Presented by
The Jazzy Awesome Legendary Genius Minds
aka "The Humble Team"
Podcasts have quickly become a popular medium. Perks and Turner’s (2019) study resulted in a number of interesting findings that explained the motivations of podcast users including:
- “Podcasts can facilitate both productivity and relaxation” (p. 104).
- Customizability of content that meets users’ interests.
- Efficiently using time by listening to podcasts while stuck in traffic, engaging in mindless household chores, etc.
- Engaging in “temptation bundling” (p. 107) by listening to podcasts (“want” activity) while also taking part in mundane or routine tasks (“should” activity).
- Good for multitasking because “podcasts, like many other forms of entertainment, are flexible and able to be used for deep dive into a story or background noise that can be easily tuned in or out” (p. 106).
- Podcasts provided users with the opportunity to “feed their brain” (p. 108) and learn something new.
- Development of parasocial relationships between listeners and hosts, as observed in a survey participant’s response that “described podcast hosts as “friends that don’t know they’re my friends”” (p. 109).
- Podcasts that invited panelists or listeners to weigh in on the discussion made users feel that they were part of the conversation.
- Although podcast listening is generally an individual activity, it is also a social activity in that it prompts podcast discussions or recommendations between users, both in person and in networked connections on social media platforms such as Twitter.
Additionally, Schultz and Hedder (2021) examined the (perceived) relationships and connections between podcast hosts and listeners. They interestingly concluded that podcasts act “as a mirror for recipients, who in this way examine the logic of their own views” (p. 11) and provided the caution that “listeners connected to podcast hosts are susceptible to their persuasive messages” (p.11).
Explorations of podcast-related literature provided the intriguing observation that there is a significant body of research about podcast applications in higher education settings, but relatively fewer studies focused on K-12 settings, which is also noted in Hew’s (2008) review of research topics and methodologies. The K-12 related literature tended to focus on digital storytelling (Hartsell, 2017) or second language acquisition (Rosell-Aguilar, 2007).
That being said, there are many documented applications of podcasts in higher ed settings including:
- Baker & Milman’s (2014) study examined how technology was utilized to create podcasts or digital storytelling which resulted in meaningful intercultural exchanges in multicultural teacher preparation (MTP) programs.
- Kelly & Klein (2016) investigated the use of podcasts in a second language course at an American university and concluded that podcast use resulted in significant improvements in speaking and listening skills, as well as increased student confidence in using podcasts for learning.
- Chester et al.’s (2011) research found that in post-secondary settings, “students report a range of reasons for using podcasts including picking up missing information, revisiting complex material, working through material at one’s own pace, and catching up on a lecture that was missed. Examination revision, however, is typically the most frequently reported reason for using podcasts” (p. 237)
Along with educational uses of podcasts, there is also enormous potential for podcasts to provide alternative stories, voices, and perspectives through a highly accessible and convenient medium.
For example, Donison and MacLennan (2021) examined how Historica Canada’s world war podcasts were created to provide war perspectives of individuals from marginalized and minority groups. Additionally, one of our team members introduced our team to a number of podcasts that explore Indigenous identity and an opportunity for listeners to gain an understanding of Indigenous stories and voices (Pokiak, 2022). Furthermore, as Wolf (2007) argued, the human brain is not hard-wired to read but it does come with naturally built-in visual and auditory comprehension systems. Podcast technology is thus perfectly poised to be effectively utilized in K-12 settings to bring alternative stories and voices into the classroom to encourage critical thinking and democratic citizenship.
Pros
- no sign in or payment required
- transcripts available (though may be inaccurate and audio should be reviewed before quoting/citing); printable format
Cons
- no option to download for offline access (on-demand online access only)
Implications for use in learning:
- podcasts are highly internet-reliant
- integrating podcasts in learning assumes that learners have dependable internet access
- 52% of Canadian households outside of the metropolitan area do not have home internet (Statistics Canada, 2021)
- decisions to use podcasts should explore whether the podcast can be downloaded as an offline audio file or alternative offline format
- educators can also review the podcast experience in offline and/or low internet connectivity modes to see how it will impact learners and whether it is appropriate to use for their learning population (Moran, 2019)
- “Misinformation is the public health crisis” (Merchant, 2021).
- Merchant et al. (2021); Kass-Hout & Alhinnawi (2013) suggested that PH leverage social media/podcasts to engage with the public and to communicate key PH messages and interventions.
- Podcasts possess the ability to create communities. Many users of social media/podcasts avoid information sources which challenge their views.
- Del Vicario et al. (2016) study looked at the spreading of misinformation online and found that “homogeneity is the primary driver of content diffusion”.
- Merchant et al. (2021) proposes the following mitigation strategies for misinformation online:
- Deploy countermeasures for misinformation
- Surveillance of digital data to inform messaging
- Partnering with social media influencers
- Promote equity through messaging
- Collier (2018) suggests humility, compassion and friendly persuasion approach.
- Ho & Huang (2020) propose PH commits to epistemic humility with PH messaging
- PH education to reach diverse communities:
- multi-lingual
- discussions/interviews with community health workers and outreach health professionals
Podcasts as effective tools:
- They can reach large targeted audiences
- Their results are easily quantifiable
Also many other advantages:
- they are cheap or free to access
- authentic
- engaging
- listeners can multitask
“...podcasting is now recognized as a booming industry worldwide” (Brinson & Lemon, 2022, para. 1)
“Podcasting is not only a powerful storytelling tool but an advertising tool as well. The audience tuning in is extremely engaged – after all, they’ve decided to dedicate a significant amount of time to listen to long-form conversations on niche topics”(Wertz, 2021).
MONETIZE YOUR EXPERTISE!
The human element of podcasts allows listeners to get a sense of tone, emotion, and connection to voice. From an Indigenous Perspective, this supports the importance of oral history, where conversations offer dialogue, storytelling, communicating, and guidance. As highlighted in Forbes by Giliberti (2021), storytellers are known as keepers of local knowledge, history, and traditions in their communities (para 1) and Podcasts are the next generation of storytelling. The beauty of podcasts is the vast audience that it has the potential to reach. Like Giliberti, Boutsalis (2021) in discussion with a Mohawk woman, described podcasts as “hearing their voices through my earbuds making me feel like I am back in my community with friends and relatives, telling stories just as we’ve done for generations” (para 1). The emotional connections through voice are strong and play a vital role in Indigenous communities, families, and individual minds that continue to heal from a history of colonialism.
Podcasts offer opportunities for language to be incorporated and documented, which is particularly important for the high numbers of Indigenous languages so very close to becoming extinct. Colonialism attempted to assimilate all Indigenous cultural groups and many Indigenous languages were forbidden to be spoken or used in the traditional forms. In an article by Desjardins (2021), Power, an Inuit and like so many, was coerced to settle in communities under control by the Canadian Government from their existing nomadic lifestyle where their language and culture shape who they are. This resulted in the devastating loss of language and culture, much of which storytelling was the foundation. Podcasts offer an opportunity for stories that were documented to be heard and if lucky, in the Indigenous language by familiar ancestral voices. Having been born into a world of colonialism aftermath, the emotional connection for many is strong, particularly when hearing a grandfather, grandmother, or ancestor talk in the Indigenous language for the first time (Pokiak, 2022).
Mitchell (2017) sums it up best, “Indigenous podcasts emerged as a tool to ‘decolonize the airwaves.’” (Para 2). At every opportunity, as a Canadian citizen or Indigenous person, it will take all of our efforts and using podcasts as a tool can make a difference to give individuals their voice back.
We invite you to consider the following:
How can podcasts bring alternative voices into the K-12 classroom?
Who can access podcasts, and how can we bring podcasts to learners without internet?
How would advertising and marketing change podcasts in the future?
How can public health use podcasts to convey their stories?
How can podcasts be used as a voice for our Indigenous ancestors, to guide listeners responsibly and respectfully?
References
Adgate, B. (2021, February 11). As podcasts continue to grow in popularity, ad dollars follow. Forbes. https://www.forbes.com/sites/bradadgate/2021/02/11/podcasting-has-become-a-big-business/?sh=1a40dd2a2cfb
Baker, L. L., & Milman, N. B. (2014). Technological innovation in twenty-first century multicultural teacher preparation. Journal for Multicultural Education, 8(1), 54–67. https://doi.org/10.1108/JME-02-2013-0005
Bauchner, H. (Host). (2021, January 4). Public health messaging in an era of social media [Audio podcast episode]. In Conversations with Dr Bauchner. AMA Ed Hub. https://edhub.ama-assn.org/jn-learning/audio-player/18577488
Boutsalis, K. (2021, July 6). 12 Great podcasts hosted by Indigenous women; as these standout podcasts show, the storytelling tradition is alive and well. Chatelaine. 12 Great Podcasts Hosted By Indigenous Women (chatelaine.com)
Brinson, N. H., & Lemon, L. L. (2022). Investigating the effects of host trust, credibility, and authenticity in podcast advertising. Journal of Marketing Communications, 1-19. https://doi.org/10.1080/13527266.2022.2054017
Chester, A., Buntine, A., Hammond, K., & Atkinson, L. (2011). Podcasting in education: Student attitudes, behaviour and self-efficacy. Journal of Educational Technology & Society, 14(2), 236–47.
Collier, R. (2018). Containing health myths in the age of viral misinformation. Cmaj, 190(19), E578-E578.
Del Vicario, M., Bessi, A., Zollo, F., Petroni, F., Scala, A., Caldarelli, G., Stanley, H.E., & Quattrociocchi, W. (2016). The spreading of misinformation online. Proceedings of the National Academy of Sciences, 113(3), 554-559.
Desjardins, L. (2020, October 21). Traditional Inuit storytelling heard on new podcast. CBC. Traditional Inuit storytelling heard on new podcast – RCI | English (rcinet.ca)
Donison, J., & MacLennan, A. F. (2021). Podcasting marginalized history: Historica Canada’s world war podcast narratives and their audio archival considerations. Radio Journal: International Studies in Broadcast & Audio Media, 19(2), 271–289. https://doi.org/10.1386/rjao_00045_1
Giliberti, C. (2016, March 31). 6 reasons why podcasting is the future of storytelling. Forbes Under 30 Network. https://www.forbes.com/sites/under30network/2016/03/31/6-reasons-why-podcasting-is-the-future-of-storytelling/?sh=3874e0f31fe0
Grand View Research (2021). Podcasting Market Size, Share & Trends Analysis Report By Genre (News & Politics, Society & Culture, Comedy, Sports), By Format (Interviews, Panels, Solo, Conversational), By Region, And Segment Forecasts, 2021 – 2028. https://www.grandviewresearch.com/industry-analysis/podcast-market
Hartsell, T. (2017). Digital storytelling: an alternative way of expressing oneself. International Journal of Information and Communication Technology Education (Ijicte), 13(1), 72–82. https://doi.org/10.4018/IJICTE.2017010107
Hew, K. F. (2009). Use of audio podcast in k-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57(3), 333–357. https://www.proquest.com/scholarly-journals/use-audio-podcast-k-12-higher-education-review/docview/218029008/se-2?accountid=8056
Ho, A., & Huang, V. (2021). Unmasking the ethics of public health messaging in a pandemic. Journal of bioethical inquiry, 18(4), 549-559.
J. [@Jani__Gee]. (2022, April 24). So many podcasts are just listening to regular people ramble about absolutely nothing and I don’t understand why so many [Tweet]. Twitter. https://twitter.com/Jani__Gee/status/1518248815752478720?s=20&t=vuD8VH__oDGsZLHHZ7UNew
Kass-Hout, T. A., & Alhinnawi, H. (2013). Social media in public health. British medical bulletin, 108(1).
Kelly, W. Q., & Klein, J. D. (2016). The effect of type of podcasts and learning styles on language proficiency and confidence. Journal of Educational Technology Systems, 44(4), 421–429. https://doi.org/10.1177/0047239515617159
Merchant, R. M., South, E. C., & Lurie, N. (2021). Public health messaging in an era of social media. Jama, 325(3), 223-224.
Mitchell, T. (2017, November 6). Indigenous podcasting: resisting colonial paradigm. The Grassroots Journal. https://www.thegrassrootsjournal.org/post/2017/11/06/indigenous-podcasting-resisting-the-colonial-paradigm
Moran, L. (2019). Simulating the Digital Divide. Streaming Media Magazine, 6. https://www.proquest.com/trade-journals/simulating-digital-divide/docview/2309775240/se-2?accountid=8056
Perks, L. G., & Turner, J. S. (2019). Podcasts and productivity: A qualitative uses and gratifications study. Mass Communication and Society, 22(1), 96–116. https://doi.org/10.1080/15205436.2018.1490434
Pokiak, M. (2022). Personal Reflection, experience, and traditional knowledge.
Pokiak, M. (2022, April 24). LNRT 526 Activity 3: Individual Blog Post – Podcasts and Indigenous Identity. Myrna’s Blog: A MALAT Student Blog. https://malat-webspace.royalroads.ca/rru0219/lnrt-526-activity-3-individual-blog-post-podcasts-and-indigenous-identity/
Rodriguez, L., Chan, J., Donahue, A., Pokiak, M., & Yee, G. (2022, April 15). Team 5’s venture into the World of Podcasts. Luis Rodriguez: A Student Blog | MALAT 2021-2023. https://malat-webspace.royalroads.ca/rru0216/team-5s-venture-into-the-world-of-podcasts/
Rosell-Aguilar, F. (2007). Top of the pods - in search of a podcasting "podagogy" for language learning. Computer Assisted Language Learning, 20(5), 471–492. https://doi.org/10.1080/09588220701746047
Schlutz, D., & Hedder, I. (2021). Aural parasocial relations: Host-listener relationships in podcasts. Journal of Radio and Audio Media. https://doi.org/10.1080/19376529.2020.1870467
Sheth, J.N. (2021). Post-pandemic marketing: when the peripheral becomes the core. Journal of Research in Interactive Marketing. https://doi.org/10.1108/JRIM-03-2021-0074
Statistics Canada. (2021). Access to the Internet in Canada, 2020. https://www150.statcan.gc.ca/n1/daily-quotidien/210531/dq210531d-eng.htm
Wertz, J. (2021). Podcasts are a powerful storytelling and advertising tool. Forbeswomen. https://www.forbes.com/sites/jiawertz/2021/12/31/podcasts-are-a-powerful-storytelling-and-advertising-tool/?sh=21ea778c5bb3
Wolf, M., & Stoodley, C. J. (2007). Proust and the squid: The story and science of the reading brain. Harper Perennial.
Zhang, C. (2021, November 13). I’m late to the party — why are podcasts becoming so popular?. The Varsity. https://thevarsity.ca/2021/11/13/what-are-good-podcasts/#:~:text=Since%20they%20can%20be%20easily,of%20all%20tastes%20and%20preferences
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