I’m not a fully disinterested observer here; as you know, I am the host and executive producer of a podcast, so of course I want more people to listen to my podcast. But I think there’s a lot of value in assigning podcasts for students of history, of any age or schooling status. Here are a few reasons I think that.
Reason #1: Audio literacy
I wrote a whole blog post about this. Students receive a lot of news and information in audio format, and they need to be able to understand what they’re listening to. Listening is a skill—and one that transfers for listening to live events as well.
Reason #2: Difference
Listening to things can be fun, and podcasts often take a more approachable, conversational tone than the typical monograph. I’m not advocating that we remove all readings in favor of podcasts, but sometimes it’s nice to have a change of pace.
My students have said repeatedly this semester that, especially now, it’s really nice to have something that they don’t feel bad about not looking at. It’s not a video. It’s not a screen. They can fold the laundry or cook dinner while they listen.
Reason #3: Entrance into the historical discipline
You might think that podcasts are a lesser introduction to the historical discipline than a monograph or journal article. But many of my students need a ramp to get into the discipline, rather than a staircase. I don’t teach a lot of history majors; I do teach a lot of students who are just trying to escape other classes. I want the historical discipline to feel not-so-scary. And listening to a historian talk—even in historian-speak, as some historians do when they’re being interviewed—can be more approachable than reading that same historian’s written work. Best-case scenario is, of course, that the student then becomes interested in the book and goes and reads it (or you assign it! and talk about the differences).
And in our current moment of the collapse of humanities in higher education, it’s worth using our assignments to demonstrate that a book or article isn’t necessarily the pinnacle of historical achievement. There are other ways to be a historian; other ways to tell historical stories; other ways to teach.
Podcasts can also be a tool to introduce the craft of history without being explicitly “historical,” which is great for helping students see the connections between disciplines, and between past and present. I have a few podcasts that are go-tos for some topics like that (like Reply All, which I LOVE and I assign every semester when we talk about sources and proper attribution), but I keep an eye out for new podcasts all the time. I listen to a lot of podcasts.
But not all podcasts are created equal. I have a few parameters for the kinds of podcasts I tend to assign, though no hard and fast rules. Here are a few things that I consider before I put a podcast on my syllabus.
This is the number one concern for me. Some students appreciate having something to listen to instead of watch or read, but some students aren’t able to listen to things, whether it’s because they have auditory processing issues, or, more likely, a loud and chaotic environment where concentrated listening is impossible. So I almost never assign a podcast that doesn’t have a transcript (and we model this at Consolation Prize).
Some podcasts are boring. I almost never assign podcasts that I didn’t find personally interesting, because if I didn’t find it interesting (and I’m a historian), then I can’t really expect my students to maintain interest. I’m also one of those people who ditches podcasts very quickly if they’re not interesting, so if I don’t make it to the end of an episode, I don’t assign it.
I really like assigning podcasts that challenge a narrative or introduce something that will make students think about their ingrained beliefs. This doesn’t have to be extreme, but I want the students to have more questions when they finish the episode. This is why I tend more toward narrative podcasts than historian-interview shows, where it can sometimes feel like the historian has already said all there is to say about the topic at hand. We know that they haven’t, but generally they literally wrote the book on it, so it can feel very authoritative.
That’s it. I’m sure there are a lot of other reasons to assign podcasts, and a lot of other considerations when picking which ones to assign. I’m still working on how I get feedback and responses from students when I assign podcasts, but overall, between this semester and last semester, the response to podcasts has been overwhelmingly favorable. And the nice thing about podcasts is that new ones come out with much more rapidity than books or articles, so your syllabus can become quite dynamic as new stuff is released!
I’d love to hear how you’ve incorporated podcasts into your classroom!