Relevant bibliographies by topics / Life storytelling

Academic literature on the topic 'Life storytelling'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Life storytelling"

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Lavery, Angela. "DIGITAL STORYTELLING AND INTERGENERATIONAL COLLABORATIONS: OLDER ADULTS AND COLLEGE STUDENTS." Innovation in Aging 6, Supplement_1 (November 1, 2022): 246. http://dx.doi.org/10.1093/geroni/igac059.977.

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Abstract The use of digital storytelling can be a helpful tool within community work, health and social work research and policy. Digital storytelling refers to life-story telling that can be done in a variety of ways and used to encourage social change and transformation. This presentation will include experience on how this method was used in a study and an intergenerational project between older adults and university graduate and undergraduate students. This group of older adults specifically shared their experiences with equine interactions and activities, while the university students worked with the older adults to create a digital story. For this study and project, recruitment included students enrolled in different disciplines. Discussion on digital storytelling’s connection to the narrative method and critical gerontology framework will be noted. Challenges and barriers, including Institutional Review Board and ethical considerations while preparing for this method will also be discussed.
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Morganroth Gullette, Margaret. "From life storytelling to age autobiography." Journal of Aging Studies 17, no. 1 (February 2003): 101–11. http://dx.doi.org/10.1016/s0890-4065(02)00093-2.

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Kost, Svitlana, and Halyna Krokhmalna. "Storytelling technique as a means of students’ communicative competence development." Visnyk of Lviv University. Series Pedagogics, no. 35 (2021): 122–29. http://dx.doi.org/10.30970/vpe.2021.35.11312.

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The article deals with the use of storytelling technique as a means of developing communicative competence of students. The authors define the relevance of the topic, which resulted from the demands of contemporary educational process and recent regulations on school reforms and improvement of education according to European standards. Developed communicative competence of students results in fluent Ukrainian, ability to express thoughts and feelings verbally and in writing, explain facts clearly and reasonably, as well as in love for reading, sense of beauty of the words, awareness of the role of language for the effective communication and cultural self-expression, willingness to accept Ukrainian as a native language in different life situations. Described in the article storytelling technique contributes to the formation of a comfortable psychological atmosphere in the class. It helps to establish trusting relationships between teachers and students of different age. The authors explain the origin of the term “storytellingˮ and identify the benefits of using the technique in teaching. They outline the principles of storytelling, its types, structure and recommended duration, noting that storytelling technique is effective due to its contribution to better knowledge acquisition, memorisation and reproduction of information. The peculiar features of storytelling method are: involvement of figurative thinking and perception while creating and listening to the story; the presence of a hero, whose behaviour changes after overcoming obstacles, moral choices and tasks completing; dynamic story plot; influence of a story on students’ emotional well-being. The use of storytelling technique provides an opportunity to develop such students’ competencies as entrepreneurship and financial literacy, which are indicators of a childʼs readiness for life. Keywords: storytelling technique, communicative competence, rhetorical competence, schoolchildren, primary school, educational process.
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McCarthy, Claudine. "Digital Storytelling Brings Assessment Data to Life." Women in Higher Education 31, no. 2 (January 24, 2022): 9–15. http://dx.doi.org/10.1002/whe.21099.

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McCarthy, Claudine. "Digital storytelling brings assessment data to life." Dean and Provost 23, no. 7 (February 15, 2022): 6–7. http://dx.doi.org/10.1002/dap.31004.

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Schenker, Yael, Mary Amanda Dew, Charles F. Reynolds, Robert M. Arnold, Greer A. Tiver, and Amber E. Barnato. "Development of a post–intensive care unit storytelling intervention for surrogates involved in decisions to limit life-sustaining treatment." Palliative and Supportive Care 13, no. 3 (February 13, 2014): 451–63. http://dx.doi.org/10.1017/s1478951513001211.

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AbstractObjective:Surrogates involved in decisions to limit life-sustaining treatment for a loved one in the intensive care unit (ICU) are at increased risk for adverse psychological outcomes that can last for months to years after the ICU experience. Post-ICU interventions to reduce surrogate distress have not yet been developed. We sought to (1) describe a conceptual framework underlying the beneficial mental health effects of storytelling, and (2) present formative work developing a storytelling intervention to reduce distress for recently bereaved surrogates.Method:An interdisciplinary team conceived the idea for a storytelling intervention based on evidence from narrative theory that storytelling reduces distress from traumatic events through emotional disclosure, cognitive processing, and social connection. We developed an initial storytelling guide based on this theory and the clinical perspectives of team members. We then conducted a case series with recently bereaved surrogates to iteratively test and modify the guide.Results:The storytelling guide covered three key domains of the surrogate's experience of the patient's illness and death: antecedents, ICU experience, and aftermath. The facilitator focused on the parts of a story that appeared to generate strong emotions and used nonjudgmental statements to attend to these emotions. Between September 2012 and May 2013, we identified 28 eligible surrogates from a medical ICU and consented 20 for medical record review and recontact; 10 became eligible, of whom 6 consented and completed the storytelling intervention. The single-session storytelling intervention lasted from 40 to 92 minutes. All storytelling participants endorsed the intervention as acceptable, and five of six reported it as helpful.Significance of Results:Surrogate storytelling is an innovative and acceptable post-ICU intervention for recently bereaved surrogates and should be evaluated further.
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Goffe, Tao Leigh. "Stolen Life, Stolen Time." South Atlantic Quarterly 121, no. 1 (January 1, 2022): 109–30. http://dx.doi.org/10.1215/00382876-9561573.

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Working on the B-side of time, this essay considers the way Afro-futurism often configures time as nonlinear and entangled. In doing so, it looks at contemporary apocalyptic forms of storytelling, Watchmen, Parasite, Black Mother, Exit West, and On Such a Full Sea. The way the timeline of racial capitalism is represented in each reveals how blackness affects narrative time and historical time. In addition to the stolen land (dispossession of Native sovereignty) and the stolen life (African enslavement) that inaugurated the Americas, stolen time is a critical axis of analysis. Speculative fiction holds the potential to undo the divisive power of speculation, in its rawest form, capitalism. Subverting colonial time, maroon time, or stolen time, accumulates at the edges of the plantation. Ultimately, marronage offers radical forms of waiting—slow and deliberate warfare—against the linear storytelling that erroneously tells us colonialism was inevitable.
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Brannen, Julia. "Life Story Talk: Some Reflections on Narrative in Qualitative Interviews." Sociological Research Online 18, no. 2 (May 2013): 48–58. http://dx.doi.org/10.5153/sro.2884.

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The paper draws on the author's interview experiences and interrogates the conditions in which research interviews generate narratives and storytelling; interviews that do not invite storytelling and interviews where people were asked to give a life story. First, the paper considers the question as to what provokes storytelling. It suggests that people engage with the narrative mode to some extent under the conditions of their own choosing. Second, it examines the processes by which mean making is achieved in storytelling and made sense of by the research analyst. Contrasting two cases of Irish migrants, drawn from a study of fatherhood across three generations in Polish, Irish and white British families, the paper then considers issues of analysis. The argument is made that sociological qualitative research has to engage with narrative analysis and that this involves a close examination not only of what is told and not told but also the forms in which stories are told (the structuring of stories and their linguistic nuances), and the methods by which the interviewee draws in and persuades the listener. Lastly and most importantly, the paper concludes that attention should be made to talk and context in equal measure. It considers the importance of contextualisation of interview data contemporaneously and historically and the methodological strategies through which the researchers create second order narratives in the analysis of their research.
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Dunlop, William L. "Love as story, love as storytelling." Personal Relationships 26, no. 1 (March 2019): 114–36. http://dx.doi.org/10.1111/pere.12271.

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A. Allan, Jonathan, and Cliff Leek. "Boys and Storytelling, Guest Editors’ Introduction." Boyhood Studies 15, no. 1-2 (December 1, 2022): 1–5. http://dx.doi.org/10.3167/bhs.2022.15010201.

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This special issue of Boyhood Studies takes two terms—boys and storytelling—and positions them alongside one another. In some ways, we take seriously Charles Dickens’s oft-quoted notion that “A boy’s story is the best that is ever told.” What does it mean to take the stories of boys and boys’ stories seriously? Are they really among the “best that [are] ever told”? In the space of education, and with declining literacy rates among boys, what does it mean to study storytelling? Or, what might it mean, to borrow a phrase from Carol Mavor (2008), to “read boyishly”? In this special issue, we hoped to bring together scholars working on the relationship between boys and storytelling, to consider the kinds of stories that boys are told, and to also consider the stories that they are not told. Our goal was to consider the importance of storytelling in boys’ lives as well as the importance of the storytelling of boys’ lives. That is, we were interested in boys as both real and embodied, as well as in the fictional boys that populate the literary universe. The issue presented here brings together a host of perspectives that all work to explore and expand the literary and cultural study of boys and storytelling.
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Dissertations / Theses on the topic "Life storytelling"

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Rogers, Thomas Lenson. "Storytelling to develop new life in a small congregation." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

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Perry, Eric D. "The seasons of life a narrative perspective on ministry and theology /." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.

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Sykes, Pam. "Digital storytelling and the production of the personal in Lwandle, Cape Town." University of Western Cape, 2019. http://hdl.handle.net/11394/7544.

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Philosophiae Doctor - PhD
Digital storytelling is a workshop-based practice, originally developed by the Californiabased nonprofit StoryCenter, in which people create short, first-person digital video narratives based on stories from their own lives. The practice has been adopted around the world as a participatory research method, as a pedagogical tool, as a community-based reflective arts practice and as medium for advocacy. It is associated with a loosely connected global movement linked by genealogy and a set of ethical commitments to the significance of all life stories and to the power of listening as a creative and political act.
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Rondot, Sarah Ray. "Radical Epistemologies in Twenty-First Century Trans* Life Narratives." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/19664.

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This dissertation explores how life narratives created by trans*-identified people (transsexual, transgender, genderqueer, and other non-binary identities included in the term’s asterisk) imagine new categories by re-working familiar stories; trans* life narratives are thus indispensable for comprehending how gender, identity, and self shape each other across social contexts in relation to dominant cultural narratives and embedded epistemologies. Prevailing U.S. ideologies (created and maintained through medical and media discourses) conceive of trans* identity through a binary formation, reinforce trans* people as objects who exist for nontrans* consumers, and rationalize trans* people as trapped within improper bodies or liberated within surgically constructed new ones. In opposition, twenty-first century narratives by filmmakers Jules Rosskam and Gwen Tara Haworth, autobiographers Jennifer Finley Boylan and Alex Drummond and YouTube digital storytellers Ky Ford and Skylar Kergil imagine trans* identity as productive – the goal is not to explain or justify gender diversity but to embrace it and to continue to widen its collective scope. The twenty-first century narratives I analyze reconceptualize trans* identity as viable with or without medical intervention and articulate a whole, continuous subject rather than a subject split between pre- and post-transition. Evoking a new historical moment, these life writers and media producers celebrate their identity in spite of or even because of the transphobia they experience. In so doing, radical trans* life narratives exemplify how medical models and popular media fail those who they purport to protect and represent. Gender is an identity as well as a social and historical process, which is constantly open to investigation. If laying claim to an identity makes subjects, as Michel Foucault argues, the process also occurs bi-directionally: identities come into existence through the act of naming and narrating them. As more individuals articulate what it means to be trans*, personal and collective knowledges will expand to include a range of diverse subjectivities, some of which have yet to be narrated into existence.
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Gagalis-Hoffman, Kelly. "Belief Formation Through Family Storytelling: Implications for Family Therapy." BYU ScholarsArchive, 2006. https://scholarsarchive.byu.edu/etd/741.

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The purpose of this study was to phenomenologically explore and describe the influence family storytelling has on the formation and transference of beliefs. This study was a case study of one family who was identified as engaging in family storytelling. The participants were selected based on their participation in a 2004 pilot study, "A Phenomenological Examination of Family Recreational Storytelling." The results of the 2004 pilot study were analyzed for belief-centered themes. It was upon those themes that questions for this study were based. For this study it was hypothesized that: 1) storytelling strengthens family bonds and connections; 2) storytelling facilitates the creation of individual and familial beliefs; 3) these beliefs either facilitate or constrain the functioning capability of the family and its individual members; and 4) as this phenomenon is more fully understood, powerful interventions can be utilized by therapists and implemented in the field of marriage and family therapy. For the current study, it was concluded that family storytelling influences beliefs, which in turn affects individual action. Additionally, an individual's overall perspective on life is capable of being shaped by the tone and nature of the stories that children are told by their parents. Finally, this study provided insight into how clinicians can coach families to implement storytelling as a therapeutic intervention. Information regarding how parents used stories and the characteristics of the story, storyteller, and setting was outlined. How children used storytelling to form and establish beliefs was explored.
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Pantell, Marcia S. "Dreaming and storytelling narrative process in life stories following reflections on the use of night dreams /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2000. http://www.icsw.edu/_dissertations/pantell_2000.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2000.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Edmonds, Poff Allison Ruth. "Exploring women's life course experiences with weight using story theory." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4885.

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Themes that were identified relative to participants' experiences with their weight included: changes associated with emotional and physical health; eating patterns associated with multiple and/or changing roles/relationships; and, changes in the environment. An interpretation of the predominant pattern of weight gain included: changes in eating and physical activity that occur during multiple and simultaneous transitional life experiences, primarily in adulthood. The findings suggest that transitional experiences in women's lives - physiological, developmental, relational or environmental - were critical in that they presented risk for behavior changes related to eating and physical activity. The results of this study and the use of story theory have implications for providing individualized, patient-centered lifestyle recommendations for the prevention of unhealthy weight gain.; This qualitative study included women who had gone through the menopausal transition and had experienced obesity, and it focused on their weight histories and experiences across the life course. The goal of this research was to add to the body of knowledge concerning weight gain by applying a novel middle range theory (story theory). Story theory was used to collect and interpret from women's life course stories the critical themes and patterns of their weight gain. Oral accounts were elicited during personal interviews from a convenience sample of ten women recruited from a weight loss and exercise program in Central Florida. Literature focusing on the prevalence of obesity, contributing factors and associated complications, as well as treatment approaches is extensive. A variety of approaches have been proposed to identify factors that contribute to the development of obesity across the lifespan. Ultimately, the goal of these studies is to understand risk factors for weight gain along with corresponding prevention and management strategies. A particular life course approach focuses on critical periods across the life span that may be associated with risk for the development of obesity. For women, puberty, pregnancy and menopause are noted to be critical for weight change in the life course as they are associated with hormonal changes and changes in body composition including fat mass. Story theory was chosen to conceptualize and guide participants through a personal interview in order to share their weight experiences along their life course. Content analysis procedures were used to analyze the data in order to identify themes and corresponding verbatim exemplars. A re-constructed composite story was developed that included excerpts from the participants' stories in order to reveal contextualized results.
ID: 030423138; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Nursing
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Downes, Brent T. "From life, to page, to stage: Exploring theatrical artistry, community and storytelling with Margery and Michael Forde." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/86ef97c1b42b7b0867d07c63556c7c3aad7ac58fbc8635535e94f53be273c09d/2915267/64849_downloaded_stream_74.pdf.

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This research is a qualitative and ethnographic case study of the works, practices, processes and philosophies of two contemporary Queensland playwrights, Margery and Michael Forde. Over the last decade the Fordes have pursued a particular niche in the scope of contemporary writing and performance trends in Queensland's contemporary theatre privileging a continued and explicit use of real, 'community' stories as the aesthetic material of their plays. Through an agency of oral histories, testimonies and other qualitative style techniques, the Fordes execute a theatrical product and aesthetic that can be best understood as an emergent form of performance ethnography and an example of dialogic and communal theatre. This thesis explores the Fordes' developing style, approach and products over a suite of three community plays conducted over an eighteen month period; 'Skating on Sandgate Road' (2009) 'Cribbie' (2010) and 'Behind the Cane' (2011). Using excerpts from the plays and the Fordes testimonies, this research begins by documenting the emancipatory, cathartic and dialogic themes of 'Cribbie' and 'Behind the Cane. The bulk of the data for this research is unpacked in the chapter 'Going Skating on Sandgate Road' where the Fordes' approach is explored and documented over a period of three months. This research concludes with an analysis and discussion on the quintessential nature of the Fordes' work as an important form of community storytelling and an outstanding example of dialogic drama and emergent performance ethnography.
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Guo, Li. "Life storytelling around the digital campfire: Commenters’ networked participation on the humans of New York Facebook page." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2508.

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This thesis investigated one ongoing life storytelling project, Humans of New York (HoNY) and, in particular, commenters’ networked participation on its Facebook page. HoNY collects oral life stories and portraits of ordinary people worldwide primarily through impromptu conversations, before transcribing and publishing them on its official website and social media platforms including Facebook, Twitter and Instagram. Since its establishment in 2010, HoNY has attracted approximately 30 million social media followers and given rise to more than 50 projects imitating its format around the world. This thesis focused on the comments and stories posted on HoNY’s Facebook page and aimed to answer two research questions: 1) How can HoNY be understood as a life storytelling project? ; 2) In what ways do commenters on the HoNY Facebook page participate in the project? The broader concern of this thesis was to examine the interplay between life storytelling and social media, and especially, how they are being reshaped by each other in this digital age. To answer the two research questions, two groups of theoretical perspectives were applied in this thesis. The first group was drawn from the literature on storytelling and narratives, mainly including “second stories”, “small stories” and “dimensions of living narratives”, focusing on the narrating aspect of HoNY. The second group incorporates “communication community”, “egological intersubjectivity” and “radical intersubjectivity”, “participatory culture” and “networked publics”, focusing on the interactive and participatory aspects of HoNY. Narrative analysis and textual analysis were the two main methodologies utilised for data analysis. The main findings of the thesis were as follows. HoNY is a life storytelling project embedding a contradiction between the diversity in the lived experiences of its protagonists and the uniformity in its narrator and narrating format. In HoNY, protagonists’ life narratives undergo a transition from being oral autobiographical telling to being biographical digital traces. However, this significant transition is covered or at least downplayed by the stories being transcribed in the first-person voice of “I”, demonstrating the continuity between HoNY and life narrating before the digital age. Nonetheless, HoNY is still essentially different from life storytelling projects or work before the digital age, in that, commenters’ networked participation on its Facebook page becomes an inseparable part of and profoundly reshape the project. In contrast with HoNY’s homogeneous manner of narrating life stories, commenters on the HoNY Facebook page receive these stories in heterogeneous and even colliding ways. Commenters form networked publics, who engage with the stories by decoding, untangling and co-creating multiple meanings and, in so doing, establish a sense of discursive and imaginary intimacy and solidarity with the narrated protagonists and with each other. However, this sense of intimacy and solidarity is contingent as the commenters, at the same time, appropriate and manipulate the stories to serve their individual and even competing agenda. Whether it is between the commenters and protagonists or between the commenters themselves, intersubjectivities mobilised through their interactions are much more often egocentric rather than mutual. This research served as a starting point to future inquiries on the great number of life storytelling projects imitating HoNY’s format. More significantly, it has interrogated the intersection of life writing and social media studies and contributed to the increasingly needed effort in bridging the two fields in this digital age.
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Samsami, Paniz. "The use of storytelling to make sense of painful life events : implications for clinical practice in counselling psychology." Thesis, City University London, 2015. http://openaccess.city.ac.uk/14563/.

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The aim of this study is to explore how individuals with an acquired facial disfigurement (FD), following a traumatic accident or illness, psychologically reconstruct themselves using a narrative analysis. Whilst previous studies on visible difference have employed both quantitative and qualitative based methodologies, there is only a handful of research in the psychological literature that specifically explores the subjective experience of people with facial cancer and facial trauma. In particular, there is a lack of attention on how this population reconstruct their internal world and make sense of their FD. Narrative analysis was used as a way of gaining an insight into the ways that these individuals reconstruct themselves and make meaning of their disfigurement. Thus, a sample size of seven individuals who had acquired a disfigurement either as a result of an accident or facial/oral cancer took part. Participants were interviewed using semi-structured interviews. Findings revealed the following narrative genres: 'the outsider', 'the helpless prisoner', and 'the wounded survivor'. In the genre of 'the outsider', participants presented themselves as vulnerable and submissive protagonists who were humiliated, persecuted, and ostracised from the rest of society. The genre of 'the outsider' demonstrates how the consequences of living with a FD and of being a constant victim of social disgrace can leave a profound impact upon one's sense of self and identity. In the genre of 'the helpless prisoner' protagonists shared their stories of living a restricted life and their stories were characterised by stagnation, helplessness, and a sense of isolation. Finally, in the genre of 'the wounded survivor', protagonists portrayed their lives as a series of challenges that provided them with an opportunity for growth, acceptance, and compassion. The findings of this study are put in the context of counselling psychology and clinical implications are discussed.
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Books on the topic "Life storytelling"

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Cajete, Gregory. Life lessons through storytelling: Children's exploration of ethics. Bloomington: Indiana University Press, 2010.

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1952-, Cajete Gregory, and Eder Donna 1951-, eds. Life lessons through storytelling: Children's exploration of ethics. Bloomington: Indiana University Press, 2010.

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The life story interview. Thousand Oaks, Calif: Sage Publications, 1998.

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Storytelling and spirituality in Judaism. Northvale, N.J: Jason Aronson, 1994.

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1962-, Thomas Angela, ed. The story of your life. Eugene, Or: Harvest House Publishers, 2011.

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Read, MacDonald Margaret. Scipio storytelling: Talk in a southern Indiana community. Lanham: University Press of America, 1996.

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According to custom: An evening of storytelling. Cork: Mercier Press, 1986.

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Beverley, Miller, Cipriani Frank Domenico, and ebrary Inc, eds. Little Hawk's way of storytelling. Boca Raton, FL: Auerbach Publications, 2011.

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Chaseworld: Foxhunting and storytelling in New Jersey's Pine Barrens. Philadelphia: University of Pennsylvania Press, 1992.

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Robinson, Eden. The Sasquatch at home: Traditional protocols & modern storytelling. Edmonton: University of Alberta Press, 2011.

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Book chapters on the topic "Life storytelling"

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Misorelli, Carol. "One Million Life Stories." In Digital Storytelling, 35–39. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-59152-4_4.

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Gunnarsson, A. Birgitta. "Storytelling." In Encyclopedia of Quality of Life and Well-Being Research, 6341–44. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2873.

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Penn, W. S. "Separation of Life from Life." In Storytelling in the Digital Age, 45–55. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137365293_6.

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Penn, W. S. "The Life of Swans." In Storytelling in the Digital Age, 143–57. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137365293_14.

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Makai, Péter Kristóf. "The Forest of Life." In Multispecies Storytelling in Intermedial Practices, 97–119. Earth, Milky Way: punctum books, 2022. http://dx.doi.org/10.53288/0338.1.07.

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Donald, Nicky, and Marco Gillies. "Novel Dramatic and Ludic Tensions Arising from Mixed Reality Performance as Exemplified in Better Than Life." In Interactive Storytelling, 297–308. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-27036-4_28.

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Vásquez, Camilla. "“My life has changed forever!”." In Storytelling in the Digital World, 9–26. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/bct.104.02vas.

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Sun, Yuqian, Xuran Ni, Haozhen Feng, Ray LC, Chang Hee Lee, and Ali Asadipour. "Bringing Stories to Life in 1001 Nights: A Co-creative Text Adventure Game Using a Story Generation Model." In Interactive Storytelling, 651–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-22298-6_42.

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Clark, Lynn Schofield, and Regina Marchi. "Storytelling the Self into Citizenship." In A Networked Self and Birth, Life, Death, 69–88. New York: Routledge, Taylor & Francis Group, 2018. | Series: A networked self: Routledge, 2018. http://dx.doi.org/10.4324/9781315202129-5.

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Sheldon, Lee. "Bringing the Story to Life." In Character Development and Storytelling for Games, 175–92. 3rd ed. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9780429284991-13.

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Conference papers on the topic "Life storytelling"

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Pereira, Andréia, Katia Vega, Alberto Raposo, Hugo Fuks, Viviane David, and Denise Filippo. "Immersive Collaborative Storytelling: Time2Play in Second Life." In 2009 Simposio Brasileiro de Sistemas Colaborativos. IEEE, 2009. http://dx.doi.org/10.1109/sbsc.2009.26.

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Morie, Jacquelyn Ford, Eric Chance, Kip Haynes, and Dinesh Purohit. "Storytelling with Storyteller Agents in Second Life®." In 2012 International Conference on Cyberworlds (CW). IEEE, 2012. http://dx.doi.org/10.1109/cw.2012.30.

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Shamala, Mikhail M. "Ecological educational and research trail «My Land’s Life Spring»." In The libraries and ecological education: Theory and practice. Russian National Public Library for Science and Technology, 2020. http://dx.doi.org/10.33186/978-5-85638-227-2-2020-308-315.

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Individual ecological literacy is formed through combination of educational and practical activities and emotional intelligence. Walking tours, excursions, hiking can be supplemented with exciting storytelling that also includes book citations, legends and myths. The ecological trail teaches that humans are rather guests than masters of the nature. The guests should respect the rules of the master’s home. We must protect, love and observe the nature, because we are at one.
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Cirali Sarica, Hatice. "LIFE IN THE COVID-19 PANDEMIC: AN ONLINE DIGITAL STORYTELLING WORKSHOP EXPERIENCE AND REFLECTIONS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0636.

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Ataguba, Grace. "Towards an Evaluation of Mobile Life Logging Technologies and Storytelling in Socio-Personal Grieving Spaces." In UbiComp '18: The 2018 ACM International Joint Conference on Pervasive and Ubiquitous Computing. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3267305.3267651.

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Delplancq, Véronique, Ana Maria Costa, Cristina Amaro Costa, Emília Coutinho, Isabel Oliveira, José Pereira, Patricia Lopez Garcia, et al. "STORYTELLING AND DIGITAL ART AS A MEANS TO IMPROVE MULTILINGUAL SKILLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end073.

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The use of storytelling and digital art as tools to understand a migrant family’s life path will be in the center of an innovative methodology that will ensure the acquisition of multilingual skills and the development of plurilingual awareness, reinforcing the various dimensions of language (aesthetic and emotional, in addition to cognitive), in a creative, collaborative and interdisciplinary work environment. This is especially important among students who are not likely to receive further language training. It is not yet clear how teachers can explore multilingual experiences of learners, both in terms of language learning dimensions but also related with the multiple cognitive connections and representations, as well as to the awareness of language diversity. The JASM (Janela aberta sobre o mundo: línguas estrangeiras, criatividade multimodal e inovação pedagógica no ensino superior) project involves a group of students of the 1st cycle in Media Studies, from the School of Education of Viseu, who will work using photography, digital art and cultural communication, collecting information pertaining to diversified cultural and linguistic contexts of the city of Viseu (Beira Alta, Portugal), both in French and English, centered on a tradition or ritual of a migrant family. Based on an interview, students write the story (in French and English) of the life of migrants and use photography to highlight the most relevant aspect of the migrant’s family life. Using as a starting point an object associated with religion, tradition or a ritual, students create an animated film, in both languages. This approach will allow the exploration of culture and digital scenography, integrating in an innovative interdisciplinary pathway, digital art, multilingual skills and multicultural awareness. Students’ learning progress and teacher roles are assessed during this process, using tests from the beginning to the end of the project.
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Kalaitzi, Christina. "PECULIAR NUTRITIONAL HABITS IN ROALD DAHL WORKS: A STORYTELLING INTERVENTION ON PROMOTING PRESCHOOLERS’ DIETARY SELF-REGULATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end113.

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"One of the recurring motifs in Roald Dahl works whether leading to the plot’s unfolding or not, is the peculiar nutritional habits and, by extension, everything connected with it, such as socio-emotional behaviors and concepts of the dietary rules’ infringement. Looking at The Twits’ distorted dietary hygiene, George’s Marvellous Medicine’s disorientated nutritional advices and The BFG’s disgusting essential goods, it can be observed that the food as an act and its processes, are cultural notions identifying current concepts of not only the excesses and the adult’s control upon children, but also the pedagogically proper nutrition. A reading of the interpretations carried by food’s humorous representations in Dahl’s aforementioned classics is ventured. The ways of how children’s literature depicts the characters’ nutritional attitudes and their possible implications on their behavior are analyzed. While proceeding, the design of a storytelling intervention on promoting dietary self-regulation is proposed for kindergarten. A series of narrative and creative writing activities of subverting and parodying Dahl’s works, which aim to familiarize preschoolers with notions such as nutritional balance, food hygiene and eating habits, is presented. Dahl’s humorous and extreme carnivalesque depiction of nourishment, followed by an exaggerated deviation of normal eating habits, is what could provoke and motivate preschoolers to shape a healthy nutritional attitude and a dietary self-regulation. The contribution of this particular study is to highlight children’s literature significant role as a means of influencing children’s thinking on fundamental issues related with their health, and to demonstrate storytelling’s dynamics as a teaching tool for shaping their attitudes towards life matters."
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Mijatovic, Bojan, and Selma Rizvić. "VIRTUAL REALITY VIDEO IN DIGITAL CULTURAL HERITAGE APPLICATIONS." In VIRTUAL ARCHAEOLOGY. SIBERIAN FEDERAL UNIVERSITY, 2021. http://dx.doi.org/10.17516/sibvirarch-004.

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Cultural heritage now can be experienced. Digital technologies recreate original appearances of cultural monuments and life inside them. Interactive digital storytelling (Rizvić et al. 2017a) introduces the viewers to historical information through short interconnected stories resolving the problem of short attention span of the audience and their reluctance to read. Virtual, Augmented and Mixed Reality technologies transfer the users in the past. An important part of digital cultural heritage applications is VR video.
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Peverini, Paolo. "RETHINKING THE INTERSECTION BETWEEN SOCIAL NETWORKS, URBAN TERRITORIES AND EVERYDAY LIFE PRACTICES. A CRITICAL APPROACH TO THE SPREADING OF HASHTAGS IN URBAN STORYTELLING." In New Semiotics. Between Tradition and Innovation. IASS Publications, 2015. http://dx.doi.org/10.24308/iass-2014-115.

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Reeves, Emily, Christina McIntyre, and Sally Henschel. "Digital Storytelling for Communication: A community collaboration." In London International Conference on Education. Infonomics Society, 2021. http://dx.doi.org/10.20533/lice.2021.0024.

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