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Статті в журналах з теми "Storytelling"

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Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 22 червня 2024

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1

Budiarti, Budiarti, Juhansar Juhansar, Dyah Ayu Rahmawati, Kikin Feby Alamsyah, Angella Muna Mawar, and Suryo Sudiro. "EFL Students’ Perceptions on the Use of Storytelling towards English Speaking Proficiency." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 2284–88. http://dx.doi.org/10.33487/edumaspul.v6i2.3308.

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In this modern era, where everything is entirely technological, storytelling can still be found everywhere, not only in children's reading books or school books but also on the internet, for learning media. In Indonesia itself, there are a plethora of storytellings. Storytelling as a medium for teaching speaking is also expected to improve EFL students' language skills. Using storytelling as a method to teach speaking is also one of the ways that teaching speaking activity becomes enjoyable. In this study, the research aims to know EFL students’ perception of storytelling and their proficiency in English speaking skills using storytelling. This research is conducted using a quantitative method. The data are collected by questionnaire to determine their understanding of storytelling and test; the scoring method employs a speech to text application; we grade three aspects: pronunciation, fluency, and accuracy. The sample of this research is UTY English education EFL students in 2020 and 2021. This research shows that using storytelling can improve EFL students speaking skills. Storytelling to teach speaking to EFL students is hoped that EFL students will be able to hone their speaking skills consciously and use storytelling strategies. In this study, it is known that storytelling is possible to teach speaking skills in the classroom.

2

Fakunle, David O., David T. Thomas, MPH, Kathy A. M. Gonzales, Denise C. Vidot, and LaShaune P. Johnson. "What Anansi Did for Us: Storytelling’s Value in Equitably Exploring Public Health." Health Education & Behavior 48, no. 3 (June 2021): 352–60. http://dx.doi.org/10.1177/10901981211009741.

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There is growing implementation of storytelling as a specific application of narrative in public health. As the field’s latest epoch evolves to consider cultural determinants, reimagination of how scientists conceptualize, operationalize, and capture populations’ unique elements is necessary, and storytelling provides a genuine and efficacious methodology that can assist with that reimagination. Professionals are creating more spaces that demonstrate how storytelling elucidates, promotes, and supports contextual factors that are not captured by orthodox methodologies. However, more opportunities are needed to exhibit storytelling’s impact on capturing the nuances in human experiences, such as those of historically and systemically underrepresented populations. This study synthesizes the past decade of research in public health and related fields that primarily utilized storytelling and reports significant implications. Additionally, this study highlights explorations in public health that primarily use storytelling as a research and practice approach. Each case study includes a description of the background and aims, elaborates on storytelling’s utilization, and discusses findings, observations, and future directions. Finally, this study discusses conceptual issues in public health raised by use of storytelling, such as how to best capture impact on human beings and the importance of context. This article’s goal is to present current evidence of critical reevaluations to the epistemological, conceptual, and practical paradigms within public health through storytelling. Additionally, this article aims to provide support and empowerment to public health scientists considering creative approaches to better acknowledge and appreciate humanity’s inherent subjectivity.

3

Phillips, Louise. "Storytelling: The Seeds of Children's Creativity." Australasian Journal of Early Childhood 25, no. 3 (September 2000): 1–5. http://dx.doi.org/10.1177/183693910002500302.

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Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.

4

Julianingsih, Denok, and Endang Krisnawati. "Efektivitas Video Digital Storytelling terhadap Hasil Belajar Siswa Kelas X Materi Trigonometri." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 4, no. 1 (January 20, 2020): 129. http://dx.doi.org/10.31331/medivesveteran.v4i1.975.

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Penelitian ini bertujuan untuk mengetahui: 1) perbedaan hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling, 2) efektivitas penggunaan video Digital Storytelling terhadap hasil belajar siswa. Penelitian ini dilakukan di SMA Muhammadiyah 4 pada siswa kelas X. Penelitian ini merupakan penelitian eksperimen dengan teknik probability sampling. Desain pada penelitian ini menggunakan model pretest - posttest control group design. Pengumpulan data dengan menggunakan soal pretest dan posttest menggunakan skor pretest dan skor posttest. Teknik analisa data yang digunakan menggunakan analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan ada perbedaan rata-rata hasil belajar siswa yang diajar menggunakan video Digital Storytelling dengan siswa yang diajar tanpa menggunakan video Digital Storytelling. Perbedaan rata-rata hasil belajar antara post-test eksperimen dengan post-test kontrol dari hasil uji Independent Sample Test tersebut adalah 8.67778 sehingga media Digital Storytelling efektif digunakan dalam pembelajaran trigonometri. Penggunaan video Digital Storytellling terbukti efektif digunakan pada pembelajaran trigonometri karena berdasarkan hasil uji independent sample test menunjukkan dapat meningkatkan hasil belajar siswa. Kata kunci: media pembelajaran, video digital storytelling, hasil belajar. ABSTRACT This study aims to determine: 1) differences in student learning outcomes taught using Digital Storytelling videos and students taught without using Digital Storytelling videos, 2) the effectiveness of using Digital Storytelling videos on student learning outcomes. This research was conducted at Muhammadiyah 4 High School in class X students. This study was an experimental study with sampling using probability sampling techniques. The design in this study used a pretest - posttest control group design model. Data collection using pretest scores and posttest scores. The data analysis technique used is descriptive analysis and inferential analysis. The results showed there were differences in the average learning outcomes of students who were taught using Digital Storytelling videos with students who were taught without using Digital Storytelling videos. The difference in average learning outcomes is 8.67778 so that the Digital Storytelling media is effectively used in trigonometric learning. Keywords: learning media, digital video storytelling, learning outcomes.

5

K. Manwani, Dr Rajdeep, Dr Guruprasad B.G., and Mr Vainik V S. "AN EMPIRICAL STUDY ON BRIDGING THE DIGITAL DIVIDE IN BUSINESS EDUCATION THROUGH STORY TELLING." International Journal of Engineering Applied Sciences and Technology 6, no. 10 (February 1, 2022): 179–86. http://dx.doi.org/10.33564/ijeast.2022.v06i10.023.

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Formal and online education has come a long way and with changing times, new methods of teaching are being developed according to the need of the subject and the needs of the students. However certain age-old methods retain their charm with changing times and only emerge stronger. One such method is story telling. The purpose of this research paper is to work out how educators, students et al. round the world are using storytelling to support the digital educational process. This study provides a general framework about educational uses of storytelling in several subjects and describes the various perceptions of individuals in understanding storytelling. A survey was used to collect responses from a group of educators, students and others in educational settings to determine how they are using storytelling for online educational purposes. The results show the current situation of educational uses of storytelling and explore some of the benefits and challenges educators face in implementing storytelling in their institutions and teaching online classes. The paper also attempts to give solutions in bridge the digital divide through engaging storytelling. The research paper also explores reasons for storytelling's current popularity as a teaching and learning tool, then suggests how educators and students can work together to create a storytelling culture. To conclude, benefits for college kids who learn through storytelling are outlined.

6

Madžar, Danijela, Marko Šantić, and Magdalena Čečura. "MOGUĆNOSTI BRENDIRANJA TURISTIČKE DESTINACIJE NA PRINCIPIMA STORYTELLINGA." South Eastern European Journal of Communication 4, no. 2 (December 30, 2022): 29–37. http://dx.doi.org/10.47960/2712-0457.2022.2.4.29.

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Moderni turisti putovanje počinju pretraživanjem informacija o destinaciji koju planiraju posjetiti, koje su dostupne putem interneta i društvenih mreža, ali i putem preporuka prijatelja koji su ranije posjetili određeno mjesto. Zahvaljujući pričama o turističkoj destinaciji, turisti na planirani put dolaze sa svojim željama i očekivanjima; iskusiti nešto posebno, čudesno ili edukativno. Ako turistička destinacija, smještaj ili usluga nemaju upečatljivu interpretaciju, ostat će nezapamćeni, a turist će ostati uskraćen za njihovu posebnost. Ključnu ulogu u interpretaciji ima storytelling i upravo njime se pojačava sam doživljaj. Autentičnost je još jedan koncept koji se često spominje u kontekstu destinacijskoga marketinga kroz storytelling. Cilj je istraživanja ispitati stavove i mišljenja ispitanika kako storytelling kroz autentičnost i narativno razumijevanje utječe na namjeru posjete destinacije. Rezultati istraživanja impliciraju da autentičnost priče i narativno razumijevanje kao odrednica storytellinga utječu pozitivno na namjeru posjete destinacije što se smatra temeljnim doprinosom rada. Ključne riječi: storytelling, destinacijski turizam, brendiranje, autentičnost

7

Stark, Johannes, Julia A. M. Reif, and Tom Schiebler. "What leaders tell and employees hear – an intention-perception model of storytelling in leadership." Organization Management Journal 19, no. 2 (October 18, 2021): 72–83. http://dx.doi.org/10.1108/omj-02-2021-1156.

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Purpose Storytelling is considered an effective leadership behavior. However, research on storytelling’s effects on followers is scarce and disconnected from leadership theory. This paper aims to explore the perspectives of both leaders and followers with a focus on interaction-based moderators and affective mediators of storytelling effects, building on transformational leadership and leader-member exchange theory. Design/methodology/approach Data from semi-structured interviews (N = 27 independent leaders and followers) were analyzed with a combined content-analytic and grounded theory approach. Findings Leaders’ intended effects of storytelling (transformation, relationship and information) evoked either positive or negative affective reactions in followers depending on how well the story met followers’ needs (need-supply fit), the adequacy of the input load transported by the story (story load) and how followers interpreted their leaders’ story (story appraisal). Followers’ positive or negative affective reactions translated into positive effects (corresponding to leaders’ intended effects) or negative effects (contradicting leaders’ intended effects), respectively. Results were integrated into an intention-perception model of storytelling. Originality/value Proposing an intention-perception model of storytelling, this paper explains when and why unintended effects of storytelling happen, and thus provides an alternative view to the one-fits-all approach on leaders’ storytelling advocated by popular management literature.

8

Stead, W. Edward, and Jean Garner Stead. "Storytelling." Proceedings of the International Association for Business and Society 8 (1997): 533–38. http://dx.doi.org/10.5840/iabsproc1997851.

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9

Bartlett, Katharine T., and Mary Ann Glendon. "Storytelling." Duke Law Journal 1987, no. 4 (September 1987): 760. http://dx.doi.org/10.2307/1372530.

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10

Redmond, Lucille, David Thomson, Eoin Neeson, Bronwen Martin, and Liam O'Donnell. "Storytelling." Books Ireland, no. 218 (1998): 356. http://dx.doi.org/10.2307/20623783.

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11

West, Sasha. "Storytelling." Pleiades: Literature in Context 41, no. 2 (2021): 166. http://dx.doi.org/10.1353/plc.2021.0000.

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12

Kalogeras, Stavroula. "Storytelling." International Journal of Information and Communication Technology Education 9, no. 4 (October 2013): 113–22. http://dx.doi.org/10.4018/ijicte.2013100108.

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In the era of e-learning, student-centered approaches and constructivists learning environments are critical success factors. The inherent interactivity of the Internet and the emotional engagement of story can lead to transformative learning experiences in media rich environments. This paper focuses on Web-Based Transmedia Storytelling Edutainment as critical-creative pedagogy in higher e-education.

13

Phillips, Ellen Haygood. "Storytelling." Gifted Child Today 19, no. 6 (November 1996): 30–35. http://dx.doi.org/10.1177/107621759601900612.

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14

Krzywinski, Martin, and Alberto Cairo. "Storytelling." Nature Methods 10, no. 8 (July 30, 2013): 687. http://dx.doi.org/10.1038/nmeth.2571.

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15

Cronon, William. "Storytelling." American Historical Review 118, no. 1 (February 1, 2013): 1–19. http://dx.doi.org/10.1093/ahr/118.1.1.

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16

Sellars, Shaun. "Storytelling." British Dental Journal 229, no. 8 (October 2020): 505. http://dx.doi.org/10.1038/s41415-020-2283-2.

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17

Cuy, Sofía Hernández Chong. "Storytelling." Afterall: A Journal of Art, Context and Enquiry 21 (July 2009): 80–88. http://dx.doi.org/10.1086/aft.21.20711751.

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18

Kerr, Lisa. "Storytelling." Families, Systems, & Health 32, no. 4 (2014): 441. http://dx.doi.org/10.1037/fsh0000058.

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19

Palacios, Janelle F., Benissa Salem, Felicia Schanche Hodge, Cyndi R. Albarrán, Ann Anaebere, and Teodocia Maria Hayes-Bautista. "Storytelling." Journal of Transcultural Nursing 26, no. 4 (May 14, 2014): 346–53. http://dx.doi.org/10.1177/1043659614524253.

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20

Levy, Lisa. "Storytelling." Radical Society 29, no. 2 (January 1, 2002): 87–101. http://dx.doi.org/10.1080/1476085022000036835.

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21

Chen, Katherine K. "Storytelling." Nonprofit and Voluntary Sector Quarterly 42, no. 5 (September 4, 2012): 902–22. http://dx.doi.org/10.1177/0899764012455699.

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22

Smeltzer, Carolyn Hope, and Fran Vlasses. "Storytelling." Journal of Nursing Care Quality 19, no. 1 (January 2004): 74–75. http://dx.doi.org/10.1097/00001786-200401000-00013.

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23

Kirkpatrick, Mary K., Sheila Ford, and Betty P. Castelloe. "Storytelling." Nurse Educator 22, no. 2 (March 1997): 38–40. http://dx.doi.org/10.1097/00006223-199703000-00016.

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24

Smith, Wilbur L. "Storytelling." Academic Radiology 3, no. 11 (November 1996): 979–80. http://dx.doi.org/10.1016/s1076-6332(96)80319-9.

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Mitty, Ethel. "Storytelling." Geriatric Nursing 31, no. 1 (January 2010): 58–62. http://dx.doi.org/10.1016/j.gerinurse.2009.11.005.

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Kampmann, Andrea. "Storytelling." Controlling 29, no. 5 (2017): 46–48. http://dx.doi.org/10.15358/0935-0381-2017-5-46.

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Chelf, Jane Harper, Amy M. B. Deshler, Shauna Hillman, and Ramon Durazo-Arvizu. "Storytelling." Cancer Nursing 23, no. 1 (February 2000): 1–5. http://dx.doi.org/10.1097/00002820-200002000-00001.

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28

VEZEAU, TONI. "Storytelling." MCN, The American Journal of Maternal/Child Nursing 18, no. 4 (July 1993): 193–96. http://dx.doi.org/10.1097/00005721-199307000-00004.

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29

Kaebnick, Gregory E. "Storytelling." Hastings Center Report 49, no. 6 (November 2019): 2. http://dx.doi.org/10.1002/hast.1058.

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30

Lazić, Jelena. "STORYTELLING KAO EFIKASNA KOMUNIKACIONA STRATEGIJA." Zbornik radova Fakulteta tehničkih nauka u Novom Sadu 37, no. 06 (June 7, 2022): 916–19. http://dx.doi.org/10.24867/17gi14lazic.

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U radu je analizirana upotreba storytellinga, kao načina izlaganja novinarske priče i metoda marketinškog komuniciranja. Principi razvoja pripovedanja u novinarstvu predstavljaju komunikacioni alat kojim se mogu postići i komercijalni i društveni ciljevi. Istraživanje je bilo fokusirano na viralne reklame koje počivaju na storytellingu i koriste pripovedanje kao efikasni strateški alat komunikacije sa publikom.

31

Lewis, Patrick J. "Storytelling as Research/Research as Storytelling." Qualitative Inquiry 17, no. 6 (June 17, 2011): 505–10. http://dx.doi.org/10.1177/1077800411409883.

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32

Lee, Dong-Eun. "Meta Storytelling & Character Storytelling Model." Cartoon and Animation Studies 42 (March 31, 2016): 213–40. http://dx.doi.org/10.7230/koscas.2016.42.213.

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Sagita, Virginia Ayu, Medi Trilaksono Dwi Abadi, Mochammad Fauzul Haq, Revta Fariszy, and Keny Rahmawati. "Storytelling for storytelling “Klinik Kopi” Yogyakarta." Indonesian Journal of Communication Studies 16, no. 1 (June 30, 2023): 24. http://dx.doi.org/10.31315/ijcs.v16i1.9976.

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The development of the current coffee shop is very rapid. This condition is proven by the growth of new coffee shops scattered throughout the city. In the Special Region of Yogyakarta, there are approximately 3,000 coffee shops. The research focuses on one of the coffee shops that are quite famous and interesting in Yogyakarta because it is included in one of the Ada Apa Dengan Cinta (AADC) 2 movie scenes, namely Klinik Kopi. Qualitative methods and data collection techniques with in-depth interviews and observations were used in this study. The conclusion from this study is that storytelling is used in Coffee Clinic marketing, which is a form of soft selling using the message design logic from Barbara O'Keefe to attract consumers amid the many coffee shop competitions in Yogyakarta, and the 4P marketing mix does not run significantly in Coffee Clinic marketing. The owner has his way of designing the message he wants to convey to his consumers. The communicant has the same opinion about a coffee story, which is interesting to hear from the communicator.

34

Ghafar, Zanyar. "Storytelling as an Educational Tool to Improve Language Acquisition: A Review of the Literature." JOURNAL OF DIGITAL LEARNING AND DISTANCE EDUCATION 2, no. 10 (March 30, 2024): 781–90. http://dx.doi.org/10.56778/jdlde.v2i9.227.

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Storytelling is a well-established means of social interaction, and a wealth of studies has shown its effectiveness as a teaching technique for improving language skills in first (L1) and second (L2) language development, regardless of the age or background of the learners. Furthermore, it is said that storytelling is a more effective method of teaching languages than traditional teaching materials like textbooks. Research generally suggests that the reason storytelling works so well is because it is entertaining, interesting, and very memorable. This makes students want to hear more stories and gets them talking, writing, and reading about them. However, the research that has already been done and published in the literature sometimes needs more detailed information on the techniques used to measure the effects of storytelling or the exact skills that are developed via its application. Furthermore, the vast majority of studies neglect to investigate any potential negative consequences of storytelling on language acquisition, leaving us with the impression that it is a teaching strategy that solely has beneficial impacts on learning a second language. The goal of this review of the literature is to provide a thorough overview of empirical research on the effects of storytelling on L2 language learning. It also seeks to contrast storytelling's efficacy with that of other instructional strategies. It also seeks to identify gaps in the current literature that need to be filled up by future studies. By looking at these questions, scholars and teachers will have a clearer understanding of the value of storytelling in language learning environments, which will help them improve as teachers.

35

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

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The article deals with the use of storytelling technique as a means of developing communicative competence of students. The authors define the relevance of the topic, which resulted from the demands of contemporary educational process and recent regulations on school reforms and improvement of education according to European standards. Developed communicative competence of students results in fluent Ukrainian, ability to express thoughts and feelings verbally and in writing, explain facts clearly and reasonably, as well as in love for reading, sense of beauty of the words, awareness of the role of language for the effective communication and cultural self-expression, willingness to accept Ukrainian as a native language in different life situations. Described in the article storytelling technique contributes to the formation of a comfortable psychological atmosphere in the class. It helps to establish trusting relationships between teachers and students of different age. The authors explain the origin of the term “storytellingˮ and identify the benefits of using the technique in teaching. They outline the principles of storytelling, its types, structure and recommended duration, noting that storytelling technique is effective due to its contribution to better knowledge acquisition, memorisation and reproduction of information. The peculiar features of storytelling method are: involvement of figurative thinking and perception while creating and listening to the story; the presence of a hero, whose behaviour changes after overcoming obstacles, moral choices and tasks completing; dynamic story plot; influence of a story on students’ emotional well-being. The use of storytelling technique provides an opportunity to develop such students’ competencies as entrepreneurship and financial literacy, which are indicators of a childʼs readiness for life. Keywords: storytelling technique, communicative competence, rhetorical competence, schoolchildren, primary school, educational process.

36

Boje, David M. "Learning Storytelling: Storytelling to Learn Management Skills." Journal of Management Education 15, no. 3 (August 1991): 279–94. http://dx.doi.org/10.1177/105256299101500302.

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Martina Napratilora, Mardiah, and Sophia Nurhaqia. "STORYTELLING THROUGH VARIOUS STORYTELLING FOR YOUNG LEARNER." Edukasi 11, no. 2 (November 29, 2023): 121–34. http://dx.doi.org/10.61672/judek.v11i2.2657.

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English: Strorytelling contain values that are beneficial for children. Storytelling activities are the best method for making children learn. Children often use their study time as they want. With the storytelling method, children will listen attentively because storytelling are very interesting for children. The aim of this writing is to find out how to tell storyteling through types storytelling for young learners. Storyteling has several types based on their content. These types are divided into six, namely legend, fable, myth, folklore, sage, humorous, traditional, futuristic, educational and therapeutic. All types of storytelling has different contents. Storytelling for children have several characteristics. Where, these characteristics are explained based on several aspects. These aspects are in the form of story content aspects, language aspects, presentation aspects, value aspects, and graphic aspects. Indonesia: Dongeng mengandung nilai-nilai yang bermanfaat bagi anak. Kegiatan mendongeng merupakan metode terbaik untuk membuat anak belajar. Anak-anak sering menggunakan waktu belajar seenaknya. Dengan metode mendongeng, anak akan mendengarkan dengan penuh perhatian karena dongeng sangat menarik bagi anak-anak. Tujuan dalam penulisan ini adalah untuk mengetahui bagaimana mendongeng melaluli jenis-jenis dongeng untuk anak usia dini. Dongeng memiliki beberapa jenis berdasarkan pada isinya. Jenis jenis tersebut terbagi menjadi enam, yaitu legenda, fabel, mite, cerita rakyat, sage, jenaka, tradisional, futuristic, pendidikan, dan terapi. Semua jenis dongeng tersebut memiliki isi yang berbeda-beda. Dongeng untuk anak memiliki beberapa karakteristik. Dimana, karakteristik tersebut dijelaskan berdasarkan beberapa aspek. Aspek-aspek tersebut berupa aspek isi cerita, aspek bahasa, aspek penyajian, aspek nilai, dan aspek grafika. Kata kunci: Mendongeng; Jenis Dongeng; Manfaat Dongeng; Anak Usia Dini.

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Tafler, David I. "Drawing Spirits in the Sand: Performative Storytelling in the Digital Age." Religions 10, no. 9 (August 21, 2019): 492. http://dx.doi.org/10.3390/rel10090492.

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For First Nations people living in the central desert of Australia, the performance of oral storytelling drawing in the sand drives new agency in the cultural metamorphosis of communication practices accelerated by the proliferation of portable digital devices. Drawing on the ground sustains the proxemic and kinesthetic aspects of performative storytelling as a sign gesture system. When rendering this drawing supra-language, the people negotiate and ride the ontological divide symbolized by traditional elders in First Nations communities and digital engineers who program and code. In particular, storytelling’s chronemic encounter offsets the estrangement of the recorded event and maintains every participants’ ability to shape identity and navigate space-time relationships. Drawing storytelling demonstrates a concomitant capacity to mediate changes in tradition and spiritual systems. While the digital portals of the global arena remain open and luring, the force enabled by the chiasmic entwinement of speech, gesture and sand continues to map the frontier of First Nations identity formation and reformation.

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Gallucci, Carmen. "Storytelling Way." ESPERIENZE D'IMPRESA, no. 1 (May 2013): 109–57. http://dx.doi.org/10.3280/ei2013-001005.

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Fairbairn, Gavin, and Donna Mead. "Therapeutic storytelling." Paediatric Nursing 2, no. 6 (July 1990): 11–12. http://dx.doi.org/10.7748/paed.2.6.11.s12.

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Hassler, Donald. "Acknowledgements: Storytelling." Extrapolation 45, no. 4 (January 2004): 333–34. http://dx.doi.org/10.3828/extr.2004.45.4.2.

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Merritt, Sharon. "Digital Storytelling." International Journal of Learning: Annual Review 12, no. 8 (2007): 21–36. http://dx.doi.org/10.18848/1447-9494/cgp/v13i08/45011.

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Dunne, John, Thomas Campbell, and Thomas Campbell. "Surreal Storytelling." Books Ireland, no. 128 (1988): 226. http://dx.doi.org/10.2307/20626102.

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McCausland, Tammy, and Tammy McCausland. "Innovation Storytelling." Research-Technology Management 65, no. 3 (April 19, 2022): 61–63. http://dx.doi.org/10.1080/08956308.2022.2047488.

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Badran, Badran. "Visual Storytelling." Middle East Journal of Culture and Communication 14, no. 1-2 (September 28, 2021): 23–45. http://dx.doi.org/10.1163/18739865-01401007.

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Abstract This study examines rare historical photographs from Kuwait, dated from the 1950s through the 1970s. These photographs are from several collections, including the private collection of Kuwait’s first professional photographer, the late A.R. Badran. Together they tell parts of Kuwait’s pre- and post-independence history. This study contextualizes photos and captions, written by the photographer, to determine the photographs’ original function based on stories, events or activities that were the subjects of the photographs. The historical, political and sociocultural development illustrated here is comparable to that of other Gulf states, thus the findings may be useful to researchers studying Kuwait’s history and also the histories of Arab Gulf states.

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Skranefjell, Anne, and Marianne Tønnessen. "Statistical storytelling." Statistical Journal of the United Nations Economic Commission for Europe 20, no. 1 (October 27, 2003): 51–54. http://dx.doi.org/10.3233/sju-2003-20105.

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Hartsell, Taralynn. "Digital Storytelling." International Journal of Information and Communication Technology Education 13, no. 1 (January 2017): 72–82. http://dx.doi.org/10.4018/ijicte.2017010107.

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Digital storytelling has many implications in teaching and learning. As a way to communicate ideas, experiences, beliefs, and topics to an audience through the use of technology and multimedia, digital stories help storytellers acquire many different skills and literacies. The most important aspect is that the storyteller learns to create stories using their personal voice and interpretation to be shared with a larger community. Self-expression is encouraged and confidence can be developed through the creation of digital stories. This paper examines digital storytelling from an instructional and learning perspective. Areas such as the implications of digital storytelling in education, the process of planning and developing stories, and a discussion of various tools to create digital stories are included. Digital storytelling can provide storytellers with an avenue for conveying ideas and information that are personal in nature or more informational.

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Golec, Alexander. "Incomplete Storytelling." Medical Student Research Journal 3, no. 1 (September 30, 2013): 002. http://dx.doi.org/10.15404/msrj.003.001.fall/02.

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D'Amore, Maura. "Episodic Storytelling." Pedagogy 22, no. 3 (October 1, 2022): 395–414. http://dx.doi.org/10.1215/15314200-9859269.

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Price, Deborah M., Linda Strodtman, Elizabeth Brough, Steven Lonn, and Airong Luo. "Digital Storytelling." Nurse Educator 40, no. 2 (2015): 66–70. http://dx.doi.org/10.1097/nne.0000000000000094.

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