Relevant bibliographies by topics / Reading and story telling

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Reading and story telling'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Reading and story telling"

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

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

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

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

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

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

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

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Lecture one: Reading Horace, or L'homme et l'oeuvreAll criticism is also biography: and telling a story about a text is also telling a story about oneself. This is particularly true of Horace. When one writes about Horace, one is constructing a Horace, making the man: and constructing a Horace is inevitably also constructing oneself. Consider for example, Colin Macleod, whose last graduate class before his suicide was on Horace's Epistles, and who wrote extensively on Horace. Macleod's Horace was complex, often contradictory, morally serious – which fits Macleod of course.
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Walsh, Julie. "On the seductions of psychoanalytic story-telling: Narcissism and the problems of narrative." Frontiers of Narrative Studies 3, no. 1 (August 8, 2017): 71–88. http://dx.doi.org/10.1515/fns-2017-0005.

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AbstractIn this paper, I argue for a particular reading of narcissism that challenges the privileging of narrative as a sense-making device, with important consequences for an evaluation of the story paradigm in psychotherapeutic work. I lean on the psychoanalytic mechanisms of Nachträglichkeit and trauma to trouble dominant therapeutic logics that support the primacy of the (narcissistically centered) narrative “I.” Rather than endorse the story of “me, me, me” that popular readings of narcissism invoke, I explore the possibility that, in psychoanalysis, narcissism’s modes destabilize the I, making the narrator constitutionally unreliable, and her accounts of all subject-object distinctions uncertain and constantly shifting.
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Arijit, Arijit goswami, and Bhavna Prajapati Bhavna. "A Study on Acceptance Level of Management Faculty Members towards Transmedia Story Telling." International Journal of Marketing & Human Resource Research 3, no. 3 (July 28, 2022): 168–74. http://dx.doi.org/10.47747/ijmhrr.v3i3.709.

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This study is focused on looking into the acceptance level of the teachers relative to transmedia storytelling, views on the modification of reading tasks and activities through transmedia storytelling, and integration of transmedia storytelling in reading tasks and activities. This study focuses and limits only in describing the acceptance level of management faculty members as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities. The study used descriptive research design wherein the data were analyzed through a modified questionnaire on the level of acceptance. The results of the study show a positive acceptance of transmedia storytelling among management faculty members. Furthermore, it was emphasized that transmedia storytelling is a beneficial and educational strategy for teaching reading and integration should be done through adapting and designing various media platforms. This action research presented a new reading strategy for management teachers that can be used in teaching learning aimed for a contextualized and expanded teaching and learning of reading through a matrix that include selected and applicable reading texts with transmedia storytelling media platforms.
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Bukhori, Imam. "METODE PENANAMAN NILAI-NILAI MULTIKULTURAL PADA SISWA KELAS RENDAH (STUDI PADA MI DI MWCNU LP. MAARIF KRAKSAAN)." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (February 3, 2018): 40–51. http://dx.doi.org/10.33650/edureligia.v2i1.233.

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

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

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

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Morris-Nunn, Robert William, and not supplied. "Story telling." RMIT University. Architecture and Design, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080506.150101.

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I believe it is possible to tell stories through architecture. Indeed, it is my practice to create buildings that tell stories. It is important to build and elaborate connections between past and present, to tease out memories and discover meanings. These define and strengthen a sense of community - in this instance the very community of which I am a part. My oeuvre springs from cultural - even anecdotal - reference points, more than from the work of my architectural forebears and compatriots. Other architects design through a creative interaction with their unconscious: they develop doodles and lines, and resolve them into ordered spatial environments. Instead, when I claim to design buildings that tell stories, I mean that I create a spatial identity that resonates with memories and unconscious associations. This entails the very deliberate ordering of spaces - external and internal - where cultural considerations and their associated meanings are developed from the outset, informing the whole design process. My materials are the traditional fabric of contemporary architecture. I use them to modify buildings and shape spaces to visual symbols, objects by association. My early work evolved in such a way that projects could be read as a illustrated story. I have more recently begun to engage in a more psychological 'place making' to conceive a building's form. The functional aspect of layout is always overlaid with visual imagery designed to evoke memories among the ordinary, mostly architecturally-illiterate people who use the buildings. I am continually challenged to create architectural forms that more effectively engage with the culture and traditions of people and place. But neither my architectural practice nor my designs can be termed 'traditional'. Here I seek to describe story-telling as an architectural form. Stories are my contextual framework for thinking. And story-telling is my way to connect buildings with people.
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Cordi, Kevin Dean. "Using Stories and Drama to Improve My Teaching: A Professional Storyteller “Bends Back” to Look Forward." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253364538.

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Cowell, Naina. "Story telling : a dynamic assessment approach." Thesis, University of East London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532931.

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Adolescents with language impairment frequently experience difficulties with story- telling tasks and the development of their story-telling or narrative abilities differ from those of typically developing young people. In this study a dynamic assessment and intervention approach was used to assist the development of narrative abilities of secondary-aged pupils with language difficulties. The initial phase of the study involved eliciting narratives from pupils using a wordless picture book. This was followed by two individually administered mediated learning experiences over a two-week period. Pupils' narratives were elicited and scored following this. The second phase involved small, group mediated teaching of narratives over a ten-week period at the end of which pupils' narratives were retested. Sixtysix pupils across four secondary schools participated in the study and were assigned to either an experimental or a control condition. A two-phase, sequential, mixed methods design incorporating both a within and a between subjects design using a test-mediate-retest method within a dynamic assessment paradigm was employed. Pupils' views were obtained through three focus groups. The views of the professionals involved in the intervention were obtained through post-intervention reflective sheets. A conventional content analysis that adopted a constructivist paradigm was used to analyse the data from the focus groups and the reflective sheets. A highly significant improvement was found in both the qualitative and quantitative aspects of the intervention group's narratives following the dynamic assessment and intervention phase and the group-mediated teaching sessions. However, a within-group analysis showed a slight decline in the quantitative but not the qualitative narrative measures following the group mediated teaching of narratives. The pupils in the intervention group also showed significant gains in their narrative performance on a standardised test of narrative ability following the group mediated teaching of narratives. A surprising result was that pupils in the control group showed a five percent improvement in the qualitative but not the quantitative aspects of their narratives. Pupils and professionals reported an increased awareness and understanding of the importance of narratives and the inclusion of aspects that made up a complete narrative. Pupils reported on how particular mediation strategies had helped them with their story telling while professionals reported an increased understanding of a mediated teaching approach. Pupils and professionals reported an increase in confidence and expressed a need to link the mediated teaching of narratives to class-work and monitoring systems used in school. In spite of the study's limitations, the results showed how the narrative abilities of secondary-aged pupils with language difficulties could be developed through a dynamic assessment and intervention approach enabling pupils to become active learners.
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Fitz-Gerald, Timothy A. "Cabaret Story-Telling: Building Your Act." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4808.

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This thesis adduces the benefits in teaching undergraduate theatre majors the competency to create a cabaret. It expostulates that doing so during college gives students an advantage in marketing themselves professionally. It substantiates the general lack of cohesive undergraduate training in this area. The results of a survey of casting directors, assessing the worth of implementing the study of cabaret into theatre curricula, are incorporated. Those that responded agreed that performing cabarets can play a role in a performer’s career, even if the opinions varied as to what that specific role is. There was general agreement that the study of cabaret could benefit students in ways which potentially go beyond securing immediate employment. I have included a sample syllabus for a course focusing on the construction, and performance of a cabaret. It is anticipated this would serve for a performance class taught during a student’s fourth year of undergraduate study.
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Porcel, Juan Carlos. "Story telling engine based on agent interaction." Thesis, Linköping University, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-12228.

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Comics have been used as a programming tool for agents, giving them instructions on how to act. In this thesis I do this in reverse, I use comics to describe the actions of agents already interacting with each other to create a storytelling engine that dynamically generate stories, based on the interaction of said agents.

The model for the agent behaviours is based on the improvisational puppets model of Barbara Hayes-Roth. This model is chosen due to the nature of comics themselves. Comics like those found on newspapers and children magazines are funny because their characters behaviour depends heavily on emotions, which is why this model is well suited for this application.

This project implements an emotion-based model for agent behaviour in a way that tells a story in the form of comic strips. For this, the model is adapted to a discrete time form since the actions no longer occur in real time (like in traditional simulation games) but rather in a sequence of frames or panels. The model is inspired by the analysis of time and space mechanics in comics by Scott McCloud. The emotional model is also adapted to reflect the rather extreme emotions and responses that characterize cartoon characters.

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Kramer, Kirstin M. "Telling Freud's Story: The Fictionalization of Freud." Thesis, Boston College, 2005. http://hdl.handle.net/2345/393.

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Thesis advisor: Robin Lydenberg
The figure of Sigmund Freud haunts the modern consciousness, but popular culture too often reduces Freud to a simplistic set of concepts or a figure of fun. The popular image of Freud is a reduction, a caricature – a fiction. The fictionalization of Freud is hardly a new development, however: the first person to fictionalize Freud was Freud himself. In writings such as The Interpretation of Dreams and the Dora case, Freud tells his own story, as well as the stories of his developing theory of psychoanalysis and his patient Ida Bauer. Writers like Hélène Cixous continue in Freud's own tradition as they probe Freud's unconscious mind and challenge his public persona, creating a portrait of Freud that is not a reductive caricature, but a thoughtful meditation on his personality and ideas. The following paper examines the ways that telling Freud's story can be meaningful and fruitful. Exploring the fictionalization of Freud suggests that any attempt to turn a real person into a text is in some sense a fictionalization and that this process is an essential part of the way that human beings understand others and the self
Thesis (BA) — Boston College, 2005
Submitted to: Boston College. College of Arts and Sciences
Discipline: English
Discipline: College Honors Program
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Pinault, David. "Story-telling techniques in the "Arabian nights" /." Leiden : E. J. Brill, 1992. http://catalogue.bnf.fr/ark:/12148/cb35559510t.

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Gelmini-Hornsby, Giulia. "Scaffolding children's collaborative story-telling through constructive and interactive story-making." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/13911/.

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The main aim of this research was to investigate how children's collaborative storytelling could be scaffolded through technologically mediated resources and how these resources can be made more effective by scaffolding around them. The benefits of providing children with resources, encouraging them to construct their own representations and to interact with each other while they make their story were investigated with respect to the quality of their subsequent storytelling. The first piece of work presented in this thesis is a qualitative case study aimed at exploring how the collaborative storytelling task could be resourced with and without technology, as well as the effectiveness of scaffolding around the technology through adult guidance, and whether the potential benefits could be maintained once the additional guidance was withdrawn. Although the study found that the (technology mediated and non-technological) resources provided did not support for children's engagement in discussion and storytelling, providing scaffolding around these resources was effective at promoting discussion and good collaborative storytelling. Specifically, adult guidance designed to encourage children to articulate their story ideas through questions was shown to benefit children's engagement in discussion and the quality of their collaborative storytelling. Moreover, the children continued to engage in discussion and to produce well structured, rich and coherent stories once the additional guidance was withdrawn. The second study presented in this thesis was of an experimental nature. It built on the findings from the case study by employing more structured resources as well as making the task more ecologically valid for the children through the introduction of a real audience and the matching of the participants with familiar peers (i.e., school mates). The study investigated the benefits of encouraging children to construct their own representations by comparing a task where children were presented with pictures they could manipulate and a task where children were encouraged to construct their own dynamic drawings over these pictures. The study found that children's collaborative stories were longer when the children were encouraged to construct their own dynamic drawings. The stories were also qualitatively better, as they contained more structural elements and were richer in style. However no differences were found between the stories in the two tasks with respect to extent to which children were able to build coherently on each others' contributions. This is argued to have been due to the fact that little shared understanding was established among the children about their collaborative story as a result of a lack of engagement in interactive discussion. The third study was also experimental in nature, and it investigated the benefits of complementing children's construction with scaffolding specifically aimed at encouraging them to discuss their story as this was being made. The study compared a task where children making a story together were encouraged to construct their own dynamic drawings with a task where they were also required to use a set of question prompts to discuss their ideas. It was found that when they were required to engage in reciprocal questioning, the children discussed their story more. The quality of the children's collaborative stories was also better when the children were supported through question prompting. Not only were the stories longer, but they also contained more structural elements and were richer in style. Moreover, when they were telling their stories, the children built more coherently on each other's contributions. Finally, a correlation was found between the number and type of questions asked by the children while they were making their stories together and the quality of the stories produced. These findings suggest that the engagement in discussion combined with the construction of dynamic drawings encouraged children to articulate and elaborate on their story ideas, therefore enabling the production of longer and better stories. Also, the children's engagement with each others' ideas may have facilitated the establishment of a shared understanding about the collaborative story, thus making it possible for children to build on each others' ideas during storytelling.
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Books on the topic "Reading and story telling"

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

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

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Ann, Levy Bronwen, Murphy Ffion 1960-, and Woodford Forum, eds. Story/telling. St. Lucia, Qld: University of Queensland Press, 2001.

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Scott, Kretchmar R., National Association for Physical Education in Higher Education (U.S.), and American Academy of Kinesiology and Physical Education. Meeting., eds. Telling our story. Champaign, IL: Human Kinetics, Publ. for the National Association for Physical Education in Higher Education, 1999.

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G, Carter Terry, ed. Telling God's story. 2nd ed. Nashville, TN: Broadman & Holman Pub, 2013.

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Bruce, Morris. Telling Warrnambool's story. Geelong, Vic: Deakin University Press, 1993.

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John, Leger, ed. Telling Asia's story. Hongkong: Review Pub. Co., 1996.

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People's Educational Association of Sierra Leone., ed. Mende story telling. Freetown: People's Educational Association of Sierra Leone, 1986.

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Ngaboh-Smart, Francis. Mende story telling. Freetown: People's Educational Association of Sierra Leone, 1986.

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Rosiere, Gabrielle. Fortune telling and character reading. Hastings: Society of Metaphysicians, 1986.

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Book chapters on the topic "Reading and story telling"

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Ghersi, Adriana. "Capo Mele: a story-telling experimental beach in Laigueglia (sv)." In Proceedings e report, 242–49. Florence: Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-147-1.24.

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The transformation of the coastal landscape assumes a significant importance, as far as global changes and erosion risks are concerned. The experience at Capo Mele to stage a new approach to the beach, managed by a smart private agent, allows more readings and new possible strategic actions. The initiative promotes the beach area as an active museum, to test and monitor new mechanisms for the use, protection and narration of landscape values, in the various aspects of adaptability, socio-cultural development and enhancement of the potential of the beach as a treasure chest of biodiversity.
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Austin, Tricia. "Story Telling." In Narrative Environments and Experience Design, 87–107. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367138073-5.

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Horrocks, Roger, and Jo Campling. "Story-telling." In Freud Revisited, 71–84. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780333985441_6.

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Lacasa, Pilar. "Story Telling." In Learning in Real and Virtual Worlds, 159–87. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312051_8.

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Angler, Martin W. "Story Elements." In Telling Science Stories, 25–49. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351035101-2.

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Angler, Martin W. "Story Formulas." In Telling Science Stories, 105–32. London ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351035101-5.

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Radstone, Susannah. "Telling Memory’s Story." In Productive Remembering and Social Agency, 227–41. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-347-8_16.

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Yoe, Charles. "Telling Your Story." In Principles of Risk Analysis, 713–40. Second edition. | Boca Raton : Taylor and Francis, CRC Press, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429021121-21.

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Richter, Michael M., Sheuli Paul, Veton Këpuska, and Marius Silaghi. "Visual Story Telling." In Signal Processing and Machine Learning with Applications, 531–39. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-45372-9_28.

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van Wyk, Michelle Olga. "Telling the story." In Empathy and Business Transformation, 135–45. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003227557-12.

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Conference papers on the topic "Reading and story telling"

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

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

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

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Abstract The experience report results from a pedagogical proposal experienced on Financial Education in daily school life, at the Eva Vieira de Almeida Municipal School, during the THIRD Quarter of 2015. During the proposal experience, the class was composed of 26 students, after surveys and evaluation about the learning of students' indifferent levels and also in lag in learning reading, writing, and mathematical language, it was understood the need for a teaching proposal – meaningful and comprehensive learning. The fundamental objective was to stimulate mathematical knowledge through knowledge of the Monetary System, promoting learning situations, collaboratively and pleasantly. The proposal was developed in an interdisciplinary way through various experiences and methodologies, in order to insert students in mathematical knowledge in a conscious and participatory way, promoting exchange of knowledge and acquisition, among them : story telling, emphasizing the importance of the economy for financial control; fair emphasizing the purchase and sale of scrapped products, with the involvement of students replacing employees of a trade; handling and contact with coins and banknotes (paper buck); workshop of recycling piggy banks and wallets; listening and musical understanding on the subject. After the results obtained , we reflected on the pedagogical practice and realized that the pedagogical proposal was favorable, because the results were positive and motivated the students in the classes to have a new attitude towards knowledge, because the students demonstrated their experiences, mastery of the contents covered and exchange of consolidated knowledge.
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Cao, Xiang, Siân E. Lindley, John Helmes, and Abigail Sellen. "Telling the whole story." In the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1718918.1718967.

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Hougaard, Bastian Ilsø, and Hendrik Knoche. "Telling the Story Right." In PervasiveHealth'19: The 13th International Conference on Pervasive Computing Technologies for Healthcare. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3329189.3329239.

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Hill, Virginia, and Velda Bartek. "Telling the user's story." In the 2007 symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1234772.1234794.

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Hennig, Patrick, Philipp Berger, Christian Dullweber, Moritz Finke, Fabian Maschler, Julian Risch, and Christoph Meinel. "Social Media Story Telling." In 2015 IEEE International Conference on Smart City/SocialCom/SustainCom (SmartCity). IEEE, 2015. http://dx.doi.org/10.1109/smartcity.2015.84.

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Verhalen, Aline Elias Cardoso, Rodrigo Geurgas Zavarizz, Jonattan Willian da Silva, Tiago Marino Silva, Caio Eduardo Pereira Nunes, Ticianne de Gois Ribeiro Darin, and Kamila Rios da Hora Rodrigues. "Telling your own story." In IHC '22: XXI Brazilian Symposium on Human Factors in Computing Systems. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3554364.3561610.

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Turner, J., and David Browning. "Designing spatial story-telling software." In the 21st Annual Conference of the Australian Computer-Human Interaction Special Interest Group. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1738826.1738851.

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Martin, Suzanne E. "Telling a New Learning Story." In 14th International Conference of the European Academy of Design, Safe Harbours for Design Research. São Paulo: Editora Blucher, 2021. http://dx.doi.org/10.5151/ead2021-149.

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Reports on the topic "Reading and story telling"

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DEPARTMENT OF THE NAVY WASHINGTON DC. Telling the Navy Story. A Handbook for the Collateral Duty PAO. Fort Belvoir, VA: Defense Technical Information Center, March 1992. http://dx.doi.org/10.21236/ada248279.

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Rhee, Jongeun, and Mary C. Cross. Telling My Story Through Visual Images Guided by Arnheim�s Visual Thinking. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8284.

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Oram, Stephanie S. Telling the Story: Impact of Military-Media Relations on the Operational Commander. Fort Belvoir, VA: Defense Technical Information Center, February 1993. http://dx.doi.org/10.21236/ada264285.

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Seybold, Patricia. Customer Innovation Guide:Mastering the First Core Competencies: Incorporating Story-Telling into Your Organization’s DNA. Boston, MA: Patricia Seybold Group, March 2007. http://dx.doi.org/10.1571/custinnovguidecomp1.

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Mondak, Chris, and Leo L. Timms. Telling the Dairy Sustainability Story: The Value of Dairy Open Houses as Learning Events to Improve Consumer Understanding of Modern Animal Agriculture. Ames (Iowa): Iowa State University, January 2010. http://dx.doi.org/10.31274/ans_air-180814-153.

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Karlstrom, Karl, Laura Crossey, Allyson Matthis, and Carl Bowman. Telling time at Grand Canyon National Park: 2020 update. National Park Service, April 2021. http://dx.doi.org/10.36967/nrr-2285173.

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Grand Canyon National Park is all about time and timescales. Time is the currency of our daily life, of history, and of biological evolution. Grand Canyon’s beauty has inspired explorers, artists, and poets. Behind it all, Grand Canyon’s geology and sense of timelessness are among its most prominent and important resources. Grand Canyon has an exceptionally complete and well-exposed rock record of Earth’s history. It is an ideal place to gain a sense of geologic (or deep) time. A visit to the South or North rims, a hike into the canyon of any length, or a trip through the 277-mile (446-km) length of Grand Canyon are awe-inspiring experiences for many reasons, and they often motivate us to look deeper to understand how our human timescales of hundreds and thousands of years overlap with Earth’s many timescales reaching back millions and billions of years. This report summarizes how geologists tell time at Grand Canyon, and the resultant “best” numeric ages for the canyon’s strata based on recent scientific research. By best, we mean the most accurate and precise ages available, given the dating techniques used, geologic constraints, the availability of datable material, and the fossil record of Grand Canyon rock units. This paper updates a previously-published compilation of best numeric ages (Mathis and Bowman 2005a; 2005b; 2007) to incorporate recent revisions in the canyon’s stratigraphic nomenclature and additional numeric age determinations published in the scientific literature. From bottom to top, Grand Canyon’s rocks can be ordered into three “sets” (or primary packages), each with an overarching story. The Vishnu Basement Rocks were once tens of miles deep as North America’s crust formed via collisions of volcanic island chains with the pre-existing continent between 1,840 and 1,375 million years ago. The Grand Canyon Supergroup contains evidence for early single-celled life and represents basins that record the assembly and breakup of an early supercontinent between 729 and 1,255 million years ago. The Layered Paleozoic Rocks encode stories, layer by layer, of dramatic geologic changes and the evolution of animal life during the Paleozoic Era (period of ancient life) between 270 and 530 million years ago. In addition to characterizing the ages and geology of the three sets of rocks, we provide numeric ages for all the groups and formations within each set. Nine tables list the best ages along with information on each unit’s tectonic or depositional environment, and specific information explaining why revisions were made to previously published numeric ages. Photographs, line drawings, and diagrams of the different rock formations are included, as well as an extensive glossary of geologic terms to help define important scientific concepts. The three sets of rocks are separated by rock contacts called unconformities formed during long periods of erosion. This report unravels the Great Unconformity, named by John Wesley Powell 150 years ago, and shows that it is made up of several distinct erosion surfaces. The Great Nonconformity is between the Vishnu Basement Rocks and the Grand Canyon Supergroup. The Great Angular Unconformity is between the Grand Canyon Supergroup and the Layered Paleozoic Rocks. Powell’s term, the Great Unconformity, is used for contacts where the Vishnu Basement Rocks are directly overlain by the Layered Paleozoic Rocks. The time missing at these and other unconformities within the sets is also summarized in this paper—a topic that can be as interesting as the time recorded. Our goal is to provide a single up-to-date reference that summarizes the main facets of when the rocks exposed in the canyon’s walls were formed and their geologic history. This authoritative and readable summary of the age of Grand Canyon rocks will hopefully be helpful to National Park Service staff including resource managers and park interpreters at many levels of geologic understandings...
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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), December 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individual agents central in the analysis of policy diffusion, because of their ability to reflect, learn, and interpret policy ideas. We substantiate this claim theoretically by drawing on practice theories, and empirically by telling the story of social protection policy diffusion in Zambia through three individual agents. This is complemented by two instances of self-reflexivity in which the authors draw on their personal engagements in the policy process in Zambia, to refine our conclusions about the interplay of structure and agency.
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KellerLynn, Katie. Redwood National and State Parks: Geologic resources inventory report. National Park Service, October 2021. http://dx.doi.org/10.36967/nrr-2287676.

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Comprehensive park management to fulfill the NPS mission requires an accurate inventory of the geologic features of a park unit, but Comprehensive park management to fulfill the NPS mission requires an accurate inventory of the geologic features of a park unit, but park managers may not have the needed information, geologic expertise, or means to complete such an undertaking; therefore, the Geologic Resources Inventory (GRI) provides information and resources to help park managers make decisions for visitor safety, planning and protection of infrastructure, and preservation of natural and cultural resources. Information in the GRI report may also be useful for interpretation. park managers may not have the needed information, geologic expertise, or means to complete such an undertaking; therefore, the Geologic Resources Inventory (GRI) provides information and resources to help park managers make decisions for visitor safety, planning and protection of infrastructure, and preservation of natural and cultural resources. Information in the GRI report may also be useful for interpretation. This report synthesizes discussions from a scoping meeting for Redwood National and State Parks (referred to as the “parks” throughout this report) held in 2004 and a follow-up conference call in 2019. Two GRI–compiled GIS data sets of the geology and geohazards of the parks are the principal deliverables of the GRI. The GRI GIS data are available on the GRI publications website http://go.nps.gov/gripubs and through the NPS Integrated Resource Management Applications (IRMA) portal https://irma.nps.gov/App/Portal/Home. Enter “GRI” as the search text and select a park from the unit list. Writing of this report was based on those data and the interpretations of the source map authors (see “GRI Products” and “Acknowledgements”). A geologic map poster illustrates the geology GRI GIS data set and serves as a primary figure for this GRI report. No poster was prepared for the geohazards GRI GIS data set. Additionally, figure 7 of this report illustrates the locations of the major geologic features in the parks. Unlike the poster, which is divided into a northern and southern portion to show detail while accommodating the parks’ length, figure 7 is a single-page, simplified map. The features labeled on figure 7 are discussed in the “Geologic History, Features, and Processes” chapter. To provide a context of geologic time, this report includes a geologic time scale (see "Geologic History, Features, and Processes"). The parks’ geologic story encompasses 200 million years, starting in the Jurassic Period. Following geologic practice, the time scale is set up like a stratigraphic column, with the oldest units at the bottom and the youngest units at the top. Organized in this manner, the geologic time scale table shows the relative ages of the rock units that underlie the parks and the unconsolidated deposits that lie at the surface. Reading the “Geologic Event” column in the table, from bottom to top, will provide a chronologic order of the parks’ geologic history. The time scale includes only the map units within the parks that also appear on the geologic map poster; that is, map units of the geohazards data are not included. Geology is a complex science with many specialized terms. This report provides definitions of geologic terms at first mention, typically in parentheses following the term. Geologic units in the GRI GIS data are referenced in this report using map unit symbols; for example, map unit KJfrc stands for the Cretaceous (K) and Jurassic (J) Franciscan Complex (f), Redwood Creek schist (rc), which underlies a portion of the Redwood Creek watershed (see “GRI Products”).
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