October 13, 2019
August 2, 2019
July 2, 2019
June 4, 2019
April 30, 2019
Probably the most abstract concept in an audiobook, marks are what tie the audio of a book to the text. They are the time information that guides our Learning Ally solution software to the pages, headings, and sections that make up a book. When a borrower wants to skip to page 43, it's the "Page 43" mark that tells the program where to go.
How many marks are in a book? That varies from book to book but you'll always find them on headings like chapter breaks and the start of each page. In books with on-screen text, the marks may go to the paragraph level for older projects, or just pages, headings,and before and after images in more recent projects.
Narrators recording in EasyBooks are responsible for recording the mark information, usually as they record the audio although some prefer to record everything and insert marks later. Our EasyBooks software doesn't only record audio, it can record marks as well, creating a list of timings that will be used when the audio is synced to the sentence level for our VOICEtext audiobooks. Recording those marks is as easy as pressing an on-screen button (or better yet, the quieter "M" key) while recording the audio.
Notice how the mark is represented by a line that appears on the display? You can also see the mark as a length of time number in the mark list on the left. Also, note how that mark sits in a small silence. The narrator makes the mark in the pauses that naturally reflect the punctuation at the end of sentences. That means each segment of the book will have a clean start.
If the audio has been recorded with some other software, it will not have mark timings and they are added as part of the review process. The files are converted into an EasyBooks project. Then the reviewer listens to the recording, using the Mark controls to add them. If the narrator hasn't left those comfortable pauses on the ends of sentences, they need to edit in small spans of room tone from silence recorded by the narrator. This adds a lot of tedious work to reviewing, so narrators need to take care with phrasing and pace when recording.
Once the marks are in the file we can manipulate them. We can adjust the timing to perfect it, so that when the borrower skips to the second paragraph on page 43 the narrator says "I shook my head," and not "-ook my head." Making these changes is as easy as clicking and dragging the lines on the display.
One of the more complicated errors that we encounter happens when a narrator or reviewer makes a careless delete that goes over the boundaries of two marks. With no distance between them, the marks collapse to the exact same time.
The mark line in the waveform display turns into this double-arrow line, indicating two marks with no time between them. In addition, the mark index shows a zero time length:
Fortunately there is an easy fix. By clicking and dragging on the mark line, you can separate the marks. Now you just need to figure out where the marks belong and drag them into place.
Fixing a double-mark error can be especially tricky if the section has been completely recorded. After all, a stacked mark isn't gone, just hidden. It might look like the work is incomplete, but the Mark button is grayed out, meaning there are no marks left to place. In that case, the reviewer needs to look for blanks in the mark index to see where the marks have been collapsed, separate them by dragging one of the marks, and you may need to copy and paste some silence or room tone to give you the spacing you need.
For more guidance on marks and marking, including ways to move groups of marks for faster edits, refer to Storyteller Lessons 3-3, Textbook Lessons 3-1 and 3-2, and Course Resources for Checking.
Learning Ally staff are online to answer your questions live on alternating Wednesdays at 2 PM EST. You'll find links, and more information on the training site.
We're in the season we call "peak" around here, but the end is in sight as the new school year begins. Peak is the time of year that we see the greatest demand from our students. New and school accounts are being set up, reading lists finalized, and book requests fulfilled. It's an especially busy time for Education Solutions.
Learning Ally is a full-service learner support system, and that means training for teachers and software solutions for them as well. You may be acquainted with how students use our software - logging in, picking books, and downloading them - but it's our Educator Portal that lets us reach whole classrooms and schools. Teachers add books to students accounts and use that system to check up on their students' reading progress.
As you can imagine, using that system requires support and that's one of the duties of our Customer Success teams. They build relationships with teachers. They coordinate to help them set up these systems, show them how to use the systems and best practices for them and answer questions to keep things running smoothly. Right now they are hard at work with 17,000 schools across the country, changing the educational journey for our students.
If you want to know more about our solutions and support there's an entire section of the Learning Ally website devoted to the subject.
We've instituted a series of Office Hours Webinars. These relaxed and casual meetings are meant to give you more opportunities for facetime with Learning Ally trainers and staff, without the structure of our Volunteer Nation events. During Office Hours, you set the agenda. Bring your questions and comments to us, and we'll even let you use your microphones to ask them! You'll find the Office Hours meetings announced in the Communication section of your course on the Voltraining Website. When it's meeting time you'll find a link there to join in.
Crawford A., Nancy C-J., Etienne D., Mary D., Terry F M., Ariana G., Joseph G., Justin G., Lorraine G., Jan H., Marcia H., Scott H., Jaimi J., John J., Nick J., Janette K., Jordan K., Laura M., Sean O., Sandy P., Stephanie P., Kathy R., Richard R., Alison S., Bob S., Elizabeth S., Gary S., Jackie S., Rachel W., and Tom W.
The Textbook Community’s Reading Conventions are an essential starting point for the ways we lay out and navigate through all of the elements on a page in a book. It’s not possible to remember all these guidelines, so it's important that we have these "living" documents to reference while we record. We utilize volunteer feedback, observations of common errors, and member feedback to craft all of our guidelines documents.
All Textbook Community Staff from every recording community gather together at least quarterly and if not more to review new suggestions for guidelines improvements and to discuss the common errors or areas in recordings that need better instruction. The main two documents every Textbook Community volunteer should consider are our Conventions WIKI, and the Figure Description Crib Sheets (FDCS). These main documents will not be updated more than once per year, and when they are, we like to follow a release either during the months of June, or January.This time, we released the updated Conventions WIKI and FDCS on July 31st.
There are several specific SUBJECT area guidelines to review as well. Some areas just demand a deeper dive. For example, we recently released the Writing/Style Guide Conventions, which were crafted by our wonderful staffer, Stacie Court, and volunteer, Elizabeth Hoffman. These guidelines will be essential to tackle the upcoming English Language texts that will be flooding our communities in the upcoming school year. Staff will likely enlist the help of other volunteers when needed to help with guidelines, so if you are interested, let us know and we'll be sure to reach out when we need the help.
We also currently have Computer and Code Guidelines (updates sent 6/13/19), Math Reading Guidelines (expected review and update on or before 10/1/19), Science Terms and Conventions, Foreign Language WIKI (released 7/31/19), and Common Abbreviations (updates sent 6/13/19) documents. The revised Common Abbreviations document is arranged in alphabetical order and there are two columns, with one column showing the symbol’s name and the other column highlights how these symbols should be pronounced. All are or will become available on our Volunteer Portal under the Resources Tab.
We welcome feedback and suggestions for our conventions in the Suggestions Form and as noted above, we'll add them to our annual review. It takes many minds and resources to pull together the guidelines and we hope they are helpful to all as they navigate the books that serve so many of our student learners! It’s only because of our great volunteers and staff that we are able to help students in their education.
Hello all! We've begun the new year with many updates and changes to the volunteer training website, both large and small.
Our most noticeable change is the new Welcome page on the training website. We've made these changes so the site is easier to use for first-time visitors, so they can avoid confusion about how to get set up with a Google account. If you're a returning trainee, you'll still use the link in the top right to sign in.
Once you log in, you'll notice that the new Storyteller Course is now open. If you're interested in recording and editing juvenile fiction and literature, then you can enroll in this course with the links on screen. Not sure which course is for you? There's a link to our Volunteer Fit Quiz to help you decide.
In the Textbook Course, we've replaced the old checking audition with a new project that's a better fit for our current needs and standards. We removed the sample of a novel from the audition since we now have a Storyteller course and will soon have a course for Literature community Listeners.
We think these changes will go a long way to improve your training experience. But it doesn't end there! You can expect to see more updates, upgrades, and improvements in the coming year as we work to bring our old reading training lessons up to our new standards. Stay tuned!
Congratulations Training Graduates!
Textbook course: John K., Jason G., John G., David G., Kevin V., Crismario S., Ripley J., Lauren D., Linda T., and Natalia E.
Storyteller course: Christina F., Leah L., Karen W-G., Kayla A., Shelley C., Andrea P., Sheila N., April S., Lindsey D., David S., Hilda C-G., Nikita N., Robin B., Jeffrey H., John K., Jim C., Amita M., Josie M., and Joseph H.