Abstract
This paper is a case study of teaching storytelling in two graduate-level online storytelling courses, focusing on analyzing student experiences of performance and audience in distant and present settings. The courses are under the auspices of the Library Experimental Education Program (LEEP) at the University of Illinois. The findings challenge those who teach storytelling to think beyond traditional face-to-face settings as the only, or best, “space” in which to learn to tell. This paper also challenges library storytellers to critically examine their historical reluctance to engage with the concept of performance. In an online storytelling course, conversations about performance and audience dynamics that might remain implicit in a traditional setting are of necessity drawn into the open, as we navigate the complexities of the online environment.
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