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Old smartphones as dedicated audiobook devices to re-engage students with reading
Old smartphones as dedicated audiobook devices to re-engage students with reading
Humans are naturally oral creatures. Every culture has a history of oral storytelling. Children love being read to, and there is strong evidence (including from this study) that teens still love to be read to as well, though it happens very rarely.
In addition:
Audiobooks can allow the eyes to rest, which is particularly relevant in a BYOD environment and rising concerns about children's screen time
Audiobooks allow students to fidget or do other things such as drawing (or, outside of the library/classroom, other activities such as walking or running), providing relief from sitting a desk
Even the "smart kids" or keen readers have said, without prompting, that they enjoy the audiobook option as it "gives them a break"
Audiobook headphones help to block out distractions
Reading along with the written text has the potential to multiply literacy benefits.
The Challenges
The Challenges
The Paradox of Choice
A big obstacle for many students was the difficulty they faced in simply choosing a title to read, either in paperback, ebook, or audiobook format. This led to indecision and, possibly, feelings of being overwhelmed or stalling tactics; for example, students were observed simply browsing online for books for over thirty minutes (more than half the lesson).
The perception that listening to a book is "easier" (in truth, there is limited evidence either way) also makes audiobooks more appealing to those students who "hate" reading. However, supporting them to make good audiobook choices from the thousands available can be almost as difficult as getting a paperback novel into their hands.
BYOD technical difficulties
Despite the expectation that all students have a working and efficient learning device, the following occur almost every lesson:
low batteries
glitchy wifi connections
slow-to-boot laptops
trouble pairing Bluetooth headphones with approved devices
logins not working
students forgetting how to access the elibrary
the desired audiobook/ebook being already "issued" and therefore inaccessible to additional users
distractions - playing games online, messaging, checking emails, completing other homework while "listening" to the book, etc.
For audiobooks to be a practical option, an alternative was needed.
The Solution: Turning old smartphones into dedicated "Audioreaders"
The Solution: Turning old smartphones into dedicated "Audioreaders"
The old donated smartphones are factory reset and stripped of all apps it is possible to remove. The required book content is downloaded, and then maximum parental control and screen time restrictions are applied. This means students are unable to access the internet, games, or other unauthorised and distracting content during reading sessions.
Each "audioreader" features the same library of audiobooks in the selected app. These have been pre-downloaded, so there is no need for connectivity, logging in, etc. All devices can be playing the same title at the same time, or any combination of the titles desired by each user. (Please see Further Resources for a breakdown of how this was set up and other considerations.)
Sometimes, students may want to listen to an audiobook with their friend(s). Headphone splitters and a class set of wired headphones are available, allowing up to 5 students to listen to the audiobook as a group. Students are welcome to use their own wired headphones, of course, or they have 10 colours to choose from.
Once the audiobook is playing, the device is locked, preventing the students from accessing any of the functions that haven't been restricted, but still allowing them to access the pause/play and volume controls via the lock screen and device buttons.
At the end of the session, the students' names, their book title, timestamp, and (if paperbacks were used) page number are recorded in the class notebook. The notebook is stored in the kit for easy access at the next reading session.
Because the same audiobooks are available on every device, students do not have to use the same audioreader every time. Keeping a paper record prevents loss of progress when the devices are used by difference classes and students, and is independent of wifi issues, logins, or absent students on any given day.
BONUS: The headphones and the audiobooks also help reduce distractions when students are trying to focus in the high-traffic library environment with multiple classes in the same space. The headphones not only block out noise and conversations, teachers have also observed that it adds an extra layer the student has to go through in order to distract themselves (pausing the book, taking the headphones off, etc.).
A NOVEL APPROACH TO LITERACY
A NOVEL APPROACH TO LITERACY
The pilot programme in 2024 allowed students who were using the audioreader devices to choose whether to read along, draw, or play with fidget toys as they listened.
However, there was some doubt as to how much of the text was being absorbed by lower ability readers when they chose to draw or fidget when listening, partly due to their habit of keeping one headphone earpad off so they could talk more easily during the session.
Therefore, in 2025, many teachers who promote audiobooks at this school (either using these devices or the students' own) are now choosing to make reading-along compulsory, with the caveat that the students are supported to adjust the narration speed of the audiobook to match their eye-reading speed. The pilot study produced some evidence that this was important for the students' comfort and therefore enjoyment of the book.
Reading along keeps the students' eyes and hands busy whilst their ears deliver the story, and there is some evidence to suggest that the double-barrelled input has a multiplying effect on the literacy benefits (learning how to pronounce and recognise the sound of words as well as spelling, punctuation, etc.).
For a more detailed breakdown of how the devices were set up, and a discussion of the ethical considerations, please see Further Resources and the FAQ page. You can contact the researcher using the address at the bottom of this page.
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