Listening Across Lives
Edition: 2
Copyright: 2024
Pages: 240
Edition: 2
Copyright: 2024
Pages: 200
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New Second Edition Now Available!
Listening Skills Contribute to Successful Careers and Relationships
Written by a myriad of experts, including contributors to the International Journal of Listening and other academic journals, Listening Across Lives features a unique contextual approach to the study of listening. Each of Listening Across Lives’ ten chapters examine listening through a specific context – many of which have never been addressed before.
The NEW Second Edition of Listening Across Lives by Teri Varner, Molly M. Stoltz, and Carl M. Cates:
- Promotes Comprehension! Chapter Introductions, Objectives, Key Terms, Summaries, Discussion Questions, and Activities help readers focus on important concepts.
- Analyzes listening skills in leadership, spiritual/religious, relational, organizational, education, health communication, and other contexts.
- Features a chapter dedicated to Listening to AI. The chapter introduces students to the role of AI within the listening process, examines how listening spaces are created within various technological contexts, and discusses the negative & positive attributes
About the Authors
About the Editors
Chapter 1 Contextualizing Listening
Introduction
Chapter Objectives
Key Terms
Listening Competency
Contexts for Listening
Conclusion
Discussion Questions
Student Activities
References
Chapter 2 Why Some People Won’t Can’t Listen: An Introduction to Listening Disorders and Barriers to Effective Listening
Introduction
Chapter Objectives
Key Terms
What is Listening?
We Are All Born Listeners
Listening Begins with Hearing
And Hearing Begins with Sounds
Hearing and Understanding Voices
Hearing Loss
What is Hearing Loss?
Hearing Loss is at Epidemic Proportions Around the Globe
Types and Causes of Hearing Loss
Noise-Induced Hearing Loss
Hearing Loss: A Slow and Dangerous Progression
Hearing Loss and Listening
Auditory Closure and Prediction
Beyond Hearing: The Processes of Listening
Cognitive/Neurologic Disorders
Auditory processing disorders
Auditory processing disorder vs. attention deficit hyperactivity disorder
The Umwelt
Psychological Disorders
Exogenic Barriers
The High Cost of Ineffective Listening
Conclusion
References
Chapter 3 Listening In(To) Close Relationships
Chapter Summary
Chapter Objectives
Key Terms
Listening TO Close Relationships
A Useful Analogy
Listening as a Relationally Oriented Phenomenon
Listening IN Close Relationships
Listeners as Addressees in Face-to-Face Dialogue
The Importance of Coherent Narratives
Validating Emotions
Listening Into Relationships
Conclusion
Discussion Questions
Student Activities
References
Endnotes
Chapter 4 Listening across Cultural Diversity
Introduction
Chapter Objectives
Key Terms
Listening and Culture
What Makes a Culture?
How Does Culture Impact Listening?
Cross-Cultural Research on Listening
Listening as Overt Behavior across Cultures
Listening as a Mental Process across Cultures
Teaching Cross-Cultural Listening Skills
Awareness
Exposure
Training
Directions for Future Research
Conclusion
Discussion Questions
Student Activities
References
Chapter 5 Listening Across Spiritual and Religious Diversity
Introduction
Chapter Objectives
Key Terms
Understanding Spiritual and Religious Diversity
Listening as a Sacred Art
Listening as a Spiritual Practice
Cultivating Silence: Contemplative Listening
Slowing Down to Reflect: Reflective Listening
Becoming Present: Heart Listening
Listening as Global Citizens
Some Daily Practices to Enhance your Listening as a Global Citizen
Conclusion
Discussion Questions
Student Activities
Appendix I
Dialogue Guidelines and Principles
Appendix II
Circle Principles
Appendix III
Ten Tips for Powerful Listening
Daily Practices
References
Chapter 6 Listening to Family
Introduction
Chapter Objectives
Key Terms
Chapter Overview
Family Communication: Defined and Theorized
Importance of Effective Family Communication
Family Communication Theories
Listening
Conclusion
Discussion Questions
Student Activities
References
Test Questions
Chapter 7 Listening in the Organizational Context
Introduction
Chapter Objectives
Key Terms
Listening in the organizational context
Approaches to Organizations
Professional Civility as an Approach to Listening
The Listening Environment: Making Meanings Together
Organizational Socialization: Listening to the Organization
Working with Supervisors: Listening to Leadership
Managing Peer Relationships: Listening Constructively to and with Other Employees
Listening to Peers as Professional Civility: Recommended Practices
Conclusion
Discussion Questions
Student Activities
References
Chapter 8 Listening to AI
Introduction
Chapter Objectives
Discussion Questions
Key Terms
What is AI?
Understanding AI Through Analogy
Overview of AI in Academic Settings
Benefits of AI in Education
Challenges of Utilizing AI
Listening to AI
Interactive Listening and Feedback Loop
Connecting the Feedback Loop to AI
Chatter, Noise, and Confusing Signals
What Does It Mean to Listen to AI?
Information Overload and the Challenge of Noise
The Role Listening Theory in Listening to AI
A New Use for a Seminal Listening Taxonomy
Social Listening: A New Type of Listening in the Age of AI
A Literacy Framework for Listening to AI
Functional AI Literacy
Critical AI Literacy
Rhetorical AI Literacy
Applying the AI Literacy Framework: Steps to Building AI Literacy
Putting AI Literacy to Work: The Use Case
The Future of Listening and AI
Future Developments in AI and Academic Practices
Encouraging Critical Thinking and Human Judgment
The Complementary Roles of AI and Human Judgment
Conclusion
Student Activities
Activity 1: AI Ethics Debate
Activity 2: AI Tool Exploration
Activity 3: Critical Analysis of AI-Generated Content
Activity 4: Rhetorical Analysis of AI Communication
Activity 5: Developing an AI Literacy Framework
References
Chapter 9 Listening in Interpersonal Health Communication
Introduction
Chapter Objectives
Key Terms
Listening is safety and well-being
Listening in the healthcare context is a collaborative endeavor
Conceptualizing Listening in the Health Care Context
Intuitive
Cognitive
Organizational
Distracted Listening in the Health Care Context
The I WILL Principles and Practice
Intentional Presence
Welcoming Attitude
Clear Introductions
Listening Intelligence
Language Matters
Application Beyond Clinical Staff
I WILL Framework Summary
Conclusion
Discussion Questions
Student Activities
Additional Resources
References
Chapter 10 Listening in Education
Introduction
Chapter Objectives
Key Terms
The Importance of Listening in Education
Foundations of Listening
Listening Is Cognitive and Behavioral
What is the Difference Between Hearing and Listening?
Definitions of Listening
First Definition Controversy
Second Definition Controversy
How Does Listening Fit into the Context of Communication?
Metacognitive Listening Strategies
What’s the Difference Between a Skill and a Strategy?
Listening Skills and Strategies for Students
Before the Class
During the Class
After the Class
New Advances in How We Think About Listening
Hard Skills Versus Soft Skills
Episodic Listening Theory
Listening Circles
Conclusion
Discussion Questions
Student Activities
References
Index
Teri L. Varner is a tenured Professor of Communication at St. Edward’s University (Austin, TX). She holds a Ph.D. in Communication with an emphasis in Performance Studies from the University of Texas at Austin. She teaches courses such as Introduction to Communication, Communication Theory, Communication Research Methods, Nonverbal Communication, Public Speaking, and Active Listening. Her qualitative research interests range from hair/body politics to metacognitive listening strategies used by L1 American students. She has been a member of the National Communication Association (NCA) and the International Listening Association (ILA). She has been published and currently serves on the editorial board of the International Journal of Listening.
Molly Stoltz, Ph.D. is a highly skilled and educated communication expert employed by GSA/FEDSIM. She has also served as an assistant professor of communication at Valdosta State University in Valdosta, GA where she has taught a listening course since 2009, which was the same year she joined the International Listening Association. Her interest in the field of listening began a few years before when she decided to write a dissertation in which she developed her own model of listening. She has been published in the International Journal of Listening and has a particular interest in listening in the spiritual and religious context.
Carl M. Cates currently teaches as a member of the faculty at the University of Texas Permian Basin having previously served in faculty and administrative roles for institutions in Arkansas and Georgia. At this time, he also serves as the President of the Southern States Communication Association having previously served SSCA as Executive Director. His teaching includes courses in listening, interviewing, organizational communication, public speaking, quantitative research methods, leadership, and qualitative research methods
New Second Edition Now Available!
Listening Skills Contribute to Successful Careers and Relationships
Written by a myriad of experts, including contributors to the International Journal of Listening and other academic journals, Listening Across Lives features a unique contextual approach to the study of listening. Each of Listening Across Lives’ ten chapters examine listening through a specific context – many of which have never been addressed before.
The NEW Second Edition of Listening Across Lives by Teri Varner, Molly M. Stoltz, and Carl M. Cates:
- Promotes Comprehension! Chapter Introductions, Objectives, Key Terms, Summaries, Discussion Questions, and Activities help readers focus on important concepts.
- Analyzes listening skills in leadership, spiritual/religious, relational, organizational, education, health communication, and other contexts.
- Features a chapter dedicated to Listening to AI. The chapter introduces students to the role of AI within the listening process, examines how listening spaces are created within various technological contexts, and discusses the negative & positive attributes
About the Authors
About the Editors
Chapter 1 Contextualizing Listening
Introduction
Chapter Objectives
Key Terms
Listening Competency
Contexts for Listening
Conclusion
Discussion Questions
Student Activities
References
Chapter 2 Why Some People Won’t Can’t Listen: An Introduction to Listening Disorders and Barriers to Effective Listening
Introduction
Chapter Objectives
Key Terms
What is Listening?
We Are All Born Listeners
Listening Begins with Hearing
And Hearing Begins with Sounds
Hearing and Understanding Voices
Hearing Loss
What is Hearing Loss?
Hearing Loss is at Epidemic Proportions Around the Globe
Types and Causes of Hearing Loss
Noise-Induced Hearing Loss
Hearing Loss: A Slow and Dangerous Progression
Hearing Loss and Listening
Auditory Closure and Prediction
Beyond Hearing: The Processes of Listening
Cognitive/Neurologic Disorders
Auditory processing disorders
Auditory processing disorder vs. attention deficit hyperactivity disorder
The Umwelt
Psychological Disorders
Exogenic Barriers
The High Cost of Ineffective Listening
Conclusion
References
Chapter 3 Listening In(To) Close Relationships
Chapter Summary
Chapter Objectives
Key Terms
Listening TO Close Relationships
A Useful Analogy
Listening as a Relationally Oriented Phenomenon
Listening IN Close Relationships
Listeners as Addressees in Face-to-Face Dialogue
The Importance of Coherent Narratives
Validating Emotions
Listening Into Relationships
Conclusion
Discussion Questions
Student Activities
References
Endnotes
Chapter 4 Listening across Cultural Diversity
Introduction
Chapter Objectives
Key Terms
Listening and Culture
What Makes a Culture?
How Does Culture Impact Listening?
Cross-Cultural Research on Listening
Listening as Overt Behavior across Cultures
Listening as a Mental Process across Cultures
Teaching Cross-Cultural Listening Skills
Awareness
Exposure
Training
Directions for Future Research
Conclusion
Discussion Questions
Student Activities
References
Chapter 5 Listening Across Spiritual and Religious Diversity
Introduction
Chapter Objectives
Key Terms
Understanding Spiritual and Religious Diversity
Listening as a Sacred Art
Listening as a Spiritual Practice
Cultivating Silence: Contemplative Listening
Slowing Down to Reflect: Reflective Listening
Becoming Present: Heart Listening
Listening as Global Citizens
Some Daily Practices to Enhance your Listening as a Global Citizen
Conclusion
Discussion Questions
Student Activities
Appendix I
Dialogue Guidelines and Principles
Appendix II
Circle Principles
Appendix III
Ten Tips for Powerful Listening
Daily Practices
References
Chapter 6 Listening to Family
Introduction
Chapter Objectives
Key Terms
Chapter Overview
Family Communication: Defined and Theorized
Importance of Effective Family Communication
Family Communication Theories
Listening
Conclusion
Discussion Questions
Student Activities
References
Test Questions
Chapter 7 Listening in the Organizational Context
Introduction
Chapter Objectives
Key Terms
Listening in the organizational context
Approaches to Organizations
Professional Civility as an Approach to Listening
The Listening Environment: Making Meanings Together
Organizational Socialization: Listening to the Organization
Working with Supervisors: Listening to Leadership
Managing Peer Relationships: Listening Constructively to and with Other Employees
Listening to Peers as Professional Civility: Recommended Practices
Conclusion
Discussion Questions
Student Activities
References
Chapter 8 Listening to AI
Introduction
Chapter Objectives
Discussion Questions
Key Terms
What is AI?
Understanding AI Through Analogy
Overview of AI in Academic Settings
Benefits of AI in Education
Challenges of Utilizing AI
Listening to AI
Interactive Listening and Feedback Loop
Connecting the Feedback Loop to AI
Chatter, Noise, and Confusing Signals
What Does It Mean to Listen to AI?
Information Overload and the Challenge of Noise
The Role Listening Theory in Listening to AI
A New Use for a Seminal Listening Taxonomy
Social Listening: A New Type of Listening in the Age of AI
A Literacy Framework for Listening to AI
Functional AI Literacy
Critical AI Literacy
Rhetorical AI Literacy
Applying the AI Literacy Framework: Steps to Building AI Literacy
Putting AI Literacy to Work: The Use Case
The Future of Listening and AI
Future Developments in AI and Academic Practices
Encouraging Critical Thinking and Human Judgment
The Complementary Roles of AI and Human Judgment
Conclusion
Student Activities
Activity 1: AI Ethics Debate
Activity 2: AI Tool Exploration
Activity 3: Critical Analysis of AI-Generated Content
Activity 4: Rhetorical Analysis of AI Communication
Activity 5: Developing an AI Literacy Framework
References
Chapter 9 Listening in Interpersonal Health Communication
Introduction
Chapter Objectives
Key Terms
Listening is safety and well-being
Listening in the healthcare context is a collaborative endeavor
Conceptualizing Listening in the Health Care Context
Intuitive
Cognitive
Organizational
Distracted Listening in the Health Care Context
The I WILL Principles and Practice
Intentional Presence
Welcoming Attitude
Clear Introductions
Listening Intelligence
Language Matters
Application Beyond Clinical Staff
I WILL Framework Summary
Conclusion
Discussion Questions
Student Activities
Additional Resources
References
Chapter 10 Listening in Education
Introduction
Chapter Objectives
Key Terms
The Importance of Listening in Education
Foundations of Listening
Listening Is Cognitive and Behavioral
What is the Difference Between Hearing and Listening?
Definitions of Listening
First Definition Controversy
Second Definition Controversy
How Does Listening Fit into the Context of Communication?
Metacognitive Listening Strategies
What’s the Difference Between a Skill and a Strategy?
Listening Skills and Strategies for Students
Before the Class
During the Class
After the Class
New Advances in How We Think About Listening
Hard Skills Versus Soft Skills
Episodic Listening Theory
Listening Circles
Conclusion
Discussion Questions
Student Activities
References
Index
Teri L. Varner is a tenured Professor of Communication at St. Edward’s University (Austin, TX). She holds a Ph.D. in Communication with an emphasis in Performance Studies from the University of Texas at Austin. She teaches courses such as Introduction to Communication, Communication Theory, Communication Research Methods, Nonverbal Communication, Public Speaking, and Active Listening. Her qualitative research interests range from hair/body politics to metacognitive listening strategies used by L1 American students. She has been a member of the National Communication Association (NCA) and the International Listening Association (ILA). She has been published and currently serves on the editorial board of the International Journal of Listening.
Molly Stoltz, Ph.D. is a highly skilled and educated communication expert employed by GSA/FEDSIM. She has also served as an assistant professor of communication at Valdosta State University in Valdosta, GA where she has taught a listening course since 2009, which was the same year she joined the International Listening Association. Her interest in the field of listening began a few years before when she decided to write a dissertation in which she developed her own model of listening. She has been published in the International Journal of Listening and has a particular interest in listening in the spiritual and religious context.
Carl M. Cates currently teaches as a member of the faculty at the University of Texas Permian Basin having previously served in faculty and administrative roles for institutions in Arkansas and Georgia. At this time, he also serves as the President of the Southern States Communication Association having previously served SSCA as Executive Director. His teaching includes courses in listening, interviewing, organizational communication, public speaking, quantitative research methods, leadership, and qualitative research methods