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1
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, et 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 LydenbergThe 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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GUERRA, FABIO WANDERLEY. « STORY ENGINEERING : A STUDY OF THE AUTOMATIC STORY GENERATION AND TELLING ». PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11697@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICONesta dissertação é estudado o problema de geração e narração de estórias, cuja relevância tem sido cada vez mais reconhecida, principalmente em decorrência da popularização de meios de comunicação interativos, tais como a TV digital e os jogos digitais. O trabalho partiu de uma revisão do estado da arte, destacando os principais modelos para representação de estórias e as técnicas mais utilizadas na criação de obras literárias. Foi proposto o uso do termo engenharia de estórias para enfatizar que a tarefa de geração e narração de estórias deve ser encarada como um processo de engenharia. O problema fundamental foi dividido em três subproblemas. O primeiro diz respeito a como gerar as estórias, o segundo a como contá-las ao público e o último é sobre como construir, armazenar e consultar a base de conhecimento usada na engenharia de estórias. Por fim, como estudo de caso, foi projetado e programado um protótipo capaz de gerar e narrar estórias automaticamente. A geração é efetuada por um planejador, usando o algoritmo de Redes de Tarefas Hierárquicas. Para a narração, é utilizado um gerador de textos em linguagem natural. A base de conhecimento é armazenada na forma de documentos XML tendo sido implementada uma ferramenta para facilitar sua preparação.
This dissertation investigates the problem of story telling and generation, whose increasingly recognized relevance is mostly due to the popularization of interactive media, such as digital TV and video-games. The work initiates with a state of the art survey, detailing the major story representation models and the most used methods in literary work production. The use of the term story engineering was proposed to emphasize that story telling and generation should be viewed as an engineering process. The fundamental problem was divided into three subproblems. The first one is how to generate stories, the second is how to tell them to the public and the last is how to create, store and query the knowledge base used for story engineering. Finally, as a case study, a prototype capable of automatically generating and telling stories was designed and programmed. Generation is done by a planner, using the Hierarchical Task Network algorithm. Storytelling applies a natural language generation tool. The knowledge base is stored under the form ofXMLdocuments, and a tool was implemented to simplify their preparation.
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McCaffrey, Beth. « A story of stories ». Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/100253.
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This research took place over one academic year in a class of 7 children (6 to 7 years old) with statemented learning and language difficulties. The research aimed to explore the question “What can teachers learn from the stories children tell?” with the class teacher having the dual role of teacher and researcher. The research had two foci: the developmental evaluation of a particular pedagogical approach and an open-ended enquiry into what could be learned through the analysis of the stories told by children using a multi-perspective analysis grid. The pedagogical approach was formulated from certain guiding principles: the development of a “pedagogy of listening”, integrated and creative experiences with opportunities for multi-modal representations, the concept of “playful work”, opportunities for therapeutic play within the classroom, and the importance of giving prominence to stories and story-telling. These principles guided the development of a range of story-telling contexts within which the children told stories to the teacher who acted as scribe. The collection of 145 stories was then analyzed using the grid created for the research. This analysis incorporated an assessment of the language and story-telling skills of the children using a range of methods and an interpretation of the social and emotional meanings conveyed in the stories told. An assessment of the stories revealed that the children had made better than expected progress in their development of expressive language, but the meaning of their stories was to be found in different analyses than those used to assess language development. Teachers could learn much from the stories that the children told, but only if they interpreted the stories from a wide range of perspectives. The pedagogical approach was deemed sufficiently effective for the teacher/researcher to continue developing her practice under its guiding principles.
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Chan, Ching-shun Sabina. « Orientative information in personal narratives and story telling ». Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209077.
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Thesis (B.Sc)--University of Hong Kong, 1995."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 2995." Also available in print.
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White, Peter R. « Telling media tales : the news story as rhetoric ». Thesis, The University of Sydney, 1998. https://hdl.handle.net/2123/27690.
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The thesis explores the rhetorical properties of the modem news report. In order to account for the distinctive style of news reporting it extends Systemic Functional Linguistic theories of the interpersonal to develop new analyses of the semantics of attitude, evaluation and inter-subjective positioning. It applies these analyses to identify three distinct interpersonal modes of news reporting style which will be termed journalistic 'voices'. These analyses are used to explicate the rhetorical properties of the voice most typically associated with 'hard news' reporting, to be termed 'reporter voice'.
The thesis also examines the textual structure and genre status of two sub-types of news report, those items grounded in material activity sequences and those in communicative events such as speeches and interviews. Several chapters explore the functional connections between these two media text types and traditional narrative and argument genres. The chapters present the argument that linear, syntagmatic models of text structure of the type developed previously for analysis of, for example, the narrative are unable to account for the functionality of these news reports. An alternative 'orbital' model of textuality is presented by which relationships of specification are seen to operate between a central textual nucleus and dependent satellites.
These various textual features are located in a diachronic context by means of a brief examination of the historical evolution of news reporting. The thesis then concludes by exploring how these various features of voice and text structure combine to produce a text type with a distinct rhetorical potential. It is argued that the modern news report has distinctive textual characteristics which equip it to naturalise ideologically informed judgements about social significance and the moral order.
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Ronström, Owe. « "Oh ! Island in the sun" : telling the Gotlandic story ». Högskolan på Gotland, Avdelningen för Samhällsgeografi och etnologi, 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:hgo:diva-347.
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Vanek, Mary. « Getting It On Home : Ways of Telling the Story ». Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc279037/.
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In this collection of poems and essays, the author demonstrates two different methods for examining the same theme: the notion of "home"—how to get there, how to remain there and bear articulate witness to the forces which drive that author to write. The introduction sets forth an explanation for the use of the specific form chosen for expression, with an analysis of the intent behind that form.
In these essays and poems, the author accounts for her years on the Texas Panhandle, in Montana, and a year spent teaching in Prague, Czechoslovakia. These locations furnish the moments and incidents of conflict and resolution that make up the dramatic incidents of the included material.
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Tuffield, Mischa Moussavian. « Telling your story : autobiographical metadata and the semantic web ». Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/159927/.
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Given the current explosion of user-generated content driven by the ever-decreasing price of sensing and storage hardware the dream of capturing and archiving the entirety of a human life is slowly being realised. The Semantic Web, a discipline of Computer Science, aims to support the sharing and interoperation of knowledge using the Web’s infrastructure. This thesis aims to roadmap a framework utilising the principles and technologies underpinning the Semantic Web, enabling the vision of global knowledge sharing, in an open and policy aware manner, with the end aim of supporting a network for the exploitation of personal information. This sharing is facilitated through the adoption of a lingua franca, shared conceptualisations for domain knowledge, and some core design principles. The main focus of Semantic Web research has been the development of a web-scale knowledge-base whereby information is stored and exposed in a machine-readable format with the ultimate aim of aggregating information from disparate sources, allowing for statements to be contextualised with respect to others culminating in a web-scale knowledge resource accessible through standard protocols. The current popularity of social computing – Web 2.0 – where users post personal information to online communities is eluding to the fact that information, linked and shared within a social-context presents added value to the end-user. Given the sensitive nature of personal information, one may not wish to expose all of the information about them self to the World Wide Web, but may wish to benefit by linking to knowledge residing on this shared resource. This ability to store personal information privately, in ones own personal web-space and not on a third party server, whilst at the same time connecting to the publicly available information is presented as key challenge facing the Computer Science community today. Specific information pertaining to one aspect of a user’s activities, such as their picture taking habits or their geographic log, may not present a detailed account of a user’s actions, but as more information is pushed into the public domain and aggregation technologies mature individuals and their day-to-day activities will be easier to track. As more and more of our personal lives are pushed into the public domain, the notion of an online-persona is becoming more and more applicable to the average person. This thesis presents an infrastructure for the capturing and archival of autobiographical metadata, whereby information from multiple sensors is aggregated and stored in a personal Lifelog. The surrender of digital identity has become commonplace, for purposes ranging from commerce, marketing, social networking, government, receipt of services, travel or security, Lifelogging has the potential to reaffirm the individual’s control of his or her own digital identity. The Lifelog is a constructed identity that outweighs the others simply by weight of evidence, complexity and comprehensiveness. This thesis presents an infrastructure for the capture and exploitation of personal metadata to drive research into context aware systems. The aim is to expose ongoing research in the areas of capture of personal experiences, context aware systems, multimedia annotation systems, narrative generation, all set in the context of enabling and supporting the Semantic Web Vision. The thesis details the work underway towards the goal of creating a multi-domain contextual log, and is followed by a discussion of how such a log can be used to drive the development of detailed Lifelog and an investigation into the amount of personal information being pushed into the public domain.
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Lesaoana, M. « Interactive cultural story-telling virtual environments using San stories ». Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/6411.
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Bibliography: leaves 80-85.Story-telling is being used for the preservation of culture, and interactive story-telling in particular is attractive for its ability to provide the user with a hands-on experience. We explored the feasibility of interactive story-telling in relation to the San culture of South Africa by investigating the effect of interactivity on users' perceived levels of presence. Presence refers to the feeling of being there in a virtual environment (VE presence). We also investigated the level of presence in the story (story presence). Priming as a contributor to presence, and the relationship between VE presence, story presence, and enjoyment were also investigated. These investigations were made based on two virtual environments (one allowing intcraction with the story and the other not interactive) and two priming materials (one relevant to San culture nnd the other not relevant).
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Miller, Lauren. « Boutique Hotel : Telling a Story of Place Through Design ». VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2411.
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One of the most exciting aspects of traveling is the ability to, for a short time, experience what life is like in a different part of the world. Whether traveling fifty miles away from home or to another continent, cultures, landscapes, and the many nuances of day-to-day life change. The beauty of travel comes from curiosity, exploration, and discovery. It’s that moment when your heart skips a beat and your mind fills with pure delight because you’ve just discovered something new about the world that you never knew before. Another part of the traveling experience is having a place to stay at night. While there are many options, over the past decade, the boutique hotel has grown in popularity. Boutique hotels are known for being small and they distinguish themselves as luxurious and unique in addition to providing premium services and amenities for their guests. This thesis begs the question; can design be used in such a way that an establishment, such as a boutique hotel, can begin to signify more than just a collection decorated rooms so that it contributes to the story being told with respect to place? Through research and personal experience I have found that most small hotels that fit the definition of a boutique hotel do not market themselves as such while large, chain hotels that do not fit the same definition, do. This can be misleading. Many boutique hotels can offer a unique experience for their guests by differentiating room decor so that every room is different or by creating an elegant and intimate lobby or dining experience, however, none have demonstrated a direct connection between the hotel and the context in which it resides. The Power Plant at Lucky Strike, located at 2700 East Cary Street, will serve as the building for this project. The building was originally constructed in 1930 for the purpose of providing power to the neighboring Lucky Strike building which was used as a cigarette factory. The building is in a prime location and situated at the end of the historic and popular Shockoe Bottom strip with Church Hill to the north and the James River just south. With the building’s original shell still intact, my goal is to create a hotel experience that is unique in the sense that it too, will help to continue to tell Richmond’s story.
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Paynter, Merryn. « Telling a story – managing impressions about corporate social responsibility ». Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/177107.
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Today, an increasing number of companies are being held accountable by stakeholders for their impact on the environment and on society. Hence, failure to address stakeholder concerns can have dire consequences for companies, threatening their social licence-to-operate. To retain stakeholder support, companies must communicate to stakeholders how their concerns are being addressed, and this includes making disclosures about Corporate Social Responsibility (CSR). Existing literature focuses on explaining the reasons for the uptake of CSR reporting, and why companies make CSR disclosures. Presently, to date, there has been only limited research on the way that companies use CSR reporting to manage impressions, and how this differs across industries. This study is unique because it uses constructive-interpretive, qualitative storytelling research methods to examine CSR reporting, and to investigate companies’ motivations for making CSR disclosures. In this thesis, multi-level narrative research was conducted on the annual, CSR, and integrated reports produced by three Australian companies: BHP, Westpac, and Westfield between 1992 and 2017. These companies represent very different industry sectors, and were chosen to provide an understanding of the similarities and differences in the development of storytelling practices in their CSR reporting. Significant events in company reports are substantiated by newspaper articles published in the Sydney Morning Herald. These significant events are used to study episodic changes in companies’ strategic organisational storytelling responses. This study found that companies use explicit and implied storytelling strategies to convey meanings about CSR using both visual and textual language. A conceptual framework is developed which presents organisational storytelling as a process and illustrates how companies construct and tell stories about CSR. Several implications were identified from this research, key amongst them being the ability of stakeholders to determine companies’ underlying motives for creating their particular CSR stories. From a company perspective, the importance of management’s understanding of the implications of poorly-executed storytelling is demonstrated, highlighting the consequent potential for stakeholders to misinterpret CSR disclosures and form adverse opinions of companies’ actions, despite positive intentionsDoctor of Philosophy
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Ross, Lucinda. « Gold Griot : Jean-Michel Basquiat telling (his) story in art ». Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11135.
Texte intégralRésumé :
Emerging from an early association with street art during the 1980s, the artist Jean-Michel Basquiat was largely regarded within the New York avant-garde, as ‘an exotic other,’ a token Black artist in the world of American modern art; a perception which forced him to examine and seek to define his sense of identity within art and within society. Drawing upon what he described as his ‘cultural memory,’ Basquiat deftly mixed together fragments of past and present, creating a unique style of painting, based upon his own experiences of contemporary American life blended with a remembering of an African past. This study will examine the work of Basquiat during the period 1978 – 1988, tracing his progression from obscure graffiti writer SAMO© to successful gallery artist. Situating my study of Basquiat’s oeuvre in relationship to Paul Gilroy’s concept of the Black Atlantic, I will analyse Basquiat’s exploration of his cultural heritage and depiction of a narrative of Black history, which confronts issues of racism and social inequality, and challenges the constraints of traditional binary oppositions. I will examine Basquiat’s representation of the icon of the griot; narrator of African history and mythical talisman, shedding new light on the artist’s reclamation of this powerful totem. Traversing the perimeters of the Black Atlantic I show how Basquiat’s work has influenced both fine art and urban cultural practice in Britain. Through analysis of Basquiat’s self-portraits I will examine his repositioning the black subject, literally and historically, within the tradition of painting, and argue that through this relocation, Basquiat’s work contributes to models of reparative histories. I will consider Basquiat’s processes of identification and his refusal to be labelled ‘a black artist,’ situating his visual construction of self identity in relation to a post-black aesthetic. Analysis of Basquiat’s paintings lies at the heart of my research, and I conclude my study with an in-depth consideration of three paintings created by the artist during the final year of his life which characterise the enduring themes within his expansive body of work. My research contributes to existing scholarship into the work of Jean-Michel Basquiat, providing original insight into the work of this important artist.
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Cramer, Inge. « Connotation and children's oral narrative : an investigation into the extent to which the concept of connotative meaning may inform an analysis of the linguistic and narrative processes engaged in by children telling stories in English as their additional ». Thesis, University of Leeds, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247269.
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McNally, Lisa. « Reading theories and telling stories in contemporary fiction ». Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.550522.
Texte intégralRésumé :
My thesis engages with reader-response theory in order to show how the realisations it makes might be refined by de construction. Reader-response theorists such as Stanley Fish and Norman Holland acknowledge that a subjective element inheres within all interpretation. This has an unsettling effect for literary criticism, which traditionally grounds its claims on notions of objectivity. Criticism must be rethought; both Fish and Holland promise to practise a self-conscious literary criticism which represents more accurately the experience of reading. My thesis begins with an analysis of reader-response which demonstrates, however, that its attempt to inscribe the act of reading fails; it takes place within a text which is read. Reading inevitably recedes. Neither Fish nor Holland explicitly addresses this dilemma. Deconstruction, on the other hand, takes it into account; it works with, not in spite of, it in order to show that self-consciousness must be approached in a certain way if it is to remain useful. My thesis does not therefore offer a new theory of reader-response but rethinks this phase within the history of theory by responding to the challenge presented by a recent self-consciousness in theory and literature alike. I show that it is possible, in reading works of contemporary fiction alongside texts by Derrida (and those who think after him), to deepen our understanding of what it is to read. Reading cannot be grasped; it is marked by that which cannot be known. Its drama resounds with the recent shift towards a notion of ethics predicated upon the unknowability of the other. My thesis wonders repeatedly what consequences this appearance of the unknowable has for literary criticism; to acknowledge its centrality is to accept that the role of criticism cannot be to fully capture the text. Instead, the readings I offer remain attentive, in the face of their failure, to the irrecoverable.
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Christy, Peter K. « Telling the old story in old stories story preaching to retired persons in era-specific stories ». Theological Research Exchange Network (TREN), 2009. http://www.tren.com/search.cfm?p075-0077.
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Sherman, David T. « Guidelines for Oral Story Reading ». UNF Digital Commons, 1996. http://digitalcommons.unf.edu/etd/151.
Texte intégralRésumé :
Guidelines for primary grade (k-3) teachers to use in oral story reading were developed as a means of increasing students' reading achievement. These guidelines were incorporated into primary grade lesson plans. Each lesson plan included a research principle which served as the lesson objective, identified a book for oral reading, and described pre, post, and during activities.
The lesson plans were pilot-tested by primary grade teachers at an elementary school site. Data were collected and analyzed to determine teacher perceptions of the effectiveness of the guidelines. This analysis indicated that the teachers perceived the guidelines to be effective. Based on feedback, one additional guideline was added. Conclusions, recommendations, and implications for further research were developed.
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Norledge, Jessica. « Reading the dystopian short story ». Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/17537/.
Texte intégralRésumé :
This thesis presents the first cognitive-poetic account of the dystopian short story and investigates the experience of dystopian reading. In doing so, it takes a mixed-methods approach that draws upon various types of experimental and naturalistic reader response data in support of my own rigorous stylistic analysis. The study focuses upon four contemporary short stories published within the last ten years: George Saunders’ ([2012] 2014g) ‘The Semplica Girl Diaries’; Paolo Bacigalupi’s ([2008] 2010a) ‘Pump Six’; Genevieve Valentine’s ([2009] 2012) ‘Is this your day to join the Revolution?’; and Adam Marek’s ([2009] 2012b) ‘Dead Fish’. These texts were selected for their focus upon socially relevant thematic concerns, their cultural resonance and their inherent didacticism – attributes which I argue determine the dystopian reading experience. In moving beyond the periodic demarcations imposed on dystopian narrative by traditional literary criticism, this study argues for a reader-led discussion of genre that takes into account reader subjectivity and personal conceptualisations of prototypicality. My research therefore offers a new contribution to the area of dystopian literary criticism, as well as advancing research in cognitive poetics and empirical stylistics more broadly. Framed within Text World Theory (Gavins, 2007; Werth, 1999), my thesis builds upon existing research and advances text-world-theoretical discussions of world-building, characterisation and reading experience. In particular, I argue for a more nuanced discussion of paratextual text-worlds and propose a systematic account of social cognition that can be applied in Text-World-Theory terms. As an original piece of stylistic analysis, this thesis challenges traditional conceptions of genre and aims to extend existing discussions of the emotional experience of literary reading. As a result, several contributions are also made to the field of empirical stylistics, as I test multiple reader response methods and combine key findings from each case study to present a multifaceted account of dystopian reading.
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Lam, Tsz-ki. « Developing creativity and problem solving through story telling for preschool children ». Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35372941.
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Lam, Tsz-ki, et 林子琪. « Developing creativity and problem solving through story telling for preschool children ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35372941.
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Nurser, Kate. « A qualitative exploration of Telling My Story in mental health recovery ». Thesis, University of East Anglia, 2017. https://ueaeprints.uea.ac.uk/66565/.
Texte intégralRésumé :
Purpose: The aim of this thesis project is to explore the role of personal storytelling in mental health recovery. Design: The project is presented in portfolio format, including the following sections: a brief introduction to the portfolio, a systematic review of the literature on storytelling interventions for mental health recovery, an empirical paper exploring the qualitative experience of storytelling in a UK mental health recovery context, an extended methodology chapter, and an overall discussion and critical evaluation. Findings: The systematic review identified some preliminary evidence for the usefulness of storytelling in mental health recovery, but identified a need for inductive exploration of this in a UK mental health context to guide future developments of storytelling approaches. The empirical paper used Interpretative Phenomenological Analysis to explore the experience of storytelling for individuals who had attended the Telling My Story course offered at a UK recovery college. Findings showed that storytelling has the potential to have a profound impact at the individual level, at the same time as being a social act where the role of the listener(s) is central to the experience. Five key themes were identified: a highly emotional experience, feeling safe to disclose, renewed sense of self, two-way process and a novel opportunity. The group environment of mutual storytelling was perceived as beneficial for most, although not all, participants. Originality/value: Storytelling can be a highly meaningful aspect of one’s recovery journey and more time could be dedicated to individuals telling their story within UK mental health services. The findings of the empirical paper offer insight into how storytelling is experienced by those who use it, which can be used to guide future developments and provide direction for measurement of outcomes. Areas for further research are considered.
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Olson, Timothy V. « Preaching hope telling the Christian story in a post-modern context / ». Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Bhatty, Michael. « Interaktives Story-telling : zur historischen Entwicklung und konzeptionellen Strukturierung interaktiver Geschichten / ». Aachen : Shaker, 1999. http://catalogue.bnf.fr/ark:/12148/cb377320119.
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Smith, Kevin Grant. « The role of story telling in a police probationer training classroom ». Thesis, n.p, 1999. http://ethos.bl.uk/.
Texte intégral
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Wong, Kit Ripley. « A quantitative analysis of Cantonese-speaking children's syntax in story re-telling ». Click to view the E-thesis via HKUTO, 1993. http://sunzi.lib.hku.hk/hkuto/record/B36208826.
Texte intégralRésumé :
Thesis (B.Sc)--University of Hong Kong, 1993."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1993." Also available in print.
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Shann, Stephen Charles, of Western Sydney Hawkesbury University, Faculty of Social Inquiry et School of Social Ecology. « Mating with the world : on the nature of story-telling in psychotherapy ». THESIS_FSI_SEL_Shann_S.xml, 2000. http://handle.uws.edu.au:8081/1959.7/93.
Texte intégralRésumé :
What is going on in a therapeutic setting when one person tells a story to another? Is it really as it appears to be, with the story being told in order to communicate some information, either affective or factual? Or is this way of thinking about the business of therapy limiting, both for the people concerned (therapist and patient) and for those who theorise about the therapeutic process? These are the questions around which this work is organised. The thesis itself takes the form of a story being told, the story of a therapist, his client, and his clinical supervisor.The story of these relationships is used to argue that stories are told more to create something (a relationship) and forge something (a more vital connection to an animating world) than to communicate something.The author draws on both a philosophical, and a psychoanalytical tradition to show what he suggest are more vital ways of thinking about human behaviour in general and the therapeutic encounter in particular.Doctor of Philosophy (PhD)
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Vickery, Edward Louis, et annaeddy@cyberone com au. « Telling Australia's story to the world : The Department of Information 1939-1950 ». The Australian National University. Faculty of Arts, 2003. http://thesis.anu.edu.au./public/adt-ANU20040721.123626.
Texte intégralRésumé :
This study focuses on the organisation and operation of the Australian Governments Department of Information that operated from 1939 to 1950. Equal weighting is given to
the wartime and peacetime halves of the Departments existence, allowing a balanced assessment of the Departments role and development from its creation through to its
abolition. The central issue that the Department had to address was: what was an appropriate and acceptable role for a government information organisation in Australias democratic political system? The issue was not primarily one of formal restrictions on the governments power but rather of the accepted conception of the role of government. No societal consensus had been established before the Department was thrust into dealing with this issue on a practical basis. While the application of the Departments censorship function attracted considerable comment, the procedures were clear and accepted.
Practices laid down in World War I were revived and followed, while arguments were over degree rather than kind. It was mainly in the context of its expressive functions that the
Department had to confront the fundamental issue of its role. This study shows that the development of the Department was driven less by sweeping ministerial pronouncements
than through a series of pragmatic incremental responses to circumstances as they arose.
This Departmental approach was reinforced by its organisational weakness. The Departments options in its relations with media organisations and other government agencies were, broadly, competition, compulsion and cooperation. Competition was never
widely pursued and the limits of compulsion in regard to its expressive functions were rapidly reached and withdrawn from. Particularly through to 1943 the Department struggled when it sought to assert its position against the claims of other government
agencies and commercial organisations. Notwithstanding some high profile conflicts, this study shows that the Department primarily adopted a cooperative stance, seeking to
supplement rather than supplant the work of other organisations. Following the 1943 Federal elections the Department was strengthened by stable and focused leadership as well
as the development of its own distribution channels and outlets whose audience was primarily overseas. While some elements, such as the film unit, remained reasonably
politically neutral, the Department as a whole was increasingly employed to promote the message of the Government of the day. This led to a close identification of the Department
with the Labor Party, encouraging the Departments abolition following the Coalition parties victory in the 1949 Federal elections. Nevertheless in developing its role the Department had remained within the mainstream of administrative practice in Australia.
While some of its staff assumed a greater public profile than had been the practice for prewar public servants, this was not unusual or exceptional at that time. Partly through the efforts of the Department, the accepted conception of the role of government had expanded
sufficiently by 1950 that despite the abolition of the Department most of its functions continued within the Australian public sector.
36
Shann, Steve. « Mating with the world : on the nature of story-telling in psychotherapy / ». View thesis View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030429.131118/index.html.
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Thier, Karin. « Die Entdeckung des Narrativen für Organisationen : Entwicklung einer effizienten Story Telling-Methode / ». Hamburg : Kovač, 2004. http://www.gbv.de/dms/zbw/379087200.pdf.
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Illic, Jovan. « Story-telling and a sense of place : an existential phenomenology of environments ». Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302432.
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Berman, Linda. « Creating an internal witness : understanding the effects of telling the Holocaust story ». Thesis, Keele University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265645.
Texte intégral
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Polanyi, Livia. « Telling the American story : an structural and cultural analysis of conversational storytelling / ». Norwood : NJ : Ablex, 1985. http://catalogue.bnf.fr/ark:/12148/cb34928691m.
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Masterton, Simon J. « The virtual participant : story telling in a computer supported collaborative learning environment ». Thesis, Open University, 1999. http://oro.open.ac.uk/54429/.
Texte intégralRésumé :
This thesis presents a study of a novel approach for supporting students in text based electronic conferencing. It describes the development of a concept known as the Virtual Participant. An initial prototype was developed which was tested on the Open University Business School MBA course on Creative Management. The Virtual Participant first presented itself to the users as Uncle Bulgaria. a metaphor for collecting and recycling important information. The Virtual Participant approach is to store the discussions students have had in previous years that the course has run. and to retrieve those discussions at a time most appropriate to helping the students studying this year. It was never intended to provide 'the answer' but rather examples of similar discussions on similar topics. Uncle Bulgaria interacted with the students over a period of 16 weeks. during which time the students prepared two assignments and completed the first half of the course. The information gained from the students' interactions with the system and their feedback to a questionnaire survey was then fed back into a second prototype' which was again tested on the same course. In the second study the system was known to the students as the Active Archive. an active component of an archive of past student discussions. Through cross year comparisons it was possible to evaluate the improvements made between the Active Archive and Uncle Bulgaria systems. The Active Archive interacted with the students on a much larger scale than Uncle Bulgaria had. but with no increased negative impact. The second study provided examples where the Active Archive stimulated discussion amongst the students and vicarious learning could be said to have taken place. Taking the lessons learned from these two studies a number of guidelines for the development of such systems have been produced and are described and discussed.
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Bentley-Edwards, Melissa Ann. « Laughing in the Shadow : The Role of Humor in Ghost Story Telling ». Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2201.
Texte intégralRésumé :
The ghost story concert is a popular modern form of presenting ghost stories to ticket buying audiences and is one of the last stomping grounds of the oral tradition. Attendees come to be scared but not terrified. Tellers employ humor to release tension during the tale. When does humor release tension while maintaining the momentum of the story? When does the humor employed deflate it into a comical tale and diffuse suspense altogether?
In an effort to answer these questions, four variants of a single story, Tailypo, were analyzed for the presence of tension and humor inducing stimuli employing Rothbart's diagram of Schematic Representation of Affective Response to Sudden, Intense, or Discrepant Stimulation. Rothbart's model has previously been applied to affective response to horror film; here it has been applied to oral storytelling.
43
Vickery, Edward Louis. « Telling Australia's story to the world : the Department of Information 1939-1950 / ». View thesis entry in Australian Digital Theses Program, 2003. http://thesis.anu.edu.au/public/adt-ANU20040721.123626/index.html.
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De, Gasperi Giulia <1976>. « From Canna to Middle Cape : the story-telling tradition of the Kennedys ». Doctoral thesis, Università Ca' Foscari Venezia, 2007. http://hdl.handle.net/10579/372.
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Dalton, K. « The performance of narrative and self in conversational story-telling : a multi-disciplinary approach ». Thesis, University of Bath, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.334374.
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Wang, Hasiowen, et 王曉雯. « The Story-telling Activities Of Story-telling Volunteers And The Effects Of Reading Behaviors Of The Fourth Graders ». Thesis, 2012. http://ndltd.ncl.edu.tw/handle/79765495946896500518.
Texte intégralRésumé :
碩士國立臺中教育大學
區域與社會發展學系碩士班
100
The main purposes of this study were: (1) to understand the characteristics and experiences of story-telling volunteers in the story-telling activities, (2) to understand the feelings and reactions of students when participating story-telling activities by story volunteers, and (3) to investigate the effect of reading behaviors of the fourth graders in the story-telling activities by story volunteers. This research adopted two qualitative research methods, (which are) the observation of participation and semi-structured interview. The research subjects were two story-telling volunteers and fifty-two fourth graders in Changhua County, Taiwan. The data was collected from the analysis of the observation records, the interview records and the students’ feedback from the story-telling activities by observing two story-telling volunteers and fifty-two fourth graders and interviewing two story-telling volunteers, six fourth graders, two home room teachers, and two parents. The results of this study showed: Ⅰ. Although story-telling volunteers were using different story-telling skills in the story-telling activities, all of them could raise students’ interest in reading and find the strength to continue telling stories for students in the process. Ⅱ. Elementary school students were willing to participate in the story- telling activities and therefore they like to read more. Ⅲ. The story-telling activities led by story-telling volunteers could cause the intrinsic reading motivation of the students and impact on part of reading behaviors for students. Based on the results and conclusion from this study, the suggestions concerning many aspects like story-telling volunteers, schools, and future study are put forward. Keywords: Story-telling Volunteers, Story-telling Activities, Reading Behaviors
47
Xiu-Juan, Lin, et 林秀娟. « The application of reading teaching on story telling and acting ». Thesis, 2009. http://ndltd.ncl.edu.tw/handle/3tjbdh.
Texte intégralRésumé :
碩士國立臺東大學
進修部語文教育碩學位在職專(暑)
98
The course of story telling and story acting is not generally accepted by most of teachers due to its time-consuming in Taiwan.Story telling and story acting enable teachers to have more imaginations and creativity during reading teaching class. The research paper is trying to combine with the fields of teaching, arts, humanities, and comprehensive course; and attempting to integrate and construct with a mode of story telling and story acting for teachers which includes the applications of reading teaching and related adaptive strategy on readers
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Shen, Joyce Chun-i., et 沈君怡. « Reading Aloud and Story-telling in two Languages:A Study of Silent Pause ». Thesis, 1999. http://ndltd.ncl.edu.tw/handle/16340747729711282527.
Texte intégralRésumé :
碩士國立政治大學
語言學研究所
87
Abstract The purpose of the present study is to analyze temporal variables in two languages and two speech styles. The “temporal variables” here include pause duration, pause percentage, articulation rate, speech rate, and utterance length. Besides those temporal variables, two pause locations are observed: “between” or “within” major constituents (sentences and clauses). The two languages under discussing are Mandarin Chinese and English, and the two speech styles are reading and story-telling. We hope to understand the processes of reading and story-telling in Mandarin and English. The data of the present study are speech from sixteen males and sixteen females of Cheng-chi University. All of them are native speakers of Mandarin Chinese, and started to learn English at junior high school. They are asked to read a story either in Chinese or in English and tell the story on their own. Also, for fear that subjects’ performance may be influenced by the order of reading and story-telling, half of the same group are asked to read before telling story, and the other tell the story before reading. So we have two independent variables: language and style. The design of the experiment is 2×2. There are three important results in our study. 1.Pause duration is shorter, pause percentage is lower, articulation rate and speech rate is faster, and utterance length is longer in Mandarin than in English. 2.As far as speech style is concerned, pause is shorter and fewer in reading than in story-telling, with slower articulation rate and speech rate, and longer utterance. 3.More pauses are found to appear between major constituents in Mandarin than in English, in reading than in story-telling. However, fewer pauses are found within major constituents in Mandarin than in English; in reading than in story-telling.
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WAVG, CHIH-HSIEN, et 王芝嫻. « A Study of Story-Telling Mothers' Experiences During Joint Picture Book Reading ». Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73602917081883737903.
Texte intégralRésumé :
碩士輔仁大學
兒童與家庭學系碩士班
95
The purpose of the study is to understand story-telling mothers and their children’s experiences during joint picture book reading. Specifically, the purposes of the study are to understand: 1.The motivations why story-telling mothers devote herself to joint picture book reading.2. The challenges story-telling mothers have, when they devote themselves to joint picture book reading.3.The harvest and changes that story-telling mothers have from joint picture book reading. In order to achieve the purposes, the study ses semi-standardized interviews to proceed. Six story-telling mothers are invited and participate as the objects for data analysis by purposive and snowball sampling. In conclusion, the results of the study are as follows:1.There are six motivations for joint picture book reading. They are to cultivate children’s reading habits, enhance children’s literacy, improve children’s living skills, cultivate children’s imagination, encourage parent-child interaction, and promote mother’s self-maturity.2.There are three challenges during joint picture book reading. They are lack of child development cognition, lack of book resources, lack of skills during joint book reading.3.The harvest and changes after joint picture book reading include the following advantages: the improvement of parent-child interaction, the increase of join picture book reading skills, the broadening of cognitive view, the encouragement of family learning together, the building of active reading habits, and the pursuit of self-life enrichment. In the end, the study gives suggestions to story-telling mothers,the school unit, the government and follow-up researchers in accordance with the results and limitation of the study.
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李陸芳. « THE Action Research of Improved Children's Story-telling Ability and Reading Habit Cultivated through Reading Teaching ». Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28721990754084038091.
Texte intégralRésumé :
碩士臺北市立教育大學
幼兒教育學系碩士班
96
The Action Research of Improved Children’s Story-telling Ability and Reading Habit Cultivated through Reading Teaching 【Abstract】 The reading teaching strategy is implemented based on “reading teaching” viewpoint in this research. Illustrated books are used as teaching materials in order to find out if children have shown improvements in three aspects: “cover illustration” story telling, story re-telling, and reading habit. The results shall serve as reference for teaching strategy review and correction. The study method used in this research is “action research.” The study subjects are 27 children in the researcher’s class. The study period is 3 months from February 2008 to May 2008.The data collection methods are participations, observations, and recording on the teaching site. The data collected then undergoes translation analysis. The study findings are as follows: I. “Cover illustration” story-telling 1. Children’s presentation content is increased. The children’s visual can gradually focus on the relationship between images in the illustration; children demonstrate increased vocabulary use and are able to form complete sentences. 2. The “Cover illustration” style affects the children’s imagination. II. The story-retelling ability The children that participated in story re-telling not only showed improved story re-telling ability after practicing on 9 illustrated books, but also showed equal improvements in speed, clarity, volume, and vocabulary recall organization. However, since the 9 illustrated books each had a different style and preference level for children, they could not be compared. Therefore, the improvement in ability could only be observed from individual story-telling contents. III. Reading habit cultivation The children’s reading habit cultivation required time. On the “Reading Day”, the classroom became a place exclusively for reading. The children were allowed to choose the “illustrated book” they preferred. The children were given more opportunities to read and their reading habits were cultivated. On the “Reading Day”, the children not only read books by themselves, but also formed groups with the partners they liked or are better at reading to read together. Keywords: story-telling, story-telling ability, reading habit, reading teaching