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The New Oxford American Dictionary defines podcast as 鈥渁 digital recording of a radio
broadcast or similar program, made available on the Internet for downloading to a
personal audio player.鈥� In other words, it鈥檚 a digital audio file that鈥檚 created,
shared, and heard.
Although many podcasts contain only music or only speaking, most are a creative mix of
voice, music, and sounds. Some now include video or photos. There is a wide variety of
content, such as National Public Radio programming, a university lecture, an
international news update, a band鈥檚 newest music, or an individual鈥檚 enthusiastic view
of a political issue. Podcasts range in length from a few minutes to several hours.
What鈥檚 so revolutionary about a podcast? MP3 files have been around for a while and
were accessed easily from the Web. But the arrival of podcasting and its Really Simple
Syndication (RSS) feed means that you no longer have to go to the Web to get newly posted
MP3 files or to download them to an MP3 player. Instead, you can subscribe to a podcast
series. Anytime you log onto the Internet, the software reaches out and automatically
downloads newly posted podcasts to which you鈥檝e subscribed. The new files wait on your
computer or MP3 player until you鈥檙e ready to listen.
In September 2004, when podcasting was in its infancy and a Google search of 鈥減odcast鈥�
brought up only 24 results, Doc Searls of IT Garage said, 鈥淧odcasting will shift much of
our time away from an old medium where we wait for what we might want to hear to a new
medium where we choose what we want to hear, when we want to hear it, and how we want to
give everybody else the option to listen to it.鈥� Indeed, more and more we want
information when we want it鈥攚hether it鈥檚 TV or radio programming or other information.
We don鈥檛 want to wait. Podcasting gives the end user one more option for information
access at the point of need.
Podcasts are portable. Although accessible via computers, they can also reside on MP3
players and go anywhere. This is a real plus. Librarians can capitalize on this
portability by creating a walking library-orientation podcast for students to carry
around on an MP3 player, following instructions as they learn about different areas and
resources within the library. Or while doing research on a field trip, students can use a
digital recorder to document interviews, observations, notes, and other information and
then come back to the library to produce their own podcasts to share what they learned.
Examples of this type of community research include the work of students from several
primary schools in West Bromwich, U.K., who report on visits to special places in their
community. Students from Mabry Middle School in Marietta, Ga., conducted oral history
research by interviewing World War II veterans as a way of passing history from 鈥渙ne
generation to another and enabling students to create digital representations of their
new knowledge in a medium that is relevant to their teen culture.鈥�
Podcasts actively engage students in their own learning. Since they are already used to
hand-held MP3 technology, integrating it with curricular content comes naturally.
Students even become teachers as they help lead the way during implementation.
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