This paper re-examines the terrain of traditional communication time-based studies in the context of a case study of the communication practices of higher education students in both formal and informal contexts through an online survey and semi-structured phenomenologically focussed interviews. While focussing on the nature of students’ listening behaviour for learning and for leisure, the study explores how ideas and information are mediated in contemporary communication environments which encompass mobile devices, social media, etc. In exploring the nexus between the visual and the verbal, the research probes the ways in which contemporary higher education students navigate the increasingly complex communication environment and questions the capacity of current multiliteracies theories, for example, to engage meaningfully with this less charted terrain. The data suggests that the rapid and pervasive changes due to digital affordances have now positioned listening in a pivotal position alongside the explosive visual communication media. The capacity of our current curricula to respond creatively to the increasingly complex mix of new communication paradigms is open to question.
|Keywords:||Listening, Higher Education, Multiliteracies, Multimodal Communication|
Lecturer, School of Education, Faculty of Arts and Education, Deakin University, Australian National University, Canberra, Warrnambool, Victoria, Australia
Adjunct Senior Professorial Fellow, ANU Centre for European Studies, Research School of Humanities and the Arts, Canberra, ACT, Australia