Something About Marybell is a children's book with audio compact disk, in which I combined three art forms: storytelling, illustrating, and music composition. The nature of the story reflects my love of animals, which has been the essence of all my previous works as well. Beyond the technical matters I practiced and obstacles I encountered while working on each of the aforementioned art forms, the most important point I discovered was that all three were consistently interrelated, and I never could develop one medium without considering the others. Working on this project also was a journey to trace my major influences in different subjects. My drawing style is influenced by cartoons and animation films, which are now considered significant artistic styles in Japanese subculture. My music composition reflects a broad influence from many composers' works working in a variety of genres, especially piano works, of all eras. There are two specific works I studied as model works for this project: Poulenc's L'Histoire de Babar le petit éléphant (The Story of Babar the Little Elephant) and Prokofiev's Peter and the Wolf. It was a challenge to blend one stylistic approach into another to accurately realize my musical conception.

My diploma thesis is working with Sudeten question. I made audiobook from chronicle of village Větrov. it was written between years 1945-1952.

Ljudböcker är på uppgång men marknaden domineras fortfarande av tryckta böcker, möjligen delvis på grund av fördomar mot ljudböcker. Dessa fördomar bygger på antagandet att tryckta böcker och ljudböcker är icke-ekvivalenta, men antagandet stöds till stor del inte av forskningen. I föreliggande studie undersöktes ekvivalens mellan skönlitterära tryckta böcker och ljudböcker ur ett tidigare till synes outforskat perspektiv, nämligen subjektiv uppfattning. Detta ämnades undersökas genom att besvara huruvida individers subjektiva uppfattning av ett skönlitterära verk är oberoende av medium (ljudbok kontra tryckt bok) och huruvida spridning i subjektiv upplevelse, individer emellan, är oberoende av medium (ljudbok kontra tryckt bok). En undersökning med 42 deltagare utfördes där deltagarna slumpmässigt delades in i två grupper: Grupp Läsa och Grupp Lyssna. Deltagare blev tilldelade ett utdrag ur boken “Broken Heart Syndrome” av Josefine Lindén, i textform för Grupp Läsa och i ljudboksform för Grupp Lyssna. Efter att ha tagit del av utdraget fick deltagarna svara på ett frågeformulär i syfte att mäta deras subjektiva uppfattning av materialet. Frågeformuläret var utformat efter tematisk analys av utdraget. Datan från frågeformuläret analyserades med hjälp av t-test och Levene’s test för att undersöka eventuella skillnader i subjektiv uppfattning och spridning i subjektiv uppfattning, mellan grupperna. Ingen signifikant i subjektiv uppfattning kunde påvisas. Signifikant skillnad i spridning kunde påvisas på sex frågor men resultatet tillskrevs slumpmässiga eller systematiska mätfel, då det inte kunde styrkas genom principalkomponentanalys eller explorativ faktoranalys. Vidare forskning med större urval, inom andra stilar och genrer av böcker, med deltagare av varierande utbildning och kulturell bakgrund behövs. / Audiobooks are on the rise, but the market is still dominated by printed books, possibly at least in part due to prejudice against audiobooks. This prejudice is based on the assumption that books and audiobooks are significantly different, but this is largely not supported by research. The current study seeks to explore the matter of equivalence between the two mediums from the hitherto seemingly overlooked perspective of subjective perception. This was achieved through answering whether or not an individual’s subjective perception of a work of fiction is independent of medium (audio books vs printed books) and whether or not the distribution of subjective perception amongst individuals is independent of medium (audio books vs printed books). A study including 42 participants was conducted where participants were randomly distributed into two groups: Group Read and Group Listen. The participants received an excerpt from the book “Broken Heart Syndrome” by Josefine Lindén, in text for Group Read and in audiobook-form for Group Listen. After having either read or listened to the excerpt, the participants were to fill out a questionnaire in order to measure their subjective perception of the material. The questionnaire was developed using thematic analysis of the excerpt. The data from the questionnaire was analysed using a t-test and Levene’s test in order to explore potential differences in subjective perception and distribution of subjective perception between the groups. No significant difference in subjective perception was found. A significant difference in distribution was found for six questions but the results were attributed to random or systematic errors, since the results could not be corroborated using neither principal component analysis nor exploratory factor analysis. Further research using a larger sample-group is required, as well as further research within other styles and genres of book, with participants of varying levels of education and cultural backgrounds.

Due to an increase in newer forms of literature’s popularity among the general consumers, research in favor of utilizing media formats such as audiobooks and graphic novels for educational purposes has grown. Literature formats other than the classic printed text have become more accessible in book stores and school libraries during the last decade, making them potentially useful tools for teaching literature in the classrooms. This essay presents several theoretical perspectives on the use of different modalities when working with literature in English teaching at intermediate level, as well as a field study researching the level of engagement between upper secondary school students and storyworlds when working with the same literary work through three different formats: the classic print, the graphic novel and the audiobook. The results, which were obtained through surveys answered by students and interviews with teachers, showed high levels of storyworld engagement from the students in regard to visual media, both when working with the print and the graphic novel, and a significantly lower interest towards the auditory media, i.e. the audiobook.

By exploring how people read, one can also discover how to promote reading. This master’s thesis explores the different reasons and ways in which audiobook readers and traditional readers read. The purpose is to see how the reading experience differs between traditional readers and audiobook readers, with the intention of support-ing reading promotion efforts. Interviews have been conducted with seven audiobook readers and five traditional readers. Regardless of the format, readers have varied reasons for reading and obtain various aspects from their reading experience. The interviewed participants read for entertainment, knowledge, personal insights, and anxi-ety relief regardless of the format. It was also not unusual for the participants themselves to have different goals for their reading depending on things like their mood and wellbeing. The audiobook readers chose the audiobook format for practical reasons, rather than aesthetic preferences. Some claimed to still prefer traditional reading, while some didn’t specify their preferred format. The traditional readers saw practical advantages with the audiobook format, but chose to continue reading in the traditional format due to aesthetic preferences or an inability to concentrate on the audiobook. Several readers from both groups also claimed that they didn’t like the performing narrator interpreting the book for them. With this in mind it is possible that the two formats would fit different kinds of reading experiences better. Interviewed participants from both groups multitasked while reading, though the traditional readers multi-tasking was more stationary than mobile. Both groups highlighted that the performing narrator has a crucial role in whether the audiobook was enjoyable. The traditional readers also considered aspects such as the font and the cover image important for their traditional reading. From this it is possible to draw the conclusion that the format does affect the reading experience.

O principal objetivo deste estudo foi verificar as contribuições que o audiolivro pode oferecer no âmbito do ensino da língua italiana para alunos de nível elementar (A2,conforme o Quadro Comum Europeu de Referências para Línguas) de um Centro de Estudo de Línguas. Procurou-se investigar se a audição desse material foi relevante no processo de compreensão do texto narrativo e se a leitura em língua estrangeira realizada por meio da audição teve boa receptividade pelos alunos. Optou-se pelo audiolivro, por ser um instrumento que apresenta grande potencial didático às aulas de línguas, mas, pouco estudado nesse contexto. Para realizar este trabalho, fundamentou-se nos conceitos teóricos referentes à compreensão oral, na Teoria de Aquisição de Segunda Língua de Stephen Krashen (particularmente, na hipótese do insumo compreensível)e ainda nos conceitos e características do audiolivro, escritos por Maurizio Falghera, pesquisador italiano que se dedica ao estudo desta ferramenta. Com base nos audiolivros La Favola di Natale de Giovannino Guareschi e Le Avventure di Pinocchiode Carlo Collodi, várias atividades didáticas foram elaboradas e aplicadas aos discentes que, após executá-las, deveriam opinar, por intermédio de um questionário sobre as impressões que tiveram do audiolivro na aprendizagem da nova língua. Concluiu-se que o audiolivro foi uma importante ferramenta no ensino do italiano, porque além de dinamizar a percepção das múltiplas nuanças sonoras também viabilizou a realização de leituras na língua-alvo em um espaço de tempo menor, o que permitiu melhor aproveitamento das aulas, na realização de outras atividades do curso / The main goal of this study was to verify contributions that audiobook can offer in Italian language teaching area for elementary level students (A2 according to Common European Framework of Reference for Languages) from a Study Language Center. It was sought to investigate if their hearing was relevant in the comprehension process of the narrative text and if their reading in foreign language performed by hearing had good receptivity by students. It was chosen audiobook because it is a tool that presents great didactic potential for language classes but it is seldom studied in this context. In order to accomplish this task, it was based in theoretical concepts related to oral comprehension, in Second Language Acquisition Theory by Stephen Krashen, particularly in the hypothesis of comprehensible input and also in audiobook characteristics and concepts written by Maurizio Falghera, an Italian researcher who devotes himself to the study of that tool. Based on audiobooks La Favola di Nataleby Giovannino Guareschi and Le Aventure di Pinocchioby Carlo Collodi, many didactic activities were elaborated and applied to students who should describe in a questionnaire the impressions they had on the new language learning by audiobook right after performing it. It was found that such audio tool was an important one in Italian language learning because it boosted the multiple sonic nuances perception and it also made possible the reading performance in the target language in shorter time which allowed a better improvement of the classes

O principal objetivo deste estudo foi verificar as contribuições que o audiolivro pode oferecer no âmbito do ensino da língua italiana para alunos de nível elementar (A2,conforme o Quadro Comum Europeu de Referências para Línguas) de um Centro de Estudo de Línguas. Procurou-se investigar se a audição desse material foi relevante no processo de compreensão do texto narrativo e se a leitura em língua estrangeira realizada por meio da audição teve boa receptividade pelos alunos. Optou-se pelo audiolivro, por ser um instrumento que apresenta grande potencial didático às aulas de línguas, mas, pouco estudado nesse contexto. Para realizar este trabalho, fundamentou-se nos conceitos teóricos referentes à compreensão oral, na Teoria de Aquisição de Segunda Língua de Stephen Krashen (particularmente, na hipótese do insumo compreensível)e ainda nos conceitos e características do audiolivro, escritos por Maurizio Falghera, pesquisador italiano que se dedica ao estudo desta ferramenta. Com base nos audiolivros La Favola di Natale de Giovannino Guareschi e Le Avventure di Pinocchiode Carlo Collodi, várias atividades didáticas foram elaboradas e aplicadas aos discentes que, após executá-las, deveriam opinar, por intermédio de um questionário sobre as impressões que tiveram do audiolivro na aprendizagem da nova língua. Concluiu-se que o audiolivro foi uma importante ferramenta no ensino do italiano, porque além de dinamizar a percepção das múltiplas nuanças sonoras também viabilizou a realização de leituras na língua-alvo em um espaço de tempo menor, o que permitiu melhor aproveitamento das aulas, na realização de outras atividades do curso / The main goal of this study was to verify contributions that audiobook can offer in Italian language teaching area for elementary level students (A2 according to Common European Framework of Reference for Languages) from a Study Language Center. It was sought to investigate if their hearing was relevant in the comprehension process of the narrative text and if their reading in foreign language performed by hearing had good receptivity by students. It was chosen audiobook because it is a tool that presents great didactic potential for language classes but it is seldom studied in this context. In order to accomplish this task, it was based in theoretical concepts related to oral comprehension, in Second Language Acquisition Theory by Stephen Krashen, particularly in the hypothesis of comprehensible input and also in audiobook characteristics and concepts written by Maurizio Falghera, an Italian researcher who devotes himself to the study of that tool. Based on audiobooks La Favola di Nataleby Giovannino Guareschi and Le Aventure di Pinocchioby Carlo Collodi, many didactic activities were elaborated and applied to students who should describe in a questionnaire the impressions they had on the new language learning by audiobook right after performing it. It was found that such audio tool was an important one in Italian language learning because it boosted the multiple sonic nuances perception and it also made possible the reading performance in the target language in shorter time which allowed a better improvement of the classes

Denna studie handlar om elevers upplevelse och förståelse av högläsning. Syftet är att undersöka huruvida formatet på högläsningen, ljudbok eller fysiskt högläst text, påverkar elevernas förståelse för innehållet och intresset för att lyssna. Detta har studerats genom gruppintervjuer och gemensamma diskussioner med elever i årskurs 1. Även lärare har fått delge sina tankar om de olika formaten utifrån ett frågeformulär. Resultatet i denna studie visar att förståelsen inte påverkas av vilket format som används. Däremot framkommer det att bilder och möjligheten att kunna avbryta läsningen har en positiv effekt på elevernas förståelse. Eleverna påpekar dock att det kan vara problematiskt att få någon, främst utanför skoltid, att vilja läsa för dem. De upplever att vuxna tycker att det är jobbigt och att de inte vill. Trots att forskning och lärarna i studien uttrycker samstämmighet om att högläsning skapar nyfikenhet och är språkutvecklande på flera plan upplever eleverna att dialogisk högläsning sällan finns tillgänglig.

The main objective with this Master's thesis is to better understand the preferences and attitudes of audiobook users in Sweden who are also members of Swedish Facebook audiobook groups. In recent years audiobooks have risen to prominence, although their previously inferior status is still evident in the lack of available research. Development of digital technology together with our busy modern lives have facilitated this rapid growth. The data gathering method used was a self-completion questionnaire distributed via Swedish audiobook Facebook groups. I endeavored to answer the following research questions: Why, how and to what extent do members of Swedish Facebook audiobook groups consume audiobooks? What attitudes do these users exhibit towards audiobooks’ affordances? Uses and gratifications theory and McLuhan's laws of media were used as a theoretical framework. The study both supports and challenges previous findings. Users primarily audio read because they can do other things at the same time; thriller/suspense/mystery are the most popular genres; many listen to podcasts and read print books, but a substantial number also exclusively listen. The study also found that most audio read quite a lot and prefer to do it at home, while the car is not such a common location. The narrator is overall important, but not when one chooses an audiobook. Though most subscribe to a streaming service, a substantial number of users borrow from a local library.

Youths tend to spend less and less time reading, although they still consider that they would like to read more. This dilemma is particularly interesting within the teaching of the Swedish language in school since reading fiction is a vital part of the subjects’ content. Based on the result in the already done systematic literature study and the fact that Swedish school has become highly digitalized the aim of this study is to, from a student perspective, investigate whether audio books, and audio books in combination with paper books, could to any greater extent motivate upper secondary students on various programs to read fiction. Based on the essay's purpose, four questions are formulated: I. How do students rate their general motivation for reading fiction?II. How do students see how their motivation to read fiction could be improved with the help of audio books?III. What advantages and disadvantages do students see with the use of paper books, audio books or a combination of these?IV. Can any differences be discerned between students studying on different programmes, and if so which? A quantitative method is used through a digital survey where quantitative as well as qualitative questions are asked. A total of 71 students responded to the survey distributed among five different programs, the care and social care program, the social science program, the natural science program, the economics program, and the humanities program. The result shows that student’s motivation to read fiction is relatively low, especially among students studying the natural science program. Almost half of all respondents believe that paper books are the best form of reading but many of the students believe that the use of audio books could increase their motivation to read. Many students also believe that a combination of paper book and audio book can increase the motivation to read, especially among students studying the social science program. Regarding the advantages and disadvantages of different forms of reading four themes can be distinguished, advantages and disadvantages of: concentration, reading and language training, interpretation and things that concern practical circumstances. The result indicates that the preferred way of consuming books is by personal preferences since students can use the same argument for different options. The result is analyzed based on Jack Mezirow's theory of transformative learning. This theoretical framework involves an attempt to apply ten different phases for a transformative learning to the study's results. All phases are not able to be applied to the result, but the theory is still considered suitable.