power than walking or doing the dishes. There’s a very fine line, like the harder the book, the more specific the task has to be to be like the right task to listen to an audiobook.\n(16:42)\tMaya\tThese conversations challenged the belief that listening is passive. Maia likewise spoke to her surprise at how much attention listening required and how this challenged her assumption about the primacy of the written.\n(16:55)\tMaia\tI wasn’t anticipating, as you’ve said as well, the amount of attention or even treating the audio as an artifact in and of itself. I didn’t realize coming into this class that I thought about it as a secondary modality to like a written form, especially from my past experience of really struggling with the audiobook and more complex wordplay that didn’t really amplify the porosity of what I was reading at all.\n(17:21)\tMaya\tAnd Jentery related that when he attempted to listen while doing chores, those chores often took a very long time.\n(17:28)\tJentery\tTo use one of my everyday examples, I often listen to a podcast while I’m doing the dishes in the evening and it’s always striking to me that there’s something said or something I heard that I will stop and go take a note. I’ll write that down on my phone or I’ll have a notebook next to me and I’ll make a note of it to return to later cuz I’m worried I might forget it, perhaps, just due to age at this point, but I go and I make a note and then I go back and then all of a sudden I’ve been doing dishes for two hours. It’s such a…it’s almost ritual at this point.\n(17:55)\tMaya\tFor Jentery, careful listening did not necessarily lend itself to multitasking, or at least to efficient multitasking. Ella described how even though she had been listening to readings in other courses and thought she was prepared, the reality was very different when confronted with the kind of listening she was asked to do in her Concordia class with Jason.\n(18:16)\tElla\tI was sort of primed for the class. I was like, great, now it’s just official, I’m going to be listening instead of reading. But I guess some of the things that we ended up having to listen to for the course required a lot more attention than I usually gave to my listening. And so I’d have to sit and listen rather than walk or do the dishes and listen, which I find a lot more difficult. I don’t know, I lose track, I lose focus if I’m just sitting and listening.\n(18:42)\tMaya\tAlthough we sometimes turn to an audio version of a book as a time-saving mechanism, thinking we can do chores when listening or as Maia says, “two birds, one stone”. It is not always possible. Often the listening or the chore or both are compromised. Further, we should bear in mind what Mark Kerrigan calls auditory fatigue; the analog to screen fatigue. Which he describes as experiencing a limit to listening, which is increasingly familiar, a sense of being oversaturated and unable to hear myself think.\n[Electronic music begins to play]\n\nIn the conversation with Jentery, he talked about the challenges of asking people to take listening seriously and understanding the obstacles to attentive listening are part of that conversation. But to bring listening more fully into the classroom, we also need a better understanding of the processes of reading on the page. If listening is relentlessly and usually negatively compared to reading, we should first make sure we know what we mean by reading in the first place.\n\n(19:46)\tAI Generated Voice\tChapter three, what is reading anyway?\n[Electronic music ends]\n\n(19:52)\tMichelle\tI asked Jentery about how dismissals of listening are often informed by idealized notions of reading, particularly reading in print what you read.\n[Audio from interview with Jentery begins]\n\nBut I wanna go back to what you said earlier about often listening while multitasking, and I guess that just strikes me as so interesting and important and I think it is one of the reasons why lots of us do listen to a lot of different things, but I guess what I’m wondering is can we again maybe muddy that and say listening doesn’t just have to be deep or intense or close, that sometimes we don’t listen with that kind of intensity and that’s okay.\n\nSo one thing that has come up with my students and I’ve heard this in the interview with Jason Camlot’s students, is that they kind of go in and out of attention. Certain audio texts are much easier to listen to, some are harder, but I also think that’s what we do when we read.\n\nWe just have this fantasy that when we read, we’re just wrapped and we’re reading every word, and we’re taking it all in. I think that waning of attention is common to both acts.\n\n[Quiet string music begins to play]\n\n[Interview audio ends]\n\nEven though we often treat reading as if it is one thing, it is in fact a multitude of practices and cognitive experiences. Sometimes we read every word, but very often we scan or skim or surf when reading or simply fail to take in the words in front of us due to incomprehension or boredom or fatigue. And the same thing happens to us when we listen. Andy coined the phrase “ear skimming” to describe a similar experience that happens when listening.\n\n[String music ends]\n\n(21:22)\tAndy\tYeah. That makes me think of skimming. When you skim readings that you’re not interested in, it’s like, listen, ear skimming [laughs], you kind of just blank out or, you know, distract yourself and then tune in when something picks up your interest.\n(21:38)\tMichelle\tThe contemporary neuroscience of reading as popularized by writers, including Maryanne Wolf and Stanislas Dehaene has shown us the complexity and variety of the neural processes that we designate by the single term reading.\n[String music begins to play]\n\nAnd notwithstanding the strong opinions about listening as compared to reading, there is a surprising lack of empirical research that directly evaluates how modality of presentation impacts comprehension and what little research there is has yielded conflicting results.\n\nNaomi Baron’s 2021 book, How We Read Now: Strategic Choices for Print, Screen and Audio, surveys current research and reports that although some studies suggest that comprehension may be improved when texts are read on the page as opposed to heard, these studies are limited and other empirical evidence suggests no difference. Some research, for example, shows that with listening, multitasking and mind wandering may be more prevalent.\n\nHowever, these effects appear to be lessened when what is being listened to is a narrative as opposed to an expository text. Some of the experiments involve listening to textbooks where depending on the subject matter, mind wandering is perhaps not surprising. My takeaway from her book is that the difficulties that are detected with oral comprehension and retention in some of the studies are more likely to be learned rather than innate. This interpretation aligns with research that shows that younger children are more effective listeners and that they lose these skills over time, becoming better readers than listeners.\n\nPerhaps this is because younger children are rewarded for and taught to value listening and this capacity wanes as emphasis on reading written materials intensifies. At the college level, we need to ask whether students put the same mental investment and time into their listening as they do into their reading. Baron helpfully points out some of the specific ways in which audio texts, including podcast and audiobooks, can prove challenging in terms of comprehension and recall.\n\nShe notes that audiobooks often lack certain elements that appear in or are endemic to print and that have been proven to aid learning when reading written texts. Podcasts, she points out, usually present undifferentiated sound and emit what are called signalizing devices such as bold or metallics that emphasize what is particularly important, as well as other visual landmarks such as headings and page breaks that can help readers chunk material into more comprehensible pieces.\n\nAudio texts also do not provide visual aids such as charts or graphs or images, all of which can enhance learning. Finally, annotation of written materials is a practice that has been proven to help readers understand and retain material, but annotation of audio can be more challenging. One of the reasons why the physical book has been such an enduring medium is because it enables annotation, whether in the form of handwritten notes, underlining or highlighting or adding sticky notes.\n\nBut performing any of these tasks with audio is, if not impossible, then less familiar, as our students are usually asked to speak or write about what they have read or heard. And as that is our work as scholars, we need mechanisms for marking audio to help us emphasize and find those passages we wish to return to. When listening to an audiobook or a podcast, we are often compelled to keep notes in a separate medium as Jentery did while listening by taking notes on his phone or notebook. This is one of the challenges we discussed.\n\n[String music ends]\n\n(25:12)\tJentery\tYeah, so the only audiobook I taught in that particular class was The Bluest Eye by Toni Morrison. I recommended getting it in print as well, and I gathered probably somewhere between two thirds and three quarters the students did. So I did not, however, I demonstrated the use of annotation in the online class, like by showing how I annotate my own audio, you know, sharing a screen essentially, but I did not, and I should have, but I did not teach annotating audiobooks or annotating sound more generally.\nIn hindsight, if I had done it again, I would probably do something like that or figure out a way to integrate some kind of software or a mechanism to make it more approachable to students. But it kind of sparks my imagination here and I’m wondering how it is that when students were listening, how it is that they took notes and how that might correspond with and differ from how helped students take notes, say in the print novels that I teach, that would be a fascinating question. I’m sure people have studied this, but it’s not in my wheelhouse.\n\n(26:06)\tMichelle\tFortunately, annotation tools for audio do exist. Audible has a bookmark function that saves your place with a timestamp and in the digital file and allows you to enter notes. Tanya Clement, a scholar from the University of Texas, Austin, who is part of the SpokenWeb network, has been working with her team to create Audi Annotate: a web-based open source tool that supports audio and video markup.\nThese tools are needed to enable us to engage with audio in ways that are analogous to how we mark up text and print and now digitally audio annotation tools therefore seek to provide us with a set of options to approximate what we do with a printed book, such as turning down the corner of a page or adding a handwritten note.\n\nAnnotation can also support our spatial sense of where we are in a digital audio file, an aspect of reading that is normalized when we read a physical book, even if we don’t mark it up as we read, we tend to have a sense of what comes where, but this recall can be harder to replicate in an audio file. [Light electronic music begins]\n\nElla similarly reported needing to reference a print edition in order to anchor herself when listening.\n\n[Electronic music ends]\n\n(27:16)\tElla\tSo I ended up having to look at a print version just to anchor myself, you know, I’d look, oh, oh, this is like maybe a quarter of the way through the book, so it must be a quarter of the way through the audiobook. I mean, that was difficult, taking a long form audio piece and being like, somewhere in here I remember listening to a fun thing, now I gotta find where it is. So I would use the print for that, but then I was, again, just using like the free Gutenberg version of that.\n(27:39)\tMichelle\tThe printed book offers us navigational tools and opportunities for annotation that support the comprehension and retention of written texts, but they are not reading per se. As Ella points out, books can also provide images and other formatting and formal features that help us to make sense of the words on the page.\nAudio is in need of tools that help us to anchor ourselves for the reasons mentioned and also because listening almost always takes longer than reading. I noticed that on the syllabus Jentery quantified the length of time students were expected to listen to the material he had assigned. [Light string music begins]\n\nThat was one of the aspects of teaching audiobooks that I struggled with as the audiobook of the novel, Milkman comes in at 14 hours, 11 minutes, and the two other audiobooks I assigned, Cersi by Madeline Miller and Girl, Woman, Other by Bernadine Evarist clock in at just over 12 and 11 hours, respectfully.\n\nAs we do not want to encourage our students to listen at faster speeds, and as we must acknowledge that re-listening may be needed, we must factor in the time it takes to listen, which is almost certainly longer than it takes to read on the page. Jentery explained that he had been quantifying expectations for how much prep time students would need to listen since the pandemic. [Electronic music ends]\n\n(28:56)\tJentery\tSince the pandemic, issues related like when, you know, your sense of place and your sense of campus changes, and the campus is kind of in your house now or in your domestic space. I think time management is affected pretty deeply and I gather research supports that assumption. So that was part of it, just making clear and or transparent labor expectations, while noting that mileage may vary.\nBut it also comes actually out of doing a lot of work with digital media and just more generally in digital studies, where in my own training and in my own education, I had gleaned a pretty concrete sense of how long it would take me to read a 200 page novel and I could assign that accordingly and we could talk about that in terms of time.\n\n(29:38)\tMichelle\tWhat I hope these conversations have illuminated are the ways in which we as instructors can help our students. By recognizing that effectively reading written text encompasses a range of practices, we can think about how best to provide a set of comparable supports to enable our students to succeed in listening.\nIn the pedagogical audio we create, such as this very podcast episode, we can enact some of the signalizing devices that readers of printed material are accustomed to and rely on to make sense of what they’re reading, by adding section breaks, as I’ve endeavored to do in this podcast.\n\nAlthough a podcast is in oral media, we can enhance it with visual aids and transcriptions as again is attempted in the blog post that accompanies this podcast. [Electronic string music begins to play]\n\nOne of the other immediate demands of teaching literary audio is providing students with a framework for understanding what they are hearing.\n\n[Electronic music ends]\n\nWhat is an audio book or a podcast anyway? A genre? A medium? According to Jentery, the critical conceptual category is format, and a podcast or an audiobook are both formats within the medium of audio.\n\n(30:52)\tAI Generated Voice\t[Electronic music begins to play]\nChapter four: Format matters.\n\n[Electronic music ends]\n\n(30:58)\tMaya\tOne of the most riveting exchanges with Jentery was about the conceptual categories he offered to his students to describe and distinguish between different forms of literary audio, from audiobooks to podcasts to radio dramas. Format occupies the zone between the more abstract category of media, on the one hand, and the more content specific category of genre, on the other. To break down the three conceptual categories, a familiar example may be useful.\n[Electronic music begins to play]\n\nLet’s take Jane Austen’s Pride and Prejudice, which was first published in London in 1813 in three volumes. We begin with the most abstract category, that of media, which is usually divided into text, audio, video, and image. The medium of the novel’s first public appearance was text, but before its publication it lived in audio form as Austen is said to have read the novel aloud to her family in advance of publication. After its publication, it would’ve continued to be read aloud in countless homes across Britain and abroad, especially after its publication in Philadelphia In 1832.\n\nIn 1833, an illustrated version of the novel was first published, bringing the novel into a visual medium in 1940, just over 100 years later, it entered another medium; video. As we can see, a work like Pride and Prejudice exists in multiple media at the same time, and simply because it was first presented to the public as a text does not mean that that medium should necessarily have primacy.\n\nThe next conceptual layer is that of format, for example, within video there are different formats such as feature length film adaptations and mini-series, as well as many, many others. With the concept of format referring to how our particular media is structured and delivered. We may also create a typology of audio formats in which the novel has been presented, from the handful of amateur readings on Librivox to audiobooks narrated by celebrities.\n\nThe final conceptual category is that of genre, which describes content. Pride and Prejudice is a work of fiction, a novel, and we could historize it further by calling it a domestic novel or a comedy of manners.\n\n[Electronic music ends]\n\nIn discussions with Jentery, he explained that with his students, he lent heavily into the concept of format, asking students to listen to a variety of audio formats, radio plays, serialized drama, voiceover narration, and first person video games. Using the concept of format to ground their understanding of what they were hearing, historically and technologically.\n\n(33:35)\tJentery\tI think one of the really useful aspects of that approach was that we could, in very kind of concrete ways and in palpable terms, talk about the ways in which audio achieves a context, if you will, and brings material together, brings together, for example, aspects of narrative and story with art and design. And since it’s so much about situation and context, you know, not taking for instance the kind of formalist approach to media where we kind of unmoor it from time and space and talk about it abstractly.\nI think one of the consequences of that was we were also able to look at moments when this work was made and this work was produced. Actually look at the specificity of context in each case and talk about how format, genre, and audio production, just writ large is always kind of grounded in particular situations.\n\n(34:28)\tMaya\tThroughout this podcast episode, we will return to one of Jentery’s key insights that thinking about literary audio through the lens of format helps us to situate it in place and time and allows, as he puts it, for audio to achieve a context.\n[Electronic string music begins to play]\n\nWith all of these efforts needed to support listeners, it might reasonably be asked whether listening is worth it? If we need to provide new media frameworks for students, if listening requires as much, if not more attention than reading on the page, if it takes longer than reading a physical book, if it can induce auditory fatigue, and if in order to write about it, you still need special tools to annotate or a print version anyway, why bother?\n\nAvid listeners of audio books, however, answer this question by noting that they often listen to books that they have already read in physical form, and yet always they hear something that they didn’t see. What are some of the ways in which listening enhances comprehension and enjoyment? What do we hear that we did not see and what questions or insights does listening give rise to that we would not otherwise have from reading the book in written form?\n\n(35:40)\tAI Generated Voice\tChapter five: Hearing What We Cannot See.\n[Electronic music ends]\n\n(35:45)\tMichelle\tMatthew Rubery, author of the foundational history of audio literature, The Untold Story of the Talking Book speaks to the different perceptions that come from listening and reading on the page. [String music begins to play]\nNearly all readers, he writes, report understanding identical texts differently in spoken and silent formats as various elements stand out depending on the mode of reception. He notes that the narrator who performs the story can be especially useful in giving voice to unfamiliar accents, dialects or languages. The vocalization of such distinctively oral text would otherwise be impoverished for many readers poorly equipped to sound out the linguistic effects for themselves.\n\nAn audiobook is a performance, an interpretation of the original text, often accentuated with the narrator adopting different voices for different characters and enhanced with sound effects and music, all of which bring the audiobook closer to theater or film even when it offers absolute fidelity to the written text, as is the case with most unabridged audiobooks. Jentery and I explored the performative aspects of the audiobook he assigned, Toni Morrison’s reading of The Bluest Eye. I asked him whether he attempted with his students to disambiguate the text as written from the text as performed by Morrison.\n\n(37:07)\tJentery\tAnd that, so we tried just that and actually I think it was a bit of a setup because when we went through and listened to it, and in many cases read alongside what we were listening, we did our best to think about the various roles, if you will, that Toni Morrison is playing in that audiobook of The Bluest Eye. So Morrison as author, Morrison as narrator, as reader, as voice actress, even as character voices.\nAnd we went through and tried to mark how we would understand that differently. So I remember this exercise and yeah, and ultimately probably without a shock, we determined it was very obviously difficult to make a clean demarcation between one and the other when it would happen in a sentence and whatnot.\n\n(37:48)\tMichelle\tAs Jentery explains, there are many different rules that Morrison takes on in reading her novel aloud. Rubery distinguishes between different models of audiobook performances. The narration may be read by the author, by a professional voice actor, by a celebrity, or even by an amateur. Characters may be voiced by the narrator, sometimes in different voices or different actors may be cast to play different roles.\nAn extreme example of this is the audiobook version of George Saunders, Lincoln in the Bardo, which is performed by over 160 actors. Toni Morrison reads The Bluest Eye herself, performing the third person narration and also giving voice to different characters in the novel. Morrison also narrates another book that is embedded in the novel, one of the Dick and Jane Reading Primers, a series intended to help new readers first published in America in the 1930s.\n\nThese primers, with their idealized characters living seemingly problem-free lives, are white and middle class, setting up a potent contrast with the character’s Morrison depicts in her novel. Morrison’s novel begins with a Dick and Jane story of about 150 words. The Dick and Jane story is reprinted at the very beginning of the novel and it appears in its entirety three times, each time with different typographical features.\n\n[Electronic music begins to play]\n\nThe first time the story is printed, there are spaces between the lines and the words, and the story takes up most of a page. The second time the spacing between lines and words is reduced, shrinking the presentation of the story to half a page with all punctuation removed. The third time the story is printed, all spaces between the words have disappeared with each word bleeding into the next.\n\nTo help you visualize this, please refer to the blog post for this episode on the SpokenWeb website, which includes images taken from these two first pages of the novel. Morrison’s repetition of the story three times in printed form seems to mimic a young child becoming proficient in reading, from one who slowly sounds out each word to one who becomes so fluent that she can run each word into the next, but the blurring of words into one undifferentiated mass has other implications.\n\nAs Morrison reads the three versions of the story in the audiobook, she speeds up the pace of her reading as might be expected, but a more sinister element also presents itself. Here is Morrison reading the first part of the story at three different speeds.\n\n[Electronic music ends]\n\n(40:22)\tToni Morrison reading from The Bluest Eye\t[Morrison reads the text slowly]\nHere’s the house. It is green and white. It has a red door. It is very pretty. Here is the family, mother, father, Dick and Jane, live in the green and white house. They’re very happy. See Jane. She has a red dress she wants to play. Who will play with Jane? See the cat? It goes meow, meow. Come and play. Come play with Jane.\n\n[Morrison reads the text again, faster this time] Here is the house, it is green and white. It has a red door. It is very pretty. Here is the family, mother, father, Dick and Jane, live in the green and white house. They are very happy. See Jane. She has a red dress she wants to play. Who will play with Jane? See the cat? It goes meow, meow. Come and play. Come play with Jane.\n\n[Morrison reads the text even faster]\n\nHere’s the house. Green and white. It has a red door. It is very pretty. Here is the family, mother, father, Dick and Jane, live in the green and white house. They are very happy. See Jane. She has a red dress she wants to play. Who will play with Jane? See the cat? It goes meow, meow. Come and play. Come and play with Jane.\n\n(41:46)\tMichelle\t[String music begins to play]\nWhat Morrison’s voicing brings to life is both how the child learns to read, but also how through the rote rehearsal of the story at a speed that renders it mostly unintelligible the white family living in the green and white House becomes internalized as the norm and the ideal.\n\nIn the forward to the printed version, which interestingly becomes an author’s note at the end of the audiobook, Morrison reports that the story originated in a conversation with a friend from elementary school who confided in Morrison that she wished for blue eyes. [Electronic music ends]\n\nWithin the first four minutes of the audiobook, Morrison’s pointed reading of the Dick and Jane story at three different tempos draws out the menace lurking within these stories for Black children; the Dick and Jane stories provide just one potential explanation for a central question the novel poses: How does Morrison’s childhood friend and the character in the novel who asks for the same thing, learn to wish for the bluest eye? What Morrison describes as racial self-loathing.\n\nFor me, the meaning of Morrison’s rendering of the Dick and Jane story in the print novel is enhanced by her performance of them. I might have had an inkling of her meaning by reading it on the page, but it is amplified by her reading as seeing and hearing her translation of the embedded story intensifies and crystallizes her meaning.\n\nAt the same time, any attempt to read authorial intention into the audiobook performance must be interrogated. To return to Jentery’s suggestion that by listening and situating the audio recording within the time and place of its production, audio achieves a context. We might want to ask students to reflect on the fact that Morrison is reading the novel in 2011, more than 40 years after its first publication in 1970. Morrison also makes changes to the presentation of her peratext, moving, as I said, the forward from its position prefacing the printed novel to the end when she reads the novel for the audiobook.\n\nThe reason for this shift seems likely to do with the difference in media and format. Readers can and often do skip preparatory material in print, but this action of skipping ahead is perhaps less natural with an audiobook. Beyond these changes, what does seem consistent over this 40 year period is Morrison’s belief that her books were meant to be heard.\n\nThus, she describes the language she uses in the novel as speakerly, oral, colloquial. And it is perhaps for this reason that her audiobooks are so powerful. Indeed, Morrison performed all of her books as audiobooks, demonstrating her investment in aurality. Sarah Kozloff has argued that audiobooks create a stronger bond than printed books between storyteller and listener by invoicing the narrator, and many listeners in particular enjoy hearing authors perform their own works.\n\nAudiobooks, particularly when read by the author, seem to bring us closer to the source of the words and the story, much in the same way a handwritten manuscript seems to bring us in proximity to the hand and body that inscribed it. Jentery related to me how he found it effective, as he put it, to bring the author into the room in assigning an audiobook read by the author like Morrison’s Bluest Eye and by playing interviews with or speeches by authors.\n\n(45:03)\tJentery\tWell in American fiction courses, I love including videos of James Baldwin’s speeches in a lot of material. I think that’s fascinating to bring the author into the room and I often when I’m teaching primary source, a novel for example, love to include and play in the class podcast interviews with those authors, in a way that allows students to think about the kind of context around the book, but also just kind of what went into the book and some of the motivations for it.\n(45:29)\tMichelle\tJentery and I discussed how changes in digital technology make it much easier too, as he put it, bring the author into our classrooms. We have a wealth of freely available audio and video such as the New Yorker Fiction podcast, which makes hundreds of stories from the magazine’s archive and current issues available to listen to, some enhanced by extended conversations about the stories.\nIn addition to improved access to primary source audio material, Jentery also points to how changes in accessibility to technology and equipment for playing and recording audio are transforming what is now pedagogically possible.\n\n[Electronic music begins to play]\n\nThe final section of this episode considers how technological developments have changed both what we and our students can do with audio.\n\n(46:22)\tAI Generated Voice\tChapter Six: Teaching with Audio Now.\n[Electronic music ends]\n\n(46:28)\tMaya\tIn the conversation with Jentery, he reflected on how much has changed in just the past decade of teaching audio.\n(46:35)\tJentery\tWhen I was teaching sound studies at the University of Washington and the University of Victoria between like 2010 and 2012, the accessibility of material there, like what I could circulate and what I couldn’t, what I had just to play, say, on a desktop computer in the classroom, but also what students could record and what with, I’m always careful not to assume that students have access to technologies and computers.\nBut I can say just matter of factly, the degree to which they would need to, say, rent or go to the library to acquire an audio recorder has dramatically changed, just given the ubiquity of mobile phones at this point. So there’s that angle, which recording is, I think, on the whole, it’s not universally accessible, but it’s more accessible to students now than it was then. I think just being able to hit “record” is more ready to hand.\n\n(47:17)\tMaya\tRecording equipment and podcasting software also open new forms of assessments. As Jentery explains, when working with sound, it often makes sense to sample the sounds being analyzed and hence an audio essay is often the best way for a student to fully engage with the material.\n(47:35)\tJentery\tA thing that really struck me as compelling and did gain traction among students in the seminar was the idea of composing in such a way, composing an essay, an audio essay if you prefer a podcast, in such a way that makes room for your primary sources to speak and to be dialogic in that sense. So, the inclusion of samples of authors reading their work, of hearing the author’s voice in a way that I think, again, you don’t need to adhere to a metaphysics of presence to find this interesting.\nYou can just think of it in terms of honoring other people’s work and what it means for you to hear other people’s work in your writing and your composition in the production of space and time. And so I liked that too, the threading through other people’s work into your material in a way that might be a little different than reading a block quote or seeing an image on the page.\n\n(48:22)\tMaya\tJason Camlot’s student Ella explained that she chose the podcast format for her final assessment because it seemed more natural and easier than writing and attempting to describe her object of study, which were recordings of poetry readings.\n(48:37)\tElla\tI chose to do the long form. I mean, I simplified in my head the long form. I told myself I’m not gonna do interviews or anything, I’m just going to essentially record myself reading this essay and then insert the sounds I’m talking about because I think this might actually be easier than trying to transcribe those sounds in a way that I can then analyze them in writing.\nIn this case, I could just play the sound for you and you can hear it and then I can talk about my thoughts on it. That seemed like an easier process, actually, because I was going to be working with a bunch of different old recordings and newer recordings and poetry readings and stuff and, it just, I don’t even know how I would’ve approached describing some of this, especially cuz I was working, for instance, with experimental poetry from the eighties and I was working with really old recordings on wax cylinder of Tennyson and like, how do you describe those kinds of experimental or super old degraded sounds to people in order to then really get into a conversation about it? So it just made sense to have people hear them.\n\n(49:36)\tMaya\t[Soft electronic music begins to pla]\nElla’s observations about the need to incorporate the different sounds she was working with,once again return us to Jentery’s idea of audio achieving a context.\n\nIn order to describe and situate 19th century wax cylinder recordings within their particular historical and technological moment, it is necessary to hear them in the same way that we say a picture is worth a thousand words. A short audio clip, here, the Tennyson recording on wax cylinder that Ella refers to is likewise easier to understand when heard.\n\n[An audio clip of Tennyson reading poetry plays]\n\nIn addition, Ella explained her preference for the audio essay format by echoing Jentery’s sense that there might be something more dialogic and open about it.\n\n(50:32)\tElla\tI do think it was faster for me to write for this podcast than it was for me to write what could have been a conference paper because I don’t like the structure of the academic paper where you say your thesis statement in the beginning, prove your thesis statement, and then restate your thesis statement. I prefer a structure where you sort of go from a starting point, like essentially more of like a thought process, like, here’s my starting point and by the end of it you’re like, here’s where I got from that starting point.\nI had the option to do that with the podcast. Whereas usually when you’re writing an academic paper for a class, they don’t give you the option to just run with things. So it just went a lot faster cuz it was a form that made more sense to me.\n\n(51:11)\tMaya\tJentery also spoke about how crafting an audio essay is different than writing for the page and reading it aloud, or even reading a conference paper, which might be designed for oral delivery. An audio essay perhaps because it is modeled on the podcast may be more audience oriented. Maia reflected that having the opportunity to listen to each other’s podcast or audio essay assignment distinguished the course from others she had taken where a student’s writing is primarily directed towards the professor.\n(51:38)\tMaia (51:38)\tIt was also interesting to hear everyone else’s podcasts because in a normal normal class in, a more traditionally like written assignment based class, you don’t read everyone’s essays and get to interact with your classmates like that. And I think, for me, it was a really interesting atmosphere that I don’t know that I’ll ever have again. It was really, really special in the way that we all interacted and I don’t know to what part of that was the sharing in a medium that is more shared, listening of togetherness rather than kind of an individualized personalized reading.\n(52:13)\tMaya\tFor Andy and Ghislaine, the audio essay felt different than in-class presentations, which are to a great extent formalized. By contrast, the audio assignments were diverse, fresh, and engaging.\n(52:27)\tAndy\tEveryone took it in such a different direction. So it was like when you have a presentation, I feel often they follow a similar format and structure, but with this it was completely different in every kind of way. Genres across the board, like kind of there were no limits of what you could really do and I think that’s what for me made it different than just a typical class presentation. [String music begins to play]\n(52:51)\tGhislaine\tRight, that makes sense. So it’s like with regular normal class presentations, it would have been as if, you know, someone came in singing and dancing versus, you know, just with their PowerPoint. [laughs]\n(53:03)\tMaya\tWe will end with Ghislaine’s words, as her comments should inspire both instructors and students to turn to literary audio, both as a source of teaching material and as a form for student work. We believe she speaks to what we all could use in our classrooms. A little more singing and dancing and a little less PowerPoint.\nYou have been listening to “Audiobooks In the Classroom”, a SpokenWeb podcast episode by Michelle Levy and narrated by Michelle Levy and Maya Schwartz. Thanks for listening.\n\n[Electronic music ends]\n\n(53:54)\tKatherine McLeod\t[SpokenWeb theme music begins to play]\nThe SpokenWeb podcast is a monthly podcast produced by the SpokenWeb team as part of distributing the audio collected from and created using Canadian literary archival recordings found at universities across Canada.\n\nOur producers this month are Dr. Michelle Levy and MA student Maya Schwartz, both based at Simon Fraser University. Our supervising producer is Kate Moffatt. Our sound designer is Miranda Eastwood, and our transcription is done by Zoe Mix.\n\nTo find out more about SpokenWeb, visit spokenweb.ca, subscribe to the SpokenWeb podcast on Apple Podcasts, Spotify, or wherever you may listen. If you love us, let us know. Rate us and leave a comment on Apple Podcasts or say hi on our social media @SpokenWebCanada. Stay tuned to your podcast feed later this month for ShortCuts with me, Katherine McLeod. Short stories about how literature sounds.\n\n[SpokenWeb theme music ends]"],"score":3.3002},{"id":"9671","cataloger_name":["Ella,Hooper"],"partnerInstitution":["Concordia University"],"collection_source_collection":["SpokenWeb AV"],"source_collection_label":["SpokenWeb AV"],"collection_contributing_unit":["SpokenWeb"],"source_collection_uri":[""],"collection_image_url":["https://archiveofthepresent.spokenweb.ca/_nuxt/img/header-img_1000.fd7675f.png"],"collection_source_collection_description":["SpokenWeb Audio Visual Collection"],"collection_source_collection_id":["ArchiveOfThePresent"],"persistent_url":["https://archiveofthepresent.spokenweb.ca/"],"item_title":["SpokenWeb Podcast S4 Trailer, Welcome to Season 4!, 19 September 2022, Moffatt, Eastwood, McGregor, McLeod"],"item_title_source":["SpokenWeb Podcast web page."],"item_title_note":["https://spokenweb.ca/podcast/episodes/welcome-to-season-4/"],"item_language":["English"],"item_production_context":["Podcast"],"item_series_title":["The SpokenWeb Podcast"],"item_series_description":["Series of podcasts by the SpokenWeb network."],"item_subseries_title":["The SpokenWeb Podcast Season 4"],"item_series_wikidata_url":["https://www.wikidata.org/wiki/Q117038029"],"item_series_uri":["https://spokenweb.ca/podcast/spokenweb-podcast/"],"item_identifiers":["[]"],"rights":["Creative Commons Attribution (BY)"],"rights_license":["Creative Commons Attribution (BY)"],"access":["Streaming and download"],"creator_names":["Katherine McLeod","Kate Moffatt","Hannah McGregor","Miranda Eastwood"],"creator_names_search":["Katherine McLeod","Kate Moffatt","Hannah McGregor","Miranda Eastwood"],"creators":["[{\"url\":\"http://viaf.org/viaf/44156495389117561605\",\"name\":\"Katherine McLeod\",\"dates\":\"1981-\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]},{\"url\":\"\",\"name\":\"Kate Moffatt\",\"dates\":\"\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]},{\"url\":\"\",\"name\":\"Hannah McGregor\",\"dates\":\"\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]},{\"url\":\"\",\"name\":\"Miranda Eastwood\",\"dates\":\"\",\"notes\":\"\",\"nation\":[],\"role\":[\"Producer\"]}]"],"contributors":["[]"],"Publication_Date":[2022],"material_description":["[]"],"digital_description":["[{\"file_url\":\"https://cdn.simplecast.com/audio/28a9da1f-8cca-410c-b5d7-8165a73f9394/episodes/aa749423-c429-48b9-8aaf-c150b5c0a869/audio/a0e73918-a5b1-4e35-aa6e-320e73a87208/default_tc.mp3?nocache\",\"file_path\":\"\",\"filename\":\"s4-trailer.mp3\",\"channel_field\":\"\",\"sample_rate\":\"44.1 kHz\",\"duration\":\"00:03:37\",\"precision\":\"\",\"size\":\"3,484,987 bytes\",\"bitrate\":\"\",\"encoding\":\"\",\"contents\":\"\",\"notes\":\"MP3 audio\",\"title\":\"s4-trailer\",\"credit\":\"\",\"caption\":\"\",\"content_type\":\"Sound Recording\",\"featured\":\"\",\"public_access_url\":\"https://spokenweb.ca/podcast/episodes/welcome-to-season-4/\"}]"],"Dates":["[{\"date\":\"2022-09-19\",\"type\":\"Publication Date\",\"notes\":\"\",\"source\":\"\"}]"],"Location":["[{\"url\":\"\",\"venue\":\"Simon Fraser University Maggie Benston Centre\",\"notes\":\"\",\"address\":\"8888 University Drive, Burnaby, BC, V5A 1S6\",\"latitude\":\"49.276709600000004\",\"longitude\":\"-122.91780296438841\"}]"],"Address":["8888 University Drive, Burnaby, BC, V5A 1S6"],"Venue":["Simon Fraser University Maggie Benston Centre"],"City":["Burnaby, British Columbia"],"Note":["[]"],"Related_works":["[]"],"_version_":1853670549795897345,"timestamp":"2026-01-07T14:59:54.290Z","contents":["Hello and welcome to another season of The SpokenWeb Podcast! We’re back with a new line-up of exciting episodes created by researchers across the SpokenWeb network. The SpokenWeb Podcast asks, “What does literature sound like? What stories do we hear when we listen to the archive?” In this season, we have episodes that dive into the lives of archival objects—university poetry events—what it means to read an audiobook—and so much more. This season has something for everyone from lovers of literature and history to sound studies scholars, so come and join us as we continue listening to literature and the archives.\n\nWe would love to hear your reactions and ideas to our stories. If you appreciate the podcast, leave us a rating and a comment on Apple Podcasts or say hi on our social media @SpokenWebCanada.\n\n00:00\tHannah McGregor:\tWhat does The SpokenWeb Podcast sound like? [Start Music: Acoustic Strings] In our third season, we revisited Myra Bloom’s episode about Elizabeth Smart from Season 1—\n \n\n00:11\tMyra Bloom, S3E1 “Podcasting Literary Sound: Revisiting ‘The Agony and the Ecstasy of Elizabeth Smart’”\tIt suddenly occurred to me that I actually never heard her voice. (Underlaid Archival Audio of Elizabeth Smart: “I thought, if it was agreeable to you, that I’d read a chapter from By Grand Central Station I Sat Down and Wept.”\n \n\n00:17\tHannah McGregor:\t— heard the voices of poets and writers across Canada —\n \n\n00:21\tArchival Audio, Phyllis Webb, in S3E10 “‘starry and full of glory’: Phyllis Webb, in Memoriam”:\n \n\n…stars, stars, stars! [Repeats, fading out]\n \n\n00:23\tInterview Excerpt, S3E2 “Lisa Robertson and the Feminist Archive”:\tIs it the glimpse of mortality that makes you feel a bit differently about it?\nWell, it’s quite literally seeing your friends die.\n\n \n\n00:29\tFaith Paré, S3E5 “The Show Goes On: Words and Music in a Pandemic”:\tThis is not the poem I wanted / It is the poem I could.\n \n\n00:33\tHannah McGregor:\tAnd thought about how we listen.\n \n\n00:36\tStéphanie Ricci:, S3E6: “Listening, Sound, Agency: A Retrospective Listening to the 2021 SpokenWeb Symposium”:\n \n\nHow do we discuss the sounds of human beings\n \n\n00:38\tHannah McGregor:\tWe asked, what does scholarship sound like? and revisited last year’s virtual SpokenWeb Symposium—\n \n\n00:46\tStéphanie Ricci:, S3E6: “Listening, Sound, Agency: A Retrospective Listening to the 2021 SpokenWeb Symposium”:\n \n\nHow do we listen virtually?\n \n\n00:48\tMathieu Aubin, S3E6: “Listening, Sound, Agency: A Retrospective Listening to the 2021 SpokenWeb Symposium”:\n \n\nHow do you listen virtually to a conference about listening?\n00:52\tHannah McGregor:\t—and the 1983 Women and Words conference held in Vancouver.\n \n\n00:56\tArchival Audio from S3E7 “The archive is messy and so are we”:\t“[…]our subject this morning is women facing traditional criticism, criticizing criticism.” (Clip continues under Hannah and resurfaces, underlaid with the next clips)\n \n\n01:01\tHannah McGregor:\tWe explored how collaboration and conversation are central to the research and work that we do.\n \n\n01:07\tKelly Cubbon, S3E9 “Talking Transcription: Accessibility, Collaboration, and Creativity”:\tKelly: Well, the process of transcription sounds like collaboration, like a conversation\n \n\n01:12\tKatherine McLeod, S3E9 “Talking Transcription: Accessibility, Collaboration, and Creativity”:\n \n\nIt is a process that invites access to content through multiple voices and multiple senses.\n01:18\tKate Moffatt, S3E7 “The archive is messy and so are we”:\t[Warped Archival Clip Plays With Some Words Audible] And it’s funny, cuz you can almost hear it. Like you can almost hear something being said.\n \n\n01:26\tHannah McGregor:\tThis past season took us to new places and spaces, from the plains of Northern Alberta–\n \n\n01:32\tMichelle, S3E3 “Forced Migration”:\t[Michelle and a low, gravely voice recite simultaneously] But the bull dragged the man, and the rope lacerated his hands, cutting to the bone.\n \n\n01:37\tHannah McGregor:\t–back to the 80s, to the student-run campus radio shows of the CKUA network.\n \n\n01:44\tTerri Wynnyk, S3E8 “Academics on Air”:\n \n\nWe once found a boa constrictor that had escaped. Because up above us was all sorts of science labs and buildings and rabbits and cockroaches […]\n01:52\tHannah McGregor:\tMy name is Hannah McGregor, and I’ve been the host of the SpokenWeb Podcast since its inception. But I’m stepping out of this role for the next year, and I have the pleasure of passing the mic to this season’s host: Katherine Mcleod.\n \n\n02:08\tKatherine McLeod:\tThank you Hannah! [Music Swells to Atmospheric Chords] My name is Katherine McLeod, and I am so excited to host this new season of the SpokenWeb Podcast. You’ll recognize my voice from ShortCuts – our deep dive into the SpokenWeb archives that you can find right here on the same podcast feed.\n \n\nThis season on the podcast, we have a line-up of episodes that we can’t wait to share: we’re going to hear more about the “Drum Codes” we listened to in Season 2; we’ll be thinking about audiobooks as a literary medium: what is it like to read an audiobook? What is it like to teach with an audiobook in the classroom?\n\n \n\nWe’ll be re-listening to university poetry events, diving into the archives to converse with the archival objects themselves. We’re going to experience environmental sound with an episode on fire and ecopoetics; and we’ll be thinking about literary environmental sound, and even exploring the soundscapes of libraries. Whether you’re a lover of literature or a sound studies scholar, this podcast has something to share with you. Subscribe and join us for Season Four of the SpokenWeb Podcast, coming to your podcast feeds on October 3rd."],"score":3.3002}]