Scholarly Podcasting: Lessons From Disseminating Grounded Theory Findings on Singing Facilitation

Scholarly podcasting is a creative method of qualitative research dissemination that is gaining recognition for its effectiveness and accessibility. Although podcasting has existed for decades, scholarly podcasting is still in its infancy, with contemporary literature suggesting its potential to broaden public scholarship and engage diverse audiences. In this article, we critically reflect on using a five-part podcast series to disseminate the findings of an original grounded theory study. The article begins with a definition of scholarly podcasting and a discussion of its prevalence. We then reflect on its research impact, the resonance between study design and podcasting as a dissemination method, the ethics of using voice, and concerns regarding efficiency and rigour. Technical guidance for readers considering dissemination through scholarly podcasting is provided. These topics are drawn from our experience creating scholarly podcasts, evaluated against recent literature. Our podcasts incorporated study participants’ voices, researcher narration, and diverse aural elements such as songs and soundscapes. We argue these podcast attributes meaningfully engaged audiences, fostering emotional connections with the findings, as illustrated by listener feedback. This article offers readers reflections on our recent podcast dissemination, informed by relevant cross-disciplinary literature on scholarly podcasts.<p></p>