Podcast in Higher Education: Possible relations between speech/orality and writing/literacy
Abstract
From a linguistic-discursive perspective, this article aims to discuss the potential use of podcasts for academic purposes, focusing on the relationships between speech and writing, as well as between orality and literacy in contemporary social practices. A reflection is proposed on the interweaving between the following issues: (i) relations between speech and writing and between orality and literacy; (ii) development of oral and literacy social practices through podcasting in higher education; (iii) confronting misinformation and fake news, on behalf of scientific education. The starting point is an overview of the uses and the consumers of podcasts in Brazil to situate the social interest in this contemporary media that bears features of radio communication. An outline of the concepts of speech and writing in seminal texts in linguistic studies and the relationship between these concepts and oral and literacy practices provides the perspective from which we develop our propositional reflection on the podcast creation in higher education at a conjuncture characterized by efforts to promote science education by confronting misinformation and fake news. The concluding section systematizes key contributions to understanding the relationship between orality, speech, literacy, and writing within students’ creation process of academic podcasts, integrating both theoretical and applied perspectives.
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