Den talande bokens poetik - Doria

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Theoretical framework
The theoretical frame of reference for this study is formed by text–readeroriented
literary theory, psychological schema theory, and research regarding
voice quality and communication. The theoretical framework is constructed in
chapters 2 and 3.
A central point of Chapter 2 is to point out the possibilities that talking books
can offer for people with reading disabilities to gain literature experiences.
Another central point is also to show that there are few previous studies, if any,
on the group that the empirical study in particular should be about, namely
young adults with mild mental retardation and their “reading-with-your-ears”
(Andersson 2005; Önnestam 2000). A third central point is to stress the fact that
this group seems to be an overlooked group in terms of having access to
literature as a life subject. Thus the seed is planted to open up for the
emancipatory perspective of the research in this thesis about the poetics of the
talking book. The research overview shows that many groups of poor readers in
society have found their way to the “treasure-house of literature” (Keravuori
1990, 166, my translation) through the use of audio books. Swedish research
reports (Nilsson 2005) have shown that many dyslectic children and young
people have found their way to libraries where you can borrow audio books. But
the numbers of young adults with mild mental retardation who have found the
same path is neglible.
In Chapter 2 the development of the talking book is described as democratic
strivings for equality in society also in terms of cultural rights. These strivings
have taken the development of talking books and audio books forward as a way
of providing reading experiences for many people with print disabilities. In the
1920s the production of talking books started in the United States and England
and Germany followed in the 1930s. In the Nordic countries the production of
talking books started in the 1950s (Sweden and Norway in 1955, Finland 1956
and Denmark 1957). For over 50 years the use of talking books was intended
mostly for the visually impaired and blind (Keravuori 1990). Lasse Winkler
(2003) believes that this has given the talking book the label of handicap
reading. When the number of visually impaired students at universities increased
in the 1960s (Myrberg 1978; Trowald 1978; TPB 1998; Önnestam 2000), the
need for a talking book that was easy to navigate emerged and the technical
revolution regarding the format of the talking book started. This revolution led
to the design of the DAISY-format in Sweden in the 1990s. The word DAISY
stands for Digital Audio-based Information System and represents a digital
system for recording, storing and listening to talking books (DAISY 2002). An
international DAISY Consortium was formed in 1996 by talking book libraries
to lead a worldwide transition from analogue to digital talking books (DAISY
Consortium 2009). The consortium envisions a world where people with print
disabilities have access to information and knowledge without delay or
additional expense.