Journal articles on the topic 'Place based storytelling'
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Cho, Jungmi, and Taesuk Kihl. "AR game design based on Myeong-dong contents and place in 1920-30s: Focusing on AR game Myeongdong Nori." Academic Association of Global Cultural Contents 52 (August 31, 2022): 309–30. http://dx.doi.org/10.32611/jgcc.2022.8.52.309.
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In this study, the process of AR game storytelling based on the physical place of Myeong-dong and the historical and cultural information of Myeong-dong in the 1920s-30s was specified, noting that the spatio-temporal meaning of the place can be discovered, expanded, and shared through game play in AR games. The main concept of Myeongdong Nori (tentative name) game design is Myeongdong experience in the 1920s and 30s based on AR technology, and the target experience is storytelling through reasoning, place experience, and role experience activities. In place-based AR games, players derive different games based on their experiences and choices, and actively construct the meaning of the game, which requires storytelling that provides rich information and situations. Therefore, characters, places, episodes, and visual materials centered on Myeong-dong in the 1920s and 30s were widely collected, and information DB was constructed using digital tools, and a series of processes were presented to plan game storytelling based on this. It is hoped that the place-based AR game storytelling study based on Myeong-dong content in the 1920s and 30s covered in this study can be used as the basis for a place-based AR game design model in which virtual time and real space-time experience are realized in the future.
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Chisholm, James S., and Brandie Trent. "Digital Storytelling in a Place-Based Composition Course." Journal of Adolescent & Adult Literacy 57, no. 4 (December 2013): 307–18. http://dx.doi.org/10.1002/jaal.244.
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Kinch, Rosemary A., Andrew J. Bobilya, Brad Daniel, and Sara Duncan. "Indigenous Storytelling, Cherokee Traditional Ecological Knowledge, and Place-Based Education." Journal of Outdoor Recreation, Education, and Leadership 14, no. 4 (October 21, 2022): 55–70. http://dx.doi.org/10.18666/jorel-2022-11601.
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Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates such experiential relationships with ecological systems into progressive learning and holistic well-being. TEK stories can describe how those interactions promote inclusive sustainability with local places prioritized by place-based education. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student’s interpretations of a collaborative experience that integrated place-based education, EBCI TEK narratives, and the local environment. As participants reflected on their experience, three major themes emerged through narrative inquiry analysis: cultural literacy, well-being, and respecting nature.
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Leon Weissberg and Caren Schnur Neile. "Never Forget: March of the Living and Place-Based Holocaust Storytelling." Storytelling, Self, Society 11, no. 1 (2015): 121. http://dx.doi.org/10.13110/storselfsoci.11.1.0121.
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Mastin, Marla. "Storytelling + Origami = Storigami Mathematics." Teaching Children Mathematics 14, no. 4 (November 2007): 206–12. http://dx.doi.org/10.5951/tcm.14.4.0206.
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All educators continually search for ways to assist students in learning mathematical concepts. The challenge for teachers is to provide a “thinking” curriculum and creative instructional methods while helping students recognize that they should be actively involved in their own learning. This article presents a way to engage students in mathematics through the use of an innovative instructional method based on constructivist theory, which emphasizes the “building” that takes place in the brain as a person learns and which is rooted in both the social and the cognitive perspective of learning.
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Potter, Martin. "Critical junctures: place-based storytelling in theBig Stories, Small Townsparticipatory documentary project." Media International Australia 164, no. 1 (March 8, 2017): 117–27. http://dx.doi.org/10.1177/1329878x17694754.
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Powell, Kimberly. "Walking Refrains for Storied Movement." Cultural Studies ↔ Critical Methodologies 20, no. 1 (December 4, 2019): 35–42. http://dx.doi.org/10.1177/1532708619884975.
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In this article, I describe my narrative walking project, StoryWalks, as a methodology that underscores the concept of movement in relation to place-based narratives. I describe several community member’s walking narratives, theorizing movement through Deleuze and Guattari’s concept of the refrain and through Donna Haraway’s concept of storytelling as open signification and materialization in order to think about the various ways in which walking with stories is an entanglement of memories, place-based inquiry, history, future goals, and imaginings that matter for an ethnic and racial politics of place, identity, and belonging. I highlight storytelling through walking as an affective production of political, social, and cultural formations within communities.
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Tinckler, Rachel. "Connecting Storytelling and Social Wellness: A Case for Holistic Storytelling in the Elementary Classroom." LEARNing Landscapes 10, no. 2 (July 7, 2017): 319–33. http://dx.doi.org/10.36510/learnland.v10i2.818.
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Storytelling has a fundamental place in teaching practice, most noticeably in the sharing and developing of curricular content. But teachers share more than academic content with children. A critical prerequisite for meaningful, engaged learning is a strong sense of community and social wellness in the classroom. Based on an inquiry into literature and reflection on personal practice, this study asserts that the practice of storytelling fosters social wellness in the classroom and supports the healthy development of each child as a whole human being within and as part of that community. Connecting storytelling and social wellness, this inquiry offers a unique definition of “holistic storytelling.”
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Schönfeldt-Aultman, Scott M., Emily B. Klein, Michael J. Viola, and Josh Healey. "Performance, Collaboration, and the Politics of Place." Ethnic Studies Review 45, no. 2-3 (2022): 64–74. http://dx.doi.org/10.1525/esr.2022.45.2-3.64.
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This transcript shares a May 2019 conversation with Josh Healey, an Oakland-based writer, artist, and filmmaker, about his work with the independent web series The North Pole. The interview was conducted with several members of the Ethnic Studies faculty from Saint Mary’s College of California. Healey explains the connections he sees between politics, humor, and storytelling, and delves into the strategies and struggles of the creative process, including the value of personal relationships, collaboration, and representing real people and real life.
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Dingemanse, Mark, Giovanni Rossi, and Simeon Floyd. "Place reference in story beginnings: A cross-linguistic study of narrative and interactional affordances." Language in Society 46, no. 2 (February 8, 2017): 129–58. http://dx.doi.org/10.1017/s0047404516001019.
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AbstractPeople often begin stories in conversation by referring to person, time, and place. We study story beginnings in three societies and find place reference is recurrently used to (i) set the stage, foreshadowing the type of story and the kind of response due, and to (ii) make the story cohere, anchoring elements of the developing story. Recipients orient to these interactional affordances of place reference by responding in ways that attend to the relevance of place for the story and by requesting clarification when references are incongruent or noticeably absent. The findings are based on 108 story beginnings in three unrelated languages: Cha'palaa, a Barbacoan language of Ecuador; Northern Italian, a Romance language of Italy; and Siwu, a Kwa language of Ghana. The commonalities suggest we have identified generic affordances of place reference, and that storytelling in conversation offers a robust sequential environment for systematic comparative research. (Storytelling, place, narrative, conversation analysis, interactional linguistics)*
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Powell, Christy Wessel. "Show, Don't Tell: Multimodal Story Feedback in a K–1 Play-Based Writing Unit." Teachers College Record: The Voice of Scholarship in Education 123, no. 3 (March 2021): 1–24. http://dx.doi.org/10.1177/016146812112300304.
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Background With standardization ever squeezing creative curricula in K–1 classrooms, creating time for a play-based multimodal writing curriculum that leverages children's strengths as storytellers is revolutionary. Due in part to accountability policy pressures, print-based writing and verbocentric writing feedback are still often privileged in school curricula. And yet, children are natural whole-body storytellers who will be asked to write and present ideas in all sorts of forms. In order to leverage children's storytelling strengths, we need to teach writing through multiple modes: This means expanding both writing instruction and the types of feedback offered to writers in primary classrooms. Research Questions This study examines two questions: How is feedback being given, and what impact does it have on children's storytelling? How is play/storying being sanctioned? Setting & Participants The study took place in a K–1 classroom in an inquiry-based, project-based school in the U.S. Midwest during a month-long storytelling workshop unit. Participants included two co-teachers and 46 children aged 5 to 7. Research Design This qualitative study used ethnographic methods and participant observation. Data Collection & Analysis Video data were collected during workshop each day for one month, including minilessons, writing time, and share time, which is the focus of this article. Discourse analysis and a multimodality theoretical lens were used to analyze how children gave one another feedback on their stories through embodied demonstration, gesture, acting, out, or copying one another's storytelling devices. Findings Findings indicate that children's acting/embodiment, humor/parody, and copying all worked as effective forms of multimodal feedback, which ultimately functioned as teaching for developing peers’ storytelling strategies and skills. However, teachers inadvertently privileged language alone via narration, or language with demonstration in feedback sessions. Conclusions Teacher/researcher collaborations should explore ways to reimagine forms of writer's feedback that include and account for demonstration, copying, and impromptu performance and that, ultimately, open up the definition of what counts as writing at school. Um, you should work on making your story, like, real. Because, um, you're going all over the place [wiggles entire body to illustrate]—Allen, age 6
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Reed, Jean-Pierre. "The Bible, religious storytelling, and revolution: The case of Solentiname, Nicaragua." Critical Research on Religion 5, no. 3 (September 20, 2017): 227–50. http://dx.doi.org/10.1177/2050303217732130.
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Building on the storytelling, political storytelling, and religious storytelling literatures, I examined the role religious stories play in the formation of revolutionary convictions. This study’s primary sources of data are volumes I, II, and III of The Gospel in Solentiname, a historical record of religious discussions that took place in an isolated campesino community at a seminary-like setting under a growing national revolutionary scenario in 1970s Nicaragua. My analysis of these discussions reveals that religious discourse based on stories of prophecy, Christian virtue, miracles, and social challenges to revolutionary action allowed story-users to assert, explore, and promote models of action and moral orientation consistent with the making of revolution.
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Egeler, Matthias, and Carola Lentz. "Things that Place Names Do." Anthropos 117, no. 2 (2022): 453–66. http://dx.doi.org/10.5771/0257-9774-2022-2-453.
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Drawing on corpora from West Africa and Iceland, the article presents a fieldwork-based comparative exploration of ‘things that place names do’. Treating toponyms as performative elements of culture, we have observed striking parallels as well as differences in the uses of place names in both regions. Place names communicate spatial orientation; play an important role in the commemoration of people and events; mark claims of possession; support the construction of identity; sacralize landscapes; and voice moral reprimands. They can provide entertainment, by, for instance, inscribing ridicule into the land. They subvert as well as affirm hierarchies and power structures, and even play a role in interethnic conflict. Equally, they can become nuclei of storytelling, providing starting points for the invention of narratives. Showing the range of functions that place names can assume in two very different geographical contexts, the article presents a heuristic illustration of the potential of fieldwork-based approaches for toponomastic research.
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Latremouille, Jodi Marie. "Poetic Inquiry as Visiting: Stories of Men." in education 20, no. 2 (June 20, 2014): 48–58. http://dx.doi.org/10.37119/ojs2014.v20i2.173.
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This article is a reflection on how stories can come to inhabit a place in a pedagogical way, as Keith Basso notes, “wisdom sits in places” (1996). In this story, I write about my experiences teaching a college preparation English and math class in rural British Columbia. In the short story entitled Stories of Men, I describe the act of witnessing the stories of suffering and hope of men who grew up attending local residential schools, alongside the stories of their sons’ coming of age in the contemporary school system. Keywords: poetic inquiry; narrative inquiry; storytelling; place-based pedagogy
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MacDermott, Denise, Caoimhe Harkin-MacDermott, and Siobhan Wylie. "Before and After: Digital story telling with social work students in Northern Ireland." Journal of Practice Teaching and Learning 16, no. 1-2 (June 10, 2019): 51–67. http://dx.doi.org/10.1921/jpts.v16i1.1231.
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Abstract: This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (first to third week of placement) and at the end (16th to 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.
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Kurganova, N. A. "Using digital storytelling technology studying the theme "Computer viruses" at an informatics lesson." Informatics in school, no. 1 (June 10, 2022): 16–21. http://dx.doi.org/10.32517/2221-1993-2022-21-1-16-21.
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The article discusses the main features of organizing a lesson using digital storytelling technology. The main points that need to be taken into account before creating the digital story and in the process of implementing digital storytelling technology are highlighted: the place of the digital story in the lesson or in the system of lessons; the purpose and structure of the digital story; the type of the story; the digital product and digital tools; the slide scenario of the story. An example of the digital story based on a narrative in the Canva service is given when studying the theme "Computer viruses", the multimedia presentation acts as the digital product. Tasks for students are proposed, which it is advisable to implement with the help of digital storytelling technology, in order to involve students in the educational process.
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Wildawati, Wildawati, Syamsuardi Saodi, and Rusmayadi Rusmayadi. "Pengaruh Metode Bercerita Menggunakan Media Animasi Dalam Meningkatkan Kemampuan Menyimak Anak." WISDOM: Jurnal Pendidikan Anak Usia Dini 3, no. 1 (June 30, 2022): 43–60. http://dx.doi.org/10.21154/wisdom.v3i1.3374.
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Abstract: The problem in this research is the low listening ability of children. The question is whether there is an effect of storytelling activities using animated media on children's listening skills. This study aims to determine the effect of storytelling using animation media on children's listening skills. The hypothesis in this study is that children's listening skills can develop if the storytelling method with animated media based on idol characters is applied in learning. This research approach is quantitative where the type of research is a quasi-experimental design consisting of two groups, namely the experimental group and the control group, with a non-equivalent control group design research design. The research variables were storytelling method using animation media (independent variable) and children's listening skills (dependent variable). This study took place at Al-afiah Islamic Kindergarten in Makassar, with research subjects consisting of 10 children, namely 5 children (control group) and 5 children (experimental group). Test data collection techniques, observation and documentation, with quantitative analysis. The conclusion of this study is that children's listening skills are developing
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Kurniawan, Mozes. "DIGITAL STORYTELLING: TEACHERS’ GUIDE TO ATTRACT CHILDREN’S INTEREST AND MOTIVATION IN KINDERGARTEN’S ENGLISH LANGUAGE LEARNING." Satya Widya 37, no. 1 (September 2, 2021): 16–24. http://dx.doi.org/10.24246/j.sw.2021.v37.i1.p16-24.
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Learning English among early childhood is increasingly being presented in many schools. To meet the needs of the times, mastery of English particularly vocabulary has become a new concern to be accommodated in education especially for children in concern to the characteristics of early childhood learning. Preliminary research on two kindergarten-level classes (age of 5 to 6) in a private school showed that there were several problems teachers faced when applying the conventional storytelling method. The alternative solution to this problem is implementing digital storytelling method which is integrating storytelling and digital technology. This research is based on data obtained qualitatively so that it gives the characteristics of descriptive qualitative research that wants to explain the phenomenon of the object of research according to the topic. The data in this study were obtained from the results of field observations in the classroom when the learning process took place. The result showed that digital storytelling method is considered to be able to attract children's attention in following the stories and learning materials brought by the teacher. Student motivation also appears to emerge with the application of the digital storytelling method in learning English. There are also some teachers’ guide to apply this method in English language learning for kids.
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Vivitsou, Marianna. "Constructing Identities in Online Encounters." International Journal of Teacher Education and Professional Development 2, no. 1 (January 2019): 12–29. http://dx.doi.org/10.4018/ijtepd.2019010102.
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This article examines digital storytelling practices of 12-15-year-old students from Finland and Greece. In online settings, students construct virtual selves through video and text-based interactions with peers and, thus, perform identity work using English as the language of communication. This study examines digital storytelling as space of intertextuality where different speakers' utterances resignify the context of learning. The authors apply inductive analysis of interview data and a multimodal approach to digital stories as combinations of semiotic systems in order to link with a dynamic digital literacy. Findings indicate that the students use an impersonal, scientific-like style to explain how a chemical reaction happens in some stories. In others, they place the focus on human relationships with body language and gesture adding a personal style. However, rather than language, it is the way the story is performed and acted out that authenticates student work. This bears implications for both the teaching of English and the design of digital storytelling aiming for web-based peer exchanges.
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Sarlej, Margaret, and Malcolm Ryan. "Representing Morals in Terms of Emotion." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 8, no. 1 (June 30, 2021): 69–74. http://dx.doi.org/10.1609/aiide.v8i1.12498.
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Morals are an important part of many stories, and central to why storytelling developed in the first place as a means of communication. They have the potential to provide a framework for developing story structure, which could be utilised by modern storytelling systems. To achieve this we need a general representation for morals. We propose patterns of character emotion as a suitable foundation. In this paper, we categorise Aesop’s fables based on the morals they convey, and use them as a source of emotion data corresponding to those morals. We use inductive logic programming to identify relationships between particular patterns of emotion and the morals of the stories in which they arise.
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Warman, Russell D., and Gemma K. Lewis. "Wine place research." International Journal of Wine Business Research 31, no. 4 (November 18, 2019): 493–508. http://dx.doi.org/10.1108/ijwbr-09-2018-0052.
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Purpose Place is an important aspect of wine quality, contributing both distinct sensory characteristics and symbolic significance to the consumer’s experience, particularly in premium wine markets. The concepts of provenance and terroir, and the processes they describe, communicate meaning and significance along the value chain from wine production to consumption. This paper aims to clarify how these concepts are defined, how they contribute to premium wine value chains and how a greater understanding of these concepts by wine science researchers, and other actors, can enhance consumer value. Design/methodology/approach To address these aims, a conceptual framework is developed, which outlines the conditions needed to fulfil the wine/place experience through the value chain. This framework resulted from discussions within a team of researchers currently undertaking a large project into place distinctiveness in Pinot Noir wines in Australia. The refinement and exploration of the concept is grounded in a multidisciplinary literature review. Findings Through application of the framework, wine science researchers are advised to develop a knowledge co-production approach with other actors in the value chain. Doing so enables all actors to use evidence-based storytelling to enhance the role that place has in premium wine value and consumer experience. Originality/value Overall, this paper contributes to the conversation surrounding the value of terroir and provenance, particularly as they relate to premium wine in New World wine regions. The innovative framework is applicable for both business and wine science researchers, especially those with decision-making responsibility and associated with wine science research institutions, funding bodies, industry partnerships and consortia.
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Beek, Jan. "CYBERCRIME, POLICE WORK AND STORYTELLING IN WEST AFRICA." Africa 86, no. 2 (April 6, 2016): 305–23. http://dx.doi.org/10.1017/s0001972016000061.
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ABSTRACTIn West Africa, both cyber fraud and cyber policing are mainly about storytelling. Based on fieldwork in the Ghanaian police, this article explores criminal investigations of email scams; it shows how actors rely on, make use of, lose faith in and reinvent stories. Each cyber fraud case can be understood as a series of connected tales, and all involved try to change the direction of the narrative. While the first tale takes place in virtual spaces between continents, the later ones are located in Ghana and are about police work there. The actors' stories both tap into and create social imaginaries, and the involved actors thereby craft conflicting notions of order and disorder. However, not only the fraudsters' stories but also the police officers' and victims' stories are often factually inaccurate and are partly fictional. Ultimately, all actor groups struggle to create believable stories under current conditions.
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Bhide, Saylee, Elizabeth Goins, and Joe Geigel. "Experimental Analysis of Spatial Sound for Storytelling in Virtual Reality." Frameless 1, no. 1 (December 15, 2019): 1–3. http://dx.doi.org/10.14448/frameless.01.007.
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Virtual Reality leverages our cognitive and perceptual abilities to provide immersive experiences that recreate both the visual and aural elements of real spaces with a high degree of realism making it a suitable delivery platform for conveying narratives through games and films. Spatial sound is useful in enhancing immersion and presence of the user in a virtual world. This audio design allows the game designer to place audio cues that appropriately match with the visual cues in a virtual game environment. These localized audio cues placed in a story based game environment also help to evoke an emotional response from the user and construct the narrative of the game by capturing the user’s attention towards the guiding action events in the game. Our work currently involves a thorough literature study on the significance of debating the usefulness of spatial sound. Our future work involves conducting a user study for analyzing the same i.e., understanding how spatial sound improves user performance and user experience in a virtual game environment. Furthermore, with the help of the relevant subjective and objective inferences that will be collected from the user study conducted on four different evaluation models, our work will also analyze and establish the potential of spatial sound as a powerful storytelling tool in a virtual game environment.
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Hayes, Cassandra, Rachel Riggs, and Kelly Burns. "“A Tale of Two Hospitals”: The Role of Place-Based Sensemaking in COVID-19 Communication for Rural and Urban Texas Hospitals." Special Issue on COVID-19 4, no. 2 (July 2021): 359–86. http://dx.doi.org/10.30658/jicrcr.4.2.7.
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Rural and urban hospitals must respond differently to crises such as the COVID-19 pandemic, given their unique situations. In this study, we performed a rhetorical analysis of press releases from rural and urban hospitals in Texas to better understand the crisis communication strategies of the two hospital systems. Following previous literature on narrative sensemaking, place-based storytelling, and pre-crisis management, we found that the examined press releases used setting details to ground their health-related information in their specific communities. Such a strategy made the information accessible and attainable, but potentially reinforced place-based tensions and inequalities. Our study has implications for preventative sensemaking research as well as for crisis communicators attempting to better reach specific communities during a long-term, developing crisis.
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Saito, Rich, A. J. Faas, and Jim McClure. "THIS MUST BE THE PLACE: PARTNERSHIPS FOR DISASTER PREPAREDNESS IN SAN JOSÉ’S HISTORIC JAPANTOWN." Practicing Anthropology 43, no. 4 (September 1, 2021): 23–30. http://dx.doi.org/10.17730/0888-4552.43.4.23.
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Abstract Because upheavals, oppression, and disaster feature so prominently in the history and (re) making of Japantown San José, preparedness and recovery are in many ways structuring idioms of Japantown and its translocal networks. Memories of generational traumas and recoveries are passed through generations and across cultures in Japantown, as key processes in its history are memorialized in monuments, museums, artwork, plaques, benches, and everyday storytelling. We introduce a community-based disaster preparedness organization, Japantown Prepared, as an outgrowth of the structuring idioms of preparedness and recovery and how their work continues in a partnership with the Department of Anthropology at San José State University.
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Plotnikova, Maria. "Convergent tendencies in political media discourse of postmodern era: manipulative potential of transmedia storytelling." SHS Web of Conferences 128 (2021): 01034. http://dx.doi.org/10.1051/shsconf/202112801034.
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The article deals with the fundamental problem of manipulating public consciousness to achieve certain political goals using new media technologies. The transformation of the modern media landscape associated with the rapid development of digital technologies leads to significant transformations in the social field. The active process of media convergence taking place in digital media space has determined the formation of one of the most relevant tools for the synergy of different polycode texts – transmedia storytelling, which consists in the nonlinear distribution of the global story across different media platforms in parts that do not repeat but complement each other. The product of transmedia storytelling is converged polycode texts based, as a rule, on several digital and traditional platforms, characterized by transmediality, which is most consistent with the mental characteristics of contemporary information consumers, and, in this regard, has significant influencing potential. Within the framework of this study transmedia storytelling is viewed as an effective political technology with a high manipulative potential. Transmedia storytelling allows you to create the most targeted political content, since the main concept of the broadcast message is transmitted through different media platforms and various linguistic and extralinguistic means, integrating reality and virtual reality, generating certain meanings, and broadcasting the necessary convincing attitudes within a given subject area. At the same time, the technology can be used both in a positive (promotional) and a negative (discrediting) political contexts.
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Kim, Hyun Jee. "A Study on Visual Essay based on the Sense of Place - Inspired by Creating Concept of Game Storytelling -." Design Convergence Study 20, no. 5 (October 31, 2021): 57–74. http://dx.doi.org/10.31678/sdc90.4.
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Zhussupova, R. F. "Exploring Digital Storytelling on Cultural Issues at the English Lessons in Multilingual Classrooms." European Journal of Language and Literature 7, no. 1 (January 21, 2017): 22. http://dx.doi.org/10.26417/ejls.v7i1.p22-30.
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For centuries rendering stories have been the most powerful medium for transmitting cultural heritage to next generations because stories are initially used for the purpose of education. In the past two decades, the dynamic emerging of technological innovations has given fresh start to new forms of culture and language teaching that is completely different from print-based source. Also, computers and digital have become a breeding ground for massive variety of new methodological approaches and pedagogical techniques. Multicultural education is considered to be a good opportunity for our country to integrate young generation into the world economy and global society, but still we come across some difficulties. This research aims at giving an analysis about the implementation of digital storytelling into multicultural education during learning English classes on topic entitled “ ” for the 1st year students which took place 7 weeks. The present questionnaire-based study examines the outcomes of digital storytelling procedures at the Eurasian National University. The study was performed through theoretical study of the phenomenon, observing, monitoring, focus groups’ interviews, and testing. Moreover, the present study was an attempt to investigate the effect of creating and perceiving storytelling on students’ cultural awareness. Data elaboration and statistical analysis were performed. The results of the study showed that the implementation of traditional storytelling with well-designed, attractive and demanding regarding high-ranked cognitive activities integrated with new technology had fulfilled its true instructional potential making students’ minds more creative and provided the perfect environment for language and culture teaching.
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Garrido, Maria Rosa. "Circulation and localization of a transnational founding story in a social movement." International Journal of the Sociology of Language 2018, no. 250 (March 26, 2018): 113–35. http://dx.doi.org/10.1515/ijsl-2017-0056.
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AbstractThis article investigates the circulation and appropriation of the “origins” story in a social movement called Emmaus. In particular, it analyzes storytelling in two localities, Barcelona and London, at critical moments when collective identity is foregrounded for different socio-political purposes. Emmaus is a transnational social movement that (re)inserts marginalized people who live and work with more privileged members in local groups called “communities” dedicated to recycling and social projects. Ethnography is essential to situate and understand narratives in broader interactional and socio-political contexts. My multi-sited ethnography (2011–2012) affords an outlook on the storytelling practices that produce and negotiate acultural chronoscope, “depictions of place-time-and-personhood” to which participants orient when they interact with each other (including telling their life stories) within Emmaus. Situated storytelling constructs a collective identity across linguistic and national borders at a particular sociohistorical juncture. The Emmaus story constructs a certain worldview and person types within animagined communitymade up of (narrated) others all over the globe. The Emmaus chronoscope is based on the encounter between two individuals from different backgrounds, which will transform their reasons to live thanks to the shared value of solidarity with others.
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Smith, Carl A. "Community Drawing and Storytelling to Understand the Place Experience of Walking and Cycling in Dushanbe, Tajikistan." Land 12, no. 1 (December 24, 2022): 43. http://dx.doi.org/10.3390/land12010043.
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Transit infrastructure is a critical determinant of the layout and sustainability performance of residential landscapes and neighborhoods. Though the spatial aspects of transit design and their associated impact on health, congestion, air pollution, accident rates, and emissions of greenhouse gases are well understood, the experiential-qualitative aspects of mobility have often been ignored in the travel and transport literature. This paper presents the place-understandings of pedestrians and cyclists concerning neighborhood safety in Dushanbe, the capital city of Tajikistan. Community perspectives were captured through drawing and storytelling workshops as a method of public engagement through creative experience. While reporting on the veracity of this collaborative, creative, and place-based methodology, the paper presents workshop outcomes that describe problematic non-auto neighborhood transit experiences that, if unchecked, could constitute a significant challenge to the sustainable post-Soviet transformation of Dushanbe’s residential neighborhoods.
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Kline, Daniel. "Bringing Interactive Storytelling to Industry: Designing a Reactive Narrative Encounter System." Proceedings of the AAAI Conference on Artificial Intelligence and Interactive Digital Entertainment 5, no. 1 (October 16, 2009): 113–18. http://dx.doi.org/10.1609/aiide.v5i1.12367.
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The commercial games industry is struggling to find a form of narrative for single-player story-based games that takes advantage of the medium. Current methods are limited to structured narrative or simulation, both of which have serious game design constraints. Drama Management represents a potential new model. This talk will cover the author's research into bringing interactive storytelling to single-player story games. Focusing on the design and production needs of current titles, different groups of pen-and-paper RPG Game Masters were studied, and their interactive narrative approach was algorithmically replicated for video game storytelling on a per-encounter level. To verify these results, an “Encounter Manager” pen-and-paper algorithm was tested in place of a human Game Master, achieving similar storytelling results and exposing new conclusions. Implementing these techniques in several video game projects has shown diverse payoffs, not just in narrative, replayability, and pacing but also in risk-reduction, art production, open world and linear level design, and new game genres. However, the uncertainty and risk of a new model of game production combined with the lack of a driving need in commercial games has so far proven a major hurdle for this approach. Looking forward, similarities with other procedural narrative efforts are explored, and future steps are proposed.
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Bager, Ann Starbæk. "A multimodal discourse analysis of positioning and identity work in a leadership development practice." Communication & Language at Work 6, no. 1 (May 6, 2019): 40–62. http://dx.doi.org/10.7146/claw.v6i1.113911.
Full textAbstract:
The paper shows an example of how interaction in a leadership development forum can be analyzed from a narrative-in-use perspective through a combined dialogicality and small story analysis strategy. This entails that a multimodal discourse analysis is conducted of the positioning and identity work accomplished in a research- and dialogue-based leadership development forum in a university setting. A micro-generic positioning analysis of the participants’ small story efforts is combined with an analysis of dialogicality involving other-orientation to show how storytelling takes place and how opposing discourses within organization and leadership studies co-emerge in multimodal interaction. Among other things the analysis shows how different sociomaterial interactional setups shape identity work in situ. The research contributes to the emerging study of organizational dialogical and narrative practices up close. It emphasizes both the broad (Discursive) and the local (discursive) dimensions together with sociomaterial aspects of discourse and storytelling, which are increasingly pursued and recommended within the fields of narrative, dialogue, and discourse studies.
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Hammond, Chad, Wendy Gifford, Roanne Thomas, Seham Rabaa, Ovini Thomas, and Marie-Cécile Domecq. "Arts-based research methods with indigenous peoples: an international scoping review." AlterNative: An International Journal of Indigenous Peoples 14, no. 3 (September 2018): 260–76. http://dx.doi.org/10.1177/1177180118796870.
Full textAbstract:
Research with indigenous peoples worldwide carries long histories of exploitation, distorted representation, and theft. New “indigenizing” methodologies centre the production of knowledge around the processes and knowledges of indigenous communities. Creative research methods involving artistic practices—such as photovoice, journaling, digital storytelling, dance, and theatre—may have a place within these new approaches, but their applications have yet to be systematically explored. We conducted a scoping review of 36 international research studies literature on arts-based research with indigenous peoples. The majority of studies used photovoice and were conducted in Canada, USA, Australia, or New Zealand. We identify five primary fields in which arts-based methods may offer benefit to an indigenous research agenda: (a) participant engagement, (b) relationship building, (c) indigenous knowledge creation, (d) capacity building, and (e) community action. We propose several opportunities to further explore arts-based methods with indigenous peoples.
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Ahmann, Chloe. "Teach For All: Storytelling “Shared Solutions” and Scaling Global Reform." education policy analysis archives 23 (April 20, 2015): 45. http://dx.doi.org/10.14507/epaa.v23.1784.
Full textAbstract:
Teach For All is a global network of state-based organizations that translate Teach For America’s market model of school reform into moral projects of nation-building abroad. Referring to this challenge as one of “scaling” the organization, its leaders elaborate a theory of change that hinges on replicability: in order to effect a global education revolution, Teach For All must reproduce inspiring instances of change in classrooms around the world. In service of this goal, the organization marshals an impressive archive of transformational stories. Each supports its “shared problems, shared solutions” philosophy and attains status as evidence, suggesting that Teach For All’s brand of transformative teaching can eradicate educational inequity despite the contingencies of place. Teach For All’s use of stories to “sell” this brand of reform is itself nothing new. But what is so peculiar about Teach For All’s project is that tales of individual conversion – of situated transformation – come to serve as sites for scalability. By exploring stories as technologies of scale, tracing the ways in which they travel the globe and operate on different audiences, and interrogating the work they do within Teach For All’s ideological apparatus, this article explores the relationship between storytelling “shared solutions” and scaling global reform, and the generic subject that such a relationship produces.
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Nakata, Martin. "The Cultural Interface of Islander and Scientific Knowledge." Australian Journal of Indigenous Education 39, S1 (2010): 53–57. http://dx.doi.org/10.1375/s1326011100001137.
Full textAbstract:
AbstractThe interface between Indigenous knowledge systems and Western scientific knowledge systems is a contested space where the difficult dialogue between us and them is often reduced to a position of taking sides. Storytelling is however a very familiar tradition in Indigenous families where we can and do translate expertly difficult concepts from one generation to the next. This article is based on my attempt to story our way through the difficult dialogue and to posit opportunities for more productive engagements about the place of Indigenous knowledge in our future deliberations at the Indigenous Studies and Indigenous Knowledge Conference series.
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Magnúsdóttir, Júlíana Th. "Women of the Twilight: The Narrative Spaces of Women in the Icelandic Rural Community of the Past." Folklore: Electronic Journal of Folklore 84 (December 2021): 97–126. http://dx.doi.org/10.7592/fejf2021.84.magnusdottir.
Full textAbstract:
The article deals with some of the spatial features of women’s storytelling traditions in rural Iceland in the late nineteenth century and early 1900s. The study is based on audiotaped sources collected by folklore collector Hallfreður Örn Eiríksson in the 1960s and 1970s from informants born in rural Iceland in the later part of the nineteenth century. The main focus of the article is on 200 women that figure in these sources and their legend repertoires, although a small sample group of 25 men and their repertoires will also be examined to allow comparison. The article discusses what these sources tell us about women’s mobility and the social spaces they inhabited in the past. It goes on to consider the performance space of the Icelandic turf farm in which women’s storytelling took place from the perspective of gender. After noting how the men and women in the sources incorporated different kinds of spaces into their legends, it takes a closer look at how the spatial components of legends told by the women reflect their living spaces, experiences, and spheres of activity. The article underlines that while women in the Icelandic rural community were largely confined to the domestic space of the farm (something reflected in the legends they told), they were neither socially isolated nor immobile. They also evidently played an important part in oral storytelling in their communities, often acting as the dominant storytellers in the performance space of the old turf farm.
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Schuchardt, Katharina. "Memories (Un)told – Identity Construction Through Practices of Transgenerational Storytelling." Rocznik Polsko-Niemiecki, no. 27 (December 30, 2019): 89–105. http://dx.doi.org/10.35757/rpn.2019.27.1.05.
Full textAbstract:
The memories of the end of World War II play a significant role among the German minority in Poland. These memories are not only important for the generation who experienced that time, but they also influence the following generations to whom these memories were passed onto by their families. This article presents the end of World War II from the perspective of the young generation of the German minority in Opole and its surroundings, who were born in the 1980s and 1990s and whose narrative resembles the narrative of German post-war history. Both narratives circulate in family memories, and each generation developed a characteristic approach to the culture of remembrance based on the different political systems after 1945. Therefore, the war generation that grew up in communist Poland, also known as the ‘lost generation’, and the generation of grandchildren living in democratic Poland have to face family memories together. At the same time, it becomes clear how, in what form and whether or not the memories are spoken about and what emotional statements they contain about the time immediately after World War II. The freedom of today's generation of grandchildren provides access to the many years of untold experiences of their grandparents and breaks their silence.
This also affects the way a minority identity is created among the young members of the minority and influences their place between a minority and a majority.
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Lestari, Ika. "ANALISIS AWAL KEMAMPUAN BERCERITA PADA ANAK USIA 5 - 6 TAHUN." JIV-Jurnal Ilmiah Visi 13, no. 2 (December 4, 2018): 165–77. http://dx.doi.org/10.21009/jiv.1302.10.
Full textAbstract:
The ability to tell stories needs to be trained in early childhood to learn to express their thoughts, needs, and emotions. The purpose of the study was to analyze the initial ability of storytelling that is owned by children aged 5-6 years so that it can be taken into consideration in determining the learning media to be made. The place of the study was conducted at Al Iman Kindergarten in East Jakarta from January - December 2016. The research method used was quantitative by using a storytelling ability test that was distinguished by language and non-language aspects. Data analysis techniques are carried out using descriptive statistics. The results of the research are indicators of storytelling abilities derived from language and non-language aspects. Based on the results of the storytelling ability test obtained if most children are still not good in the language and non-language aspects. Recommendations for further research are expected to develop learning media that train children’s storytelling skills for the better.
References:
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Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.doi:10.1080/13502930903520058
Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), http://www.iier.org.au/iier26/kervin.pdf
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Miller, S. & Pennycuff. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36 – 43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling
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Pekdoğan, S. (2016). Investigation of the effects of story-based social skills training program on the social skill development of 5-6-year-old children. Education and Science, 41, 183, 305-318. https://eric.ed.gov/?id=ED573653
Schneider, P., Rivard, R., & Debrueil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures?. Child Language Teaching and Therapy, 27, 2-3. https://rehabilitation.ualberta.ca//media/rehabili-tation/faculty-site/departments/csd/documents/enni/bw-colour-final-version.pdf
Setiati, L., Sunarto, P. & Setiawan, P. (2011). Komunikasi gambar bercerita pada buku belajar baca anak taman kanak-kanak. ITB J. Vis. Art & Des, 5(1), http://download.portalgaruda.org/article.php?article=312143&val=7392&title=Komunikasi%20Gambar%20Bercerita%20 pada%20Buku%20Belajar%20Baca%20Anak%20Taman%20Kanak-Kanak
Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives. Early Childhood Research Quarterly, 29, 205–213 http://repositorio.uchile.cl/bitstream/han-dle/2250/124436/Early-narrative-skillsin-Chilean-preschool-Questions-scaffoldthe-production-of-coherent-narratives.pdf?sequence=1
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Whorrall, J., & Cabell, S. Q. (2015). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0
Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC young children, 66(1), 42-49. CCCNS NoG-090-Wil/YC.
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Tan, Chao Min, and Michael Koon Boon Tan. "回艺 (huí yì): Exploring art-based life review to support the relocation process for older adults with dementia in nursing homes." Journal of Applied Arts & Health 11, no. 3 (November 1, 2020): 221–37. http://dx.doi.org/10.1386/jaah_00011_1.
Full textAbstract:
Relocation to a nursing home can be a highly stressful process for older adults with dementia, yet programmes to support them are limited. This study developed an art-based life review programme (Project 回艺; huí yì) and examined its capability to support the process of relocation into the nursing home for older adults. The programme took place over six weeks with twelve older adults in two nursing homes. Each session comprised art-making and storytelling activities to create content that contributed to an individualized life review artbook. Data were gathered through qualitative interviews and observation of participants in sessions. Constant comparative analysis of qualitative data revealed three themes: empowering environment, identity reconstruction and personal biography. The three themes provide guidance for future art-based life review projects through a proposed practice framework.
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S, Stalin. "Anthropomorphism in Paambugal Novel." International Research Journal of Tamil 4, S-3 (May 27, 2022): 11–15. http://dx.doi.org/10.34256/irjt22s32.
Full textAbstract:
Literature is the form which is formed or created on the theme of own life experiences and social experiences from time to time. They move the events from one period to the next and the literature travels along with them. The Historical events are one among them. The short novel "PAAMBUGAL" was written based on the event that took place in the 20th century. Techniques of storytelling is studied in terms of story analytic methods and historical methods. It is found that anthropomorphism of Tamil literature differs from that of Western theory. It is inferred that, though anthropomorphism technique is used but not fulfilled in the text.
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Mardhiyani, Nur Laili, and Liliek Budiastuti. "Implementing The Visual Storytelling Model as a Branding Strategy of Kandri Tourism Village on Instagram @desawisatakandri." E3S Web of Conferences 317 (2021): 02018. http://dx.doi.org/10.1051/e3sconf/202131702018.
Full textAbstract:
The Covid-19 pandemic has caused a downturn in the tourism sector, especially community-based tourist attractions, namely tourist villages. One tourist village that has experienced a downturn is the Kandri Tourism Village in Semarang, which has been recorded since March 2020 that it has not received visits from group or individual tourists who wish to travel in that place. This crisis makes Kandri Tourism Village have to carry out proper branding and promotional media in order to attract tourists to visit again. The aim of this article is to implement a visual storytelling model on the @desawisatakandri Instagram account in order to increase tourist visits in Kandri Tourism Village. This research uses descriptive qualitative research methods. The results of this study indicate that through Instagram @desawisatakandri, the implementation of visual storytelling through photos and videos is a branding strategy for Kandri Tourism Village. The content uploaded in social media includes brand positioning for segmentation of tourists by group or teams. Brand identity describe on logo with the tagline “Kandri Wae”, and the Brand personality can be seen in activities that are characteristic of Kandri Tourism Village.
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Sularti, Sularti, Suharno Suharno, and Benny Agus Pribadi. "Pengembangan Media Gambar Seri untuk Meningkatkan Kemampuan Bercerita." MENDIDIK: Jurnal Kajian Pendidikan dan Pengajaran 8, no. 2 (October 1, 2022): 344–49. http://dx.doi.org/10.30653/003.202282.262.
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The purpose of this study was to analyze the use of picture series learning media that was developed in improving storytelling skills in grade I students. This research is a Research and Development (R & D). Data collection techniques with tests, non-tests, and interviews. The effectiveness analysis was carried out by comparing the results of the pretest and posttest tested with the mean difference test (Independent Sample t Test). The results showed that after being validated by media experts and linguists, learning media were suitable to be used to improve storytelling skills. The effectiveness of serial image media as measured using a before-after experimental design in field trials is known to have a pretest value of 69, and an average posttest value of 81.89. Based on the normality test with the One Sample Kolmogorov Smirnov Test, the probability value of t-statistics> Level of Significant = 0.05, namely the pretest value of 0.852 and the posttest value of 0.778 (> 0.05), thus the research data is normally distributed. The results of the t-test obtained a significance value (2-tailed) 0.000 <0.05. Thus, it can be concluded that there is a significant (significant) difference between the pretest and posttest scores in Indonesian language learning, it can be interpreted that serial picture media can improve storytelling skills in grade I KD students. 4.9. Using the right vocabulary and expressions to introduce yourself, your family, and the people in your place of residence in a simple spoken and written form.
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Wijaya, Erfan Mokhamad. "PEMBELAJARAN BAHASA BERBASIS KURIKULUM 2013 DI PAUD ASPARAGA MALANG." CENDEKIA: Journal of Education and Teaching 11, no. 2 (May 8, 2017): 249. http://dx.doi.org/10.30957/cendekia.v11i2.327.
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This classroom-based observation qualitative study describes language learning process in the kindergarten level based on the 2013 Curriculum. This study took place in the Kindergarten of Asparaga Malang and assigned all pupils as the research subject. Data of this study were obtained form classroom interactions in the Asparaga school using observation and interview. This study revealed that the pupils in Asparaga interacted with friends and teachers in four languages: (1) Javanese language, (2) Indonesian, (3) the English language, and (4) Arabic. Learning a language was considered interesting using of various methods: teachers applied the storytelling and play to teach the languages, and multiple medias to support language learning process were also used in support to use the books, pictures, and tablets.
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Gonsalves, Kavita, Marcus Foth, and Glenda Amayo Caldwell. "Radical Placemaking: Utilizing Low-Tech AR/VR to engage in Communal Placemaking during a Pandemic." Interaction Design and Architecture(s), no. 48 (June 10, 2021): 143–64. http://dx.doi.org/10.55612/s-5002-048-007.
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The COVID-19 pandemic has made the struggles of the excluded louder and has also left them socially isolated. The article documents the implementation of one instance of Radical Placemaking, an “intangible”, community-driven and participatory placemaking process, in Kelvin Grove Urban Village (KGUV), Brisbane, Australia to tackle social isolation during the COVID-19 pandemic. KGUV community members were engaged in storytelling and interactive fiction online workshops to create experiential, place-based and mobile low-tech AR digital artefacts. The article expands on the methodology which involved a series of online workshops to design low-tech AR digital artefacts using digital collaboration tools (Google Classroom, Slack, Zoom) and VR environments (Mozilla Hubs). The study’s findings confirm the role of accessible AR/VR technology in enabling marginalised communities to create connectedness and community by co-creating their own authentic and diverse urban imaginaries of place and cities.
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Jaago, Tiiu, and Tiina Sepp. "Journey in a Life Story and Pilgrimage: Exploring the Connection Between Humans and Place in a First-Person Narrative." Journal of Ethnology and Folkloristics 15, no. 2 (December 1, 2021): 179–97. http://dx.doi.org/10.2478/jef-2021-0023.
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Abstract This paper will explore the relationship between humans and place mediated in first-person narratives. By focusing on episodes that reveal the change in the ordinary role of the person, we examine how they describe the place and how they perceive the environment in their changed role. Drawing on interviews with a man who has walked a pilgrimage/hiking trail as well as a written life story from the collections of the Estonian Cultural History Archives, we analyse the description of modern journeys and the journeys that took place in the vortex of events during World War II. We suggest that the descriptions of place-making under consideration are related not only to subjective experiences and storytelling skills, but also to more general contexts, such as historical-political, economic, or religious frames. Comparing various kinds of place-making description we attempt to find the universal and context-sensitive aspects of journey descriptions. Finally, based on studies of oral history and cultural borders on the one hand, and pilgrimage studies on the other, a methodological question is asked: how should one apply these research methods and results to place-making research? Combining these research methods has turned out to be fruitful in creating a dialogue between experiences that have been formed in different circumstances, and through this to understand better the factors determining one’s sense of place.
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Lee, Yun Joon Jason. "A Study of the Effects of Transmedia Storytelling on Active Participation and Language Learning." STEM Journal 23, no. 2 (May 31, 2022): 29–40. http://dx.doi.org/10.16875/stem.2022.23.2.29.
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This study observed the following two purposes: (1) to investigate whether transmedia storytelling (TS) encourages beginner-level college students to actively participate in classwork, and (2) to determine whether TS is positively related to second language (L2) learning. The transmedia approach will help the students to gain more knowledge and information about the target language. Two beginners were invited to act as case studies to these ends. An American television series, <i>The Good Place</i> (Holland, 2018), was chosen. This study was conducted in three stages: (1) participant presentations on selected topics via TS, (2) first recall test (one week later, with notice), and (3) second recall test (two weeks later, without notice). On the first test, Participant A scored well on his selected topic, but his score dropped somewhat on Participant B’s topic. Participant B had a better score than Participant A on both topics. The second test was an error analysis. Participant A had minor errors on the TS-based topic but significant ones on the not-TS-based topic. Participant B had fewer errors than Participant A on both topics, and all his errors were minor. Both participants were involved in active participation. Pedagogical implications are discussed in the conclusion.
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Voloshynov, Serhii A., Halyna V. Popova, Alona Y. Yurzhenko, and Ekaterina O. Shmeltser. "The use of digital escape room in educational electronic environment of maritime higher education institutions." CTE Workshop Proceedings 7 (March 20, 2020): 347–59. http://dx.doi.org/10.55056/cte.364.
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The paper is tended to investigate the gamification activities use in educational electronic environment of maritime higher education institutions. Gamification methods with examples are described (gamification testing, QR Code quest, storytelling and escape room). Comparative characteristic of traditional learning and learning using gamification in educational electronic environment is given in the article according to different criteria: the place and role of teacher or students in the learning process; type of information communication; methods of training; equipment; level of freedom of the actions; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of gamification activities based on escape room quest to form communicative competency of future maritime professionals. Escape room activity presented in the article contains storytelling element, crossword and electronic testing questions of different types. Question types listed in the paper are Drag and drop to the text, Short answer and Multiple choice. Escape room activity was done by second year cadets of Kherson State Maritime Academy. According to the received results, knowledge quality increased by 10% and success by 20%. Further investigation of gamification activities can also be done for learning system of maritime higher education institutions using simulation technologies of virtual, augmented and mixed realities.
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Sheremet, O. V., and E. Ozdemir. "To the Questıon of the Use of Storıtellıng in the Classes on RCL in the Condıtıons of Turkısh-Russıan Bılınguısm." Язык и текст 8, no. 2 (2021): 51–61. http://dx.doi.org/10.17759/langt.2021080205.
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This scientific article is devoted to the study of the formation of communicative competence as an important quality of the secondary linguistic personality of a student. A feature of this work is the fact that the process and acquisition of communication skills of future philologists takes place in the conditions of the Turkish-Russian learning environment. We focused on learning the communicative competence of native Turkish students. Based on the analysis of scientific literature, it was revealed that one of the effective linguodidactic conditions for studying Russian as a foreign language in the Turkish audience is the use of storytelling method. In this article, we consentrated on the concept of storytelling and gave a description of the main types of this method: classical, active, computer, polyphonic, etc. The methodological aspect of the application of this method is shown on the example of studying the topic «Prepositional case of a noun», which is provided for in the curriculum of the dissipline «Gramere giriş» / «Введение в грамматику» at the preparatory course of Ibrahim Chechen University of Agri. We believe that the stages of creating and telling stories described in this article can also make a contribute to the effective formation of the communicative competence of Turkish students during the learning Russian as a foreign language.
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Kotelianets, Ju. "PREPARING EDUCATORS FOR THE USE OF INNOVATIVE TECHNOLOGIES FOR THE DEVELOPMENT OF CREATIVE STORYTELLING OF PRESCHOOLERS." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 179–89. http://dx.doi.org/10.33989/2226-4051.2020.22.222020.
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Speech competence is one of the leading basic characteristics of personality formed in ontogenesis. Mastering coherent speech is a component of pre-school children’s speech competence, which provides successful preparation for school. Therefore, the task of coherent speech development occupies a central place in the overall system of work on speech development in a pre-school educational institution. Modernization of pre-school education in Ukraine requires the implementation of innovations in the practice of working with pre-school children. Future pre-school teachers of the XXI century should be able to use innovative pedagogical technologies that will help them find their place in the chosen profession. In the process of studying in a higher educational institution, future pre-school teachers should master innovative technologies for the development of creative storytelling of preschoolers. The speech of older preschoolers is more coherent in situations based on visibility. It is facilitated by a modified method of perception of the image depicted in the picture by different senses, as well as modeling technology. In the process of studying in a higher educational institution, students should master the sequence of work on the formation of skills to compose a creative story: It is advisable to teach future pre-school teachers to use during classes V. Propp’s cards and give them instructions and recommendations how to build a methodological correct sequence of work with them. Thanks to the usage of the proposed method, the child’s creative potential is developed and realized, acquiring real forms of expressiveness.
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Daffin, Jen, Rebecca Thomas, and Siobhan Parry. "Unlocking the System: Place-based ways of working with children, their families and a neighbourhood psychologist in Bettws, Wales." Clinical Psychology Forum 1, no. 357 (September 2022): 37–43. http://dx.doi.org/10.53841/bpscpf.2022.1.357.37.
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In Public Health, recognition of the importance of the social determinants of health has led to significant shifts in practice and research. In the mental health sector, we are making great progress but ‘treating’ the social determinants of mental health requires a focus more on policy than on medication, therapy, and neurobiological innovation. It is now widely acknowledged that our mental health is largely determined by the conditions in which we are born, grow, work, live, and age. Conditions full of adversity and deprivation create a lack of opportunity, poor infrastructure and socially disconnected communities. These circumstances foster the conditions for community level adversity, trauma, and injustice. Solving the mental health crisis is therefore not about more access to one-to-one therapy, counselling, but about creating psychosocially health circumstances and communities for people to live in. For emotional health outcomes, we know the first 1,000 days but particularly the first two months are most crucial. It’s therefore important that support is provided early and sustained over this critical period. Working with parents with a child aged seven or younger alongside local primary schools using the human learning systems approach this project aims to explore how to communities can heal from trauma and adversity in ways that are human-rights focused, non-violent, trauma-informed, community-led, healing and culturally sensitive. Based on the adverse community experiences and resilience framework whilst using storytelling for systems change the project will look to co-develop a place-based approach to understanding and improving community wellbeing and resilience in Bettws, Newport.