Relevant bibliographies by topics / CF. Reading and story telling

Academic literature on the topic 'CF. Reading and story telling'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "CF. Reading and story telling"

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Khaerana, Andi ST Aldilah, and Nadya Nurhidayah Nurdin. "THE EFFECTIVENESS OF STORY TELLING AND STORY READING METHODS IN TEACHING SPEAKING." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 181. http://dx.doi.org/10.24252/eternal.v42.2018.a4.

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This research aims to find out the effectiveness of story telling and story reading methods in teaching speaking. The researchers applied comparative study method which aims at finding out the comparative effectiveness between the application of storytelling and story reading method in teaching speaking skill. The researchers apply experimental design that involves two groups; storytelling and story reading method in pretest, treatment and posttest. The subject in this research will consist of the 2nd semester students of Speaking 2 class of STKIP YPUP Makassar. There would be two variables in this research, independent and dependent variable. The independent variable is the effectiveness of story reading and story telling, while the dependent variable includes the students’ speaking ability. The result shows that there is no method which more effective between storytelling and story reading methods in teaching speaking. This conclusion refers to the overall of the students’ speaking achievement score. But based on the speaking categories investigations namely accuracy, fluency and comprehensibility, the storytelling method is more effective in increasing the students’ accuracy and fluency in speaking, while the story reading method is more effective in improving the students’ comprehensibility.
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Khairiyah, Dina. "PENERAPAN METODE BERCERITA DALAM MENGEMBANGKAN MORAL DAN AGAMA ANAK USIA DINI." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 7, no. 2 (January 23, 2020): 175–87. http://dx.doi.org/10.24952/di.v7i2.2236.

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The application of the story-telling method is one method that can develop several aspects of early childhood development, such as moral and religious development. By using the story-telling method a teacher can introduce the moral and religious foundations in early childhood. Our research approach uses library research as a place or source of reference. The aim of this research is to find out the method of developing religious morals in early childhood with the story method. Based on the results of the study, in general the method of storytelling to develop the moral and religious potential of students is to use the method of reading directly from story books, telling stories using picture illustrations from books, telling stories, telling stories using flannel boards, telling stories using puppet media, dramatization a story, and a story while playing fingers. The contents in the story must contain religious aspects, pedagogical aspects, and psychological aspects, which contain material stories about the stories of prophets, friends, scholars, and pious people
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Agosto, Denise E. "Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling." Children and Libraries 14, no. 2 (June 22, 2016): 21. http://dx.doi.org/10.5860/cal.14n2.21.

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Storytelling is a long-standing tradition in US public and school libraries. Storytelling, not to be confused with story reading, involves telling a story from memory without the aid of a book or written script. Some tellers memorize their stories; others memorize the characters and events and freely tell their stories, varying them with each telling.
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Widiyarto, Sigit, Muthia Mubasyira, Leni Tiwinyanti, Lidya Natalia Sartono, Siti Alifah, and Adhis Pamungkas. "Penguatan Pendidikan Karakter dan Budi Pekerti melalui Metode Story Telling Bagi Guru Pondok Darunnadwah Cikarang - Bekasi." Jurnal Pengabdian UntukMu NegeRI 4, no. 2 (November 11, 2020): 222–27. http://dx.doi.org/10.37859/jpumri.v4i2.2137.

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The Strengthening Character Education and Character through Story Telling Method with Darunnadwah Islamic Boarding School partners located at Jln. Gatot Subroto No. 55, Karangasih, North Cikarang, Bekasi, West Java is a community service program with the aim of strengthening the character education and character of students in partner locations due to the lack of understanding of the use of story telling methods in teaching and learning activities in schools. The method used is the lecture and discussion method. Pondok teachers are provided with structured material and the provision of several videos containing examples of story telling. This gives a positive influence in the form of new knowledge and skills, storytelling skills that are useful in teaching in the classroom. The results of this activity are, the enthusiasm or learning motivation of trainees should be appreciated and the teachers already have basic knowledge in applying story telling methods in strengthening character education and students' character and some techniques in reading stories in English. Keywords: Story Telling Method, Character Education, Character,
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Yulianawati, Ida, *Kardi Nurhadi, and Aresta Dian Mayasari. "Elementary Students Reading Engagement: the Impact of Story-Telling in EFL Reading Comprehension." Riwayat: Educational Journal of History and Humanities 5, no. 1 (February 6, 2022): 159–67. http://dx.doi.org/10.24815/jr.v5i1.27726.

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This study is aimed to report elementary students' engagement and perception of the use of storytelling in reading comprehension. The use of storytelling as one of the oldest ways of human communication is already known. It is also one of the pedagogical tools to develop language skills in first, second, and foreign languages regardless of students' age, gender, and ethnicity. Storytelling proved to be more effective in language teaching than traditional teaching material because it is fun, engaging, and raises students' interest in listening to the stories as well as retelling them. Meanwhile, reading is a crucial aspect of life, improving brain performance, increasing knowledge, and sharpening memory. This research employed a case study with a qualitative approach. The participants of the study were 31 elementary school students. The data were derived from classroom observations, questionnaires, and interviews. The results showed that the students engaged in the activity in storytelling class. The questionnaire and observational data indicated that the children responded positively to storytelling activity and engage the students to the reading class, motivating students' behavior and attitudes in EFL reading activity. Drawing on the findings, pedagogically, this study implied story telling can be adopted as the scaffolding to engage students in reading comprehension situated in elementary school context.
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Sabgini, Kharisma, Triastama Wiraatmaja, and Agista Nidya Wardani. "ASSISTANCE IN THE UTILIZATION OF STORY-TELLING BOOK OF CHARACTER BUILDING FOR TEACHERS IN PAUD SURYA GEMILANG, MALANG." Premise: Journal of English Education 10, no. 2 (October 21, 2021): 221. http://dx.doi.org/10.24127/pj.v10i2.4154.

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The aims of this study are: 1) to find out how the teacher training in PAUD Surya Gemilang, Malang, is carried out in implementing the book Let’s Respect Each Other: A Story-Telling Book of Character Building by using various methods and fun learning techniques, and 2) how the practice of using the book of Let’s Respect Each Other: A Story-Telling Book of Character Building. This research was conducted using a qualitative method in which the researcher described the process of the two aims aforementioned. The subjects of this study were all teachers, especially one homeroom teacher at PAUD Surya Gemilang. The results of this study found that in the first phase, namely teacher training, there were three stages. They were the provision of English for Young Learners material, the provision of story-telling material, and the provision of character education material. Then, in the second phase, namely the implementation of Let’s Respect Each Other: A Story-Telling Book of Character Building, it was found that teachers taught stories and character education by reading books in English and Bahasa alternately while showing the pictures that matched the story to students and retelling the stories by using puppets.
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Fowler†, Don. "Lectures on Horace's Epistles." Cambridge Classical Journal 54 (2008): 80–114. http://dx.doi.org/10.1017/s1750270500000580.

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Lecture one: Reading Horace, or L'homme et l'oeuvreAll criticism is also biography: and telling a story about a text is also telling a story about oneself. This is particularly true of Horace. When one writes about Horace, one is constructing a Horace, making the man: and constructing a Horace is inevitably also constructing oneself. Consider for example, Colin Macleod, whose last graduate class before his suicide was on Horace's Epistles, and who wrote extensively on Horace. Macleod's Horace was complex, often contradictory, morally serious – which fits Macleod of course.
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Arijit, Arijit goswami, and Bhavna Prajapati Bhavna. "A Study on Acceptance Level of Management Faculty Members towards Transmedia Story Telling." International Journal of Marketing & Human Resource Research 3, no. 3 (July 28, 2022): 168–74. http://dx.doi.org/10.47747/ijmhrr.v3i3.709.

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This study is focused on looking into the acceptance level of the teachers relative to transmedia storytelling, views on the modification of reading tasks and activities through transmedia storytelling, and integration of transmedia storytelling in reading tasks and activities. This study focuses and limits only in describing the acceptance level of management faculty members as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities. The study used descriptive research design wherein the data were analyzed through a modified questionnaire on the level of acceptance. The results of the study show a positive acceptance of transmedia storytelling among management faculty members. Furthermore, it was emphasized that transmedia storytelling is a beneficial and educational strategy for teaching reading and integration should be done through adapting and designing various media platforms. This action research presented a new reading strategy for management teachers that can be used in teaching learning aimed for a contextualized and expanded teaching and learning of reading through a matrix that include selected and applicable reading texts with transmedia storytelling media platforms.
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Simmons, Katy. "Children's Story Telling: what it can tell us about reading difficulties." Literacy 21, no. 1 (April 1987): 43–52. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00798.x.

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Bukhori, Imam. "METODE PENANAMAN NILAI-NILAI MULTIKULTURAL PADA SISWA KELAS RENDAH (STUDI PADA MI DI MWCNU LP. MAARIF KRAKSAAN)." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (February 3, 2018): 40–51. http://dx.doi.org/10.33650/edureligia.v2i1.233.

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The purpose of the research is to describe the methods of multicultural values implanting for early students in madrasah ibtidaiyahs on MWCNU LP Ma’arif Kraksaan subdistrict. The method that used to succeed the implanting of multicultural values are story telling, playing, study tour, inuring, modelling and reading poems. The most used method is story telling and inuring. The using of those methods are to give mutual understanding for the multicultural values such as openness, humanity, tolerance, mutually help, justness, equality and brotherhood, good thought, and have a great affection to the nation. By using those methods, the students behaviour could be changeable from refusing the others that differents become accepting and friendly with the others. The constrains also appear while impalnting multicultural values, such as the lack of knowledge in story telling techniques media used by teachers, the inconsistency of posture in school and the circumstances where the students live.
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Dissertations / Theses on the topic "CF. Reading and story telling"

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Thorhallsdottir, Gudridur. "Läsombudsrollen : En studie av fem pedagogers upplevelse av rollen som läsombud i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-28960.

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Bakgrunden till denna studie är att förskoleverksamheten i Sverige har genomgått förändringar sedan läroplanens införande 1998. Tyngdpunkten ligger på barns lärande i högre grad än tidigare. Den utvecklingen ställer även andra krav på pedagogerna, som behöver fortbildning för att kunna följa målen. I Stockholms stad har läsombud utsetts på många förskolor, med uppdraget att utveckla arbetet med högläsning på sin förskola. Syftet med studien är att få kunskap om hur pedagogerna upplever uppdraget som läsombud och hur det fungerar i förhållande till arbetet på förskolan och arbetslagen. Metoden bestod av intervjuer med fem läsombud. Resultatet visar att dessa pedagoger tog uppdraget på grund av ett intresse för litteratur och högläsning i förskolan. Alla hade en positiv syn på uppdraget. Flera av pedagogerna hade fått fördjupade kunskaper och ökad medvetenhet om betydelsen av högläsning för barns språkutveckling och hur arbetet med det kan utföras. Samarbetet kring högläsning förskolan hade gått bra på den egna avdelningen, men inte på övriga avdelningar. Analysen gjordes med Erving Goffmans teori om roller som grund. Han menade att individen alltid spelar en roll i samspelet med andra människor. Genom olika uttryck påverkar individen de andra i syfte att styra hur de definierar situationen. Mina analys är att pedagogerna fick en större tro på sina egna uttryck genom uppdraget som läsombud och kunde därför påverka sitt team, det vill säga sitt arbetslag. Däremot var det svårare att påverka de andra teamen, eftersom varje team hålls samman genom det intima samarbetet. I ett större perspektiv är det tydligt att det ställs högre krav på förskolepedagoger än tidigare samtidigt som arbetsbelastningen har ökat.
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Jakubowski, Andrea M. "Using Visual Aids in the Secondary Language Classroom: An Action Research Study on the Use of Illustrations during TPRS Instruction." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384452424.

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Cordi, Kevin Dean. "Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253364538.

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Mądro, Sylwia. "Obraz Turcji w powieściach Orhana Pamuka." Thesis, 2010. http://eprints.rclis.org/24265/1/praca.pdf.

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Manco-Vega, Alejandra. "Promoción de la lectura en zonas urbanas de Lima: El caso del servicio Casero del Libro de la Biblioteca Municipal de Miraflores." Thesis, 2014. http://eprints.rclis.org/24620/1/Promoci%C3%B3n%20de%20la%20lectura%20en%20zonas%20urbanas%20de%20Lima%20El%20caso%20del%20servicio%20Casero%20del%20Libro%20de%20la%20Biblioteca%20Municipal%20de%20Miraflores.pdf.

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This research aims to provide certain lines of work for reading promotion in public libraries. It seeks to document and analyze a successful experience of reading promotion in order to identify best practices that can be replicated in other contexts. This study case focuses on the reading promotion service called "Casero del Libro" (market seller of books), driven by the Municipal Library of Miraflores in Lima. Variables related to reading practices and the service provided and their impact on the target audience, market sellers, are analyzed. It seeks to distinguish the characteristics of a reading promotion service of a public library so that it is more accessible to its public; it seeks to synthesize the best practices of this particular service. The overall objective of the research is to understand the main characteristics of a successful experience of reading promotion developed in a public library in Lima; while specific objectives are to identify the most relevant strategies of reading promotion employed in this experience and to identify the changes in reading habits of the users of this service. The research begins with the following research questions: What are the objectives of a reading promotion service in non-traditional places offered by a public library? What are the main features that should have a reading promotion service to be successful in Lima, Peru? What strategies were used in the creation of the reading promotion service? What strategies could be replicated to promote reading? Why users participate in the service? What do users think about the reading promotion service? Have they changed their reading habits during the years of service? What do users think about books and reading? We worked with the following assumptions: • The public library approaches its potential users through reading promotion services in non-traditional places, while doing so it accomplishes two goals: to instill reading habits in adults and to attract adults and their families to the library. • The most important strategies to promote reading in adults are focused on a personalized service and the use of oral language as motivators for reading. • Users participate in this service because reading is useful for them, on a personal and family level, as in the workplace. In summary, all proposed hypotheses are true, except that in this study case, the library fails to attract new users for its institution, meaning the users of the service "Casero del Libro" only use the service, but do not go to the library after that. The research is qualitative; interviews with users and librarians (managers and service librarians) were performed. Qualitative methodology was chosen because with this work seeks to understand the perceptions of the different actors of the service and this methodology allows to collect the wealth of imagination, opinions and points of view of people. Interviews were conducted with 19 market sellers and 5 librarians during 2008 and 2013 in Lima. The main limitation of this study is that since a qualitative methodology was used, this case study includes only the experience among actors of this service. The first chapter presents a theoretical review of the concepts of reading, reading habits, reading promotion and public library; Peruvian statistics on the subject are also provided. The second chapter presents the international background of the reading promotion service "Casero del Libro", a brief history and context of the Municipal Library of Miraflores and the "Casero del Libro" service developed in Santa Cruz (Miraflores). The third chapter presents the research approach and methodology, while the fourth chapter shows the research results. The fifth chapter of the work closes with conclusions and recommendations provided from the case study.
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Mądro, Sylwia. "Wizerunek bibliotekarza w literaturze i filmie XX i XXI wieku." Thesis, 2012. http://eprints.rclis.org/24264/1/PRACA%20MGR%20-%20CA%C5%81O%C5%9A%C4%86.pdf.

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Koltzenburg, Claudia. "Nicht-propositionales Wissen aus Literaturlektüre und Bedingungen seiner Darstellbarkeit in Wikipedia-Einträgen zu literarischen Werken." Thesis, 2015. http://eprints.rclis.org/25717/1/Koltzenburg_2015_Nicht-propositionales-Wissen_Literarische-Werke_Wikipedia_arxiv.1509.04206v1.pdf.

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Given that Wikipedia entries are likely to extert a strong influence on how literary texts are perceived - due to their preferential ranking in Google - there is some demand that research dealing with the transfer of knowledge on literature to the public be more concerned with looking into both the content that is available for free on the Web and any aspect that may come with writing about literature for free. This contribution argues from within Wikipedia's multidisciplinary consensus-driven space in which propositional knowledge is given priority that it would be essential for entries on fiction to present non-propositional knowledge as being one of its hallmarks. For this aim, a special concept is developed that is designed to function as the study's formal object: "Erlesnis" (which in German is a pun that combines "Erlebnis" - adventure experience - and "lesen" - reading). It is defined as non-propositional knowledge that has been acquired in an individual reading process. Writing about one's own Erlesnis in new ways is being tried out in four essays, and on de.wikipedia.org an experiment is conducted to find out what community members think about the idea of including, in entries on fiction, sections specifically designed to report about what people felt like when reading a certain text. Finally, a draft typology of Erlesnis-writing is suggested. This contribution is the first of its kind internationally to deal with Wikipedia from the point of view of transfer of knowledge on literature to the public. For the theory of this field of research some new aspects are offered for debate.
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Espen, Stranger-Johannessen. "Student Learning through a Rural Community Library: A case study from Uganda." Thesis, 2009. http://eprints.rclis.org/13127/1/Espen%27s_thesis_finished_1.pdf.

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The purpose of this study is to explore and investigate the phenomenon of rural community libraries (RCLs) in Sub-Saharan Africa through an in-depth study of one such library located in Uganda. Specifically, it sets out to investigate the role of the RCL in relation to student learning. This is done by a thorough account of what the library offers, who the users are and what they do at the library. To approach the question of student learning through the library, the study includes two models on libraries‘ influence on student learning developed for a Western context. The methodology covers both quantitative and qualitative methods to produce rich and varied data, but the main emphasis is on the latter. In addition to traditional data collection techniques, the study includes a kind of improvised action research that contributed to the range of data collected. The library in question is above average in terms of materials and use, and its existence seems to increase the amount of reading, particularly the number of storybooks read by pupils. The secondary students, who are the focus of this study, mainly read their own notes, schoolbooks (pamphlets, textbooks and past papers) and to some extent fiction. This group does read more due to the library, it seems, especially schoolbooks, but the library‘s contribution to their learning beyond mere reading, such as study skills, use of reference works and co-operation, is somewhat limited. There are five conditions that work against the library having a full potential impact on student learning: the curriculum, the exams and the traditional way of teaching; lack of reading culture; lack of library tradition; limited resources; and the problems related to the language of instruction. Despite these limitations, by bringing books to a print-poor environment the library does make a difference.
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Escobar-Vallarta, Claudia. "El libro y el pueblo: Índice de artículos sobre bibliotecología y bibliografía,(1922-1926, 1928-1935)." Thesis, 2007. http://eprints.rclis.org/13334/1/lyp.pdf.

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The new ideas emerge during the early 20th century modified Mexican history, this changes were reflected on the economic, political, social and cultural aspects. Library science as well as bibliography goes through different changes too. Public education lead by Jose Vasconcelos, a great visionary who recognized the national necessity of popular libraries and much more of well train librarians. “El libro y el pueblo” was a magazine published from 1922 to 1970, the articles appeared during the period of 1922-1926, and from 1928-1935, seems very attach on themes related with the development of Mexican library science; these articles prove that this magazine is an important piece on the construction of the history of library science in Mexico.
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Håklev, Stian. "Mencerdaskan Bangsa : an inquiry into the phenomenon of Taman Bacaan in Indonesia." Thesis, 2008. http://eprints.rclis.org/12294/1/Mencerdaskan_Bangsa_-_Stian_Haklev.pdf.

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The thesis is originally written in English, and a full translated version in Indonesian is also available. Since 2001, a movement of individuals, neighbourhood and community organizations and NGOs starting and running their own libraries has emerged in Indonesia. Called Taman Bacaans (TBs) - reading gardens - these simple libraries, often hosted in somebody’s house, or in a community building, provide easy and informal access to books, as well as frequent literacy programming. This thesis traces the historical heritage of these TBs back to the early renting libraries of peranakan Chinese in the 19th century, through Balai Pustaka and the public library movement under Sukarno. The modern TB emerges in the 1980s, the government attempts a wide-scale implementation of TBs in the 1990s, and a community movement finally emerges in 2001. Using interviews with informants and newspaper articles, blogs, mailing lists, and NGO and government reports, I describe the process of how the TB movement emerges in Bandung and Yogyakarta. I also identify a number of factors that enabled and supported the movement: inspiring individual role-models, “best-case” libraries, networks and the roles of Islam and nationalism. Finally I provide an overview of the situation today, combining government statistics with the results of a survey conducted in Jakarta, and show that there are three kinds of TBs: those set-up by national, regional or local government (TBMs), those funded by large-scale donors, and independent TBs grounded in the local communities. I conclude with a number of recommendations for government and donors.
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Books on the topic "CF. Reading and story telling"

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Telling stories to children. Batavia, Ill., USA: Lion Pub. Co., 1990.

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Holbert, John C. Telling the whole story: Reading and preaching Old Testament stories. Eugene, Oregon: CASCADE Books, 2013.

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Olcott, Frances Jenkins. Story-Telling Ballads: Selected and Arranged for Story-Telling and Reading Aloud. BiblioLife, 2010.

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Holbert, John C. Telling the Whole Story: Reading and Preaching Old Testament Stories. Wipf & Stock Publishers, 2013.

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Holbert, John C. Telling the Whole Story: Reading and Preaching Old Testament Stories. Wipf & Stock Publishers, 2013.

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Reynolds, Lee, and Blueberry Illustrations. Patience Isn't Slow: RHYMIN SIMON the STORY TELLING DIAMOND Advanced Reading for Children. Independently Published, 2021.

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Olcott, Frances Jenkins. Book of Elves and Fairies: For Story-Telling and Reading Aloud and for the Children's Own Reading. Creative Media Partners, LLC, 2022.

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Olcott, Frances Jenkins. Book of Elves and Fairies: For Story-Telling and Reading Aloud and for the Children's Own Reading. Creative Media Partners, LLC, 2022.

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Gilmour, Rachelle. (Hi)story Telling in the Books of Samuel. Edited by Danna Nolan Fewell. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199967728.013.35.

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This chapter introduces the books of Samuel from three angles. The first angle is an overview of its content and macro-structures. Close attention is paid to the patterns in its narrative: the rise and fall of Israel’s leadership and the comparisons and contrasts between these leaders. Second, the focus shifts from the books themselves to the methods of reading them, tracing the development of narrative studies in Samuel. It advocates the integration of final form readings with investigation into historical and source-critical questions of the book, each informing and developing the other. Finally, an example of this integration is demonstrated in a narrative reading of the story of Shimei, David, and Joab in 2 Samuel 20 through the lens of its characteristics of historiography: causation, meaning, and evaluation. Attention to these categories deepens our literary reading, highlighting its values and conception of significance in the past.
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Olcott, Frances Jenkins, and Milo Winter. The Wonder Garden - Nature Myths and Tales From all the World Over for Story-Telling and Reading Aloud and for the Children's Own Reading - Illustrated by Milo Winter. Pook Press, 2013.

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Book chapters on the topic "CF. Reading and story telling"

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"The Self Behind (His)Story: Reading the Narrator of Flaubert’s Parrot." In Matters of Telling: The Impulse of the Story, 19–28. Brill | Rodopi, 2018. http://dx.doi.org/10.1163/9789004387683_003.

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Knust, Jennifer, and Tommy Wasserman. "Telling Stories in Church." In To Cast the First Stone, 307–42. Princeton University Press, 2018. http://dx.doi.org/10.23943/princeton/9780691169880.003.0009.

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This chapter discusses the divergent liturgical history of the pericope adulterae. Assigned to the third Saturday of Lent in Rome, the story gained even greater prominence in Latin contexts, particularly during the Carolingian and Ottonian periods. Carolingian biblical reform preserved and promulgated the Roman stational liturgy, Jerome's Vulgate, and also the pericope adulterae, which was featured in an imperial-sponsored homiliary and depicted in luxurious copies of the Gospels. The story was comparatively peripheral in Byzantine contexts, yet it was incorporated in this context as well. Featured as a lection on the feast days of female sinner saints and read in penitential contexts, the story was readily accepted within earlier traditions about repentant prostitutes and the mercy Christ extends. Liturgical reading guaranteed that the pericope would be remembered in both contexts, albeit differently.
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Billault, Alain. "Cnemon Meets Calasiris (2.21–2)." In Reading Heliodorus' Aethiopica, 70–79. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780198792543.003.0006.

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Cnemon meets Calasiris who appears for the first time in the novel. The episode is replete with literary references (Homer, Plato, Achilles Tatius). It also contains narratological paradoxes, establishing within Heliodorus’ own tale a scene of story-telling, in which Cnemon is eager to listen and Calasiris to speak. Heliodorus inventively reverses and enriches the expected developments of the dramatic situation and manages to establish the scene of the reading of his book inside the book itself. As Calasiris enters the story, many questions arise about him. They create a genuine suspense which is a powerful motive for reading on the novel.
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Stecopoulos, Harilaos. "Republic of Letters, Cockpit of Controversy." In Telling America's Story to the World, 151–85. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192864635.003.0006.

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Abstract Arthur Miller never worked as a US cultural diplomat; however, he did become president of PEN International thanks to the machinations of the Congress for Cultural Freedom, a CIA-funded front. This chapter examines Miller’s ambitious attempt to use his new position to publicize and oppose the Communist persecution of literary dissidents, thus contributing to US propaganda, and, more surprisingly, to highlight the way in which US writers were, for all their freedom, treated far more dismissively than their Communist counterparts. For the playwright, the two goals proved mutually constitutive. By working to protect their counterparts behind the Iron Curtain, US writers could also demonstrate their importance to a US public that had lost interest in the civic value of literature. Reading Miller’s journalism, plays, speeches, and other public pronouncements of the era, the chapter focuses mainly on his travel book In Russia (1969) and his play The Archbishop’s Ceiling (1977).
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Chaney, Michael A. "Picture Games in Story Frames and the Play Spaces of Autography." In Reading Lessons in Seeing. University Press of Mississippi, 2017. http://dx.doi.org/10.14325/mississippi/9781496810250.003.0004.

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This chapter explores puzzles and other ludic devices in Epileptic, Cancer Vixen, and Fun Home, asking what is produced when autobiographical graphic novels stop showing and telling and start playing. The goal is to understand the tendency in some autography for picture puzzles, labyrinths, and matching exercises. The chapter examines the implications of graphic memoir's penchant for ludic interactivity (“ludic” refers to acts of play solicited by the text as well as the textual spaces that these solicitations inscribe). More specifically, it considers what happens to reading and readers when this shift to play occurs. It also investigates how shifts to the ludic give rise to tactile “reading” experiences that reveal graphic memoir's investments in embodiment and materiality. The chapter shows that the play spaces of autobiographical graphic novels beckon transformative agency in the field of the reader, whose actions therein are both emancipatory and puzzling.
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Firnhaber-Baker, Justine. "Introduction: Telling Stories." In The Jacquerie of 1358, 1–22. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198856412.003.0001.

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The introduction traces the divide in scholars’ views of the Jacquerie as either a spasmodic explosion or a carefully directed movement, and sets forth the book’s understanding of the revolt as heterogenous and fluid. It introduces the main chronicle and documentary sources for the Jacquerie and discusses their interpretative difficulties, paying specific attention to the problems of retrospection, composition, and the over-representation of some kinds of rebels. The methodology adopted combines the analysis of collective data and the close reading of individual texts in order to tell a story about how individuals reacted to a specific set of circumstances, how events both planned and accidental altered their course, and what and how they chose to remember (or to forget) in its aftermath.
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Davis, Ellen F. "Reading the Story Once More—1–2 Chronicles." In Opening Israel's Scriptures, 407–14. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190260545.003.0043.

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NARRATIVELY SPEAKING, 1–2 Chronicles moves back in time, long before Ezra–Nehemiah—indeed, to the beginning of biblical time, to Adam, whose name is the first word in the book. At the other end, Chronicles draws to a close with exactly the same event and even the same words with which Ezra–Nehemiah begins: Cyrus’s decree that YHWH has charged him to rebuild the temple in Jerusalem (2 Chr 36:22–23; cf. Ezra 1:1–3). Accordingly, the Talmud asserts that Ezra wrote most of Chronicles, and Nehemiah finished it (Bava Batra 15a). In 1832, Leopold Zunz, the first scholar of Jewish studies as a modern academic discipline, argued that Ezra–Nehemiah and Chronicles are two parts of a single work. Although that view prevailed for more than a century, in the last fifty years it has been forcefully challenged. On the basis of the two books’ different linguistic usages and theological perspectives, most would now see them as separate compositions. Ezra–Nehemiah may have been among the literary sources used by the author of Chronicles, and likely both were subsequently reworked as they were synchronized into the final account of people and events running from Adam to the restoration community in Jerusalem....
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Graybill, Rhiannon. "Sad Stories and Unhappy Reading." In Texts after Terror, 144–70. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190082314.003.0007.

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Phyllis Trible’s Texts of Terror continues to dominate feminist approaches to biblical sexual violence, especially stories of extreme violence or misogyny. However, Trible’s approach, which she describes as “telling sad stories,” fails to capture what is fuzzy, messy, and icky about sexual violence. In its place, this chapter argues for “unhappy reading” that holds space for complexity and unhappiness. Building on Sara Ahmed’s work on unhappiness in The Promise of Happiness, unhappy reading concentrates on the difficulties in our reading processes, and in the stories themselves. The chapter demonstrates the difference between approaches via a close analysis of Judges 19, the rape and murder of the Levite’s concubine. While well intentioned, the “telling sad stories” approach collapses the difference between rape and murder and attempting to speak “on behalf of” the dead woman. An unhappy reading, in contrast, lingers with the unhappiness of the story, transforming the challenge it poses to feminist reading into a space of possibility.
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Mota, Marina L. P., Silvio B. Campello, and Angélica Porto C. de Souza. "Reading images for telling narratives: an analysis of the Discursive Operations made with a story-telling game." In Selected Readings of the 8th Information Design International Conference - Information Design: Memories, 311–38. Editora Blucher, 2019. http://dx.doi.org/10.5151/9788580393712-15.

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Maxwell, Lida. "Telling the Truth, Changing the World." In Insurgent Truth, 105–35. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190920029.003.0005.

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Chapter 5 argues that Manning’s leaking of the Collateral Murder video may have changed, or be at work in changing, the world. Mobilizing a reading of Virginia Woolf’s use of war photographs in Three Guineas, the contention of the chapter is that leaking or displaying images of war may not have its primary impact through assuring accountability of elites but rather through changing the world: transforming various functional sites (offices, sitting rooms, work computers) into sites of truth-telling and empowerment. As an example, the chapter discusses the story of Ethan McCord, an infantryman who appears in the Collateral Murder video rushing to pick up the children injured by the shooting from the army helicopter. Seeing his own image in the video prompted McCord to take responsibility for his actions and to begin a broader anti-war campaign.
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Conference papers on the topic "CF. Reading and story telling"

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Chooi, Don. "Bear Bodies in Motion: A creative approach in telling a story of bigger, gay male bodies of colour through artistic means as practice-led research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.80.

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In 2020, I created a body of work that paid attention to the concerns of body image representation of the gay male. The work was shown in a local exhibition in Auckland, called ‘Bear Bodies in Motion’, and it aimed as a critique on the anxieties of body image, especially in the gay bear subculture where there are considerable levels of stigma and shaming of bigger male bodies – made more profound towards bodies of colour. In an attempt at subversion, the creative work, portrayed the bigger body as energetic and aesthetically potent. It combined photography with digital painting and the result was an expression of body acceptance and authorship. Thematically, the image of the gay bear builds on a rich history of homo-oriented art. It plays on the tapestry of the gay identity which determines how it is being represented, negotiated and remixed continually in the gay mainstream. Discourse emanating from gay communities of colour, speaks of attempts to remove colonised attitudes, and in reimagining their heritage and sexual identities authentically. This artistic body of work sought to add to the dialogue that surrounds issues of race, queerness and ‘otherness’. The subsequent conversations which followed the exhibition, unpacked concerns of cultural identity, masculinity and belonging – in which seem to be heavily burdened by western-influenced and racialised notions of performativity. Through research, and taking in the ephemera that surrounds the discourse of the colonised body image, I begun to create work that seeks to further add to the discourse. This heavily illustrated paper reflects on the creative process in the art making of ‘Bear Bodies in Motion’. The methodology underpinning this artistic body of work is ‘reflection-in-action’, and it draws inspiration from research in the ‘lived experience’. Additionally it also consider its move from traditional mediums to the consideration of technology as a platform for storytelling, from the print medium to digital spaces – in this instance, the inclusion of Augmented Reality (AR). With this extension, AR provides the viewer the opportunity to take a more active role in reading the text. The experience moves the work into a more participatory space, where the narrative becomes more palpable and appreciated. The making journey is outlined from conceptual stage to the finalised artistic work from my personal lens who is both artist-maker and design practitioner. This paper also discusses the challenges and conflicts in creating a body of work of this nature. Especially of concern is its need for sensitivity in the representation of non-euro cultures – with greater emphasis given to the consideration for its homosexual themes, and to the identities of my participants as they were from the community itself. This paper also includes my reflections and personal insights in how this approach to a practice-led research has contributed to my own learning and teaching approach. Being an educator myself, this process has given me greater empathy and understanding in the student journey within today’s higher education environment.
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Estevão, Sueli Pedroso da Silva. "Experience report on financial education." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-009.

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Abstract The experience report results from a pedagogical proposal experienced on Financial Education in daily school life, at the Eva Vieira de Almeida Municipal School, during the THIRD Quarter of 2015. During the proposal experience, the class was composed of 26 students, after surveys and evaluation about the learning of students' indifferent levels and also in lag in learning reading, writing, and mathematical language, it was understood the need for a teaching proposal – meaningful and comprehensive learning. The fundamental objective was to stimulate mathematical knowledge through knowledge of the Monetary System, promoting learning situations, collaboratively and pleasantly. The proposal was developed in an interdisciplinary way through various experiences and methodologies, in order to insert students in mathematical knowledge in a conscious and participatory way, promoting exchange of knowledge and acquisition, among them : story telling, emphasizing the importance of the economy for financial control; fair emphasizing the purchase and sale of scrapped products, with the involvement of students replacing employees of a trade; handling and contact with coins and banknotes (paper buck); workshop of recycling piggy banks and wallets; listening and musical understanding on the subject. After the results obtained , we reflected on the pedagogical practice and realized that the pedagogical proposal was favorable, because the results were positive and motivated the students in the classes to have a new attitude towards knowledge, because the students demonstrated their experiences, mastery of the contents covered and exchange of consolidated knowledge.
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