Storytelling In Students Research Articles

Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia

ABSTRACT This article considers how the COVID-19 pandemic impacted tertiary-level screen production education in Australia. Six university educators across four Australian states present a series of critical thematic reflections, interrogating their lived experiences of teaching screen production courses during periods impacted by COVID-19 lockdowns and social distancing requirements. The analysis reveals the pandemic amplified areas like concept development and fundamental production skills using mobile devices, while more advanced technical skills and student collaboration suffered due to remote learning conditions. Managing health risks through COVID-safe protocols became a major priority. Student storytelling shifted towards shorter individual projects exploring themes of isolation, though some collectives producing anthology series also emerged. While some pandemic-driven changes like online meetings have persisted, the authors identify an ongoing need to foster students’ interpersonal skills and technical proficiency developed through collaborative, hands-on learning experiences. The diverse reflections highlight common challenges but also differences across states based on varying COVID-19 conditions and restrictions. Overall, the authors argue for balanced, responsive approaches going forward to equip graduates with frameworks to navigate screen industry shifts alongside changing student expectations around delivery modes.

On the performance and impact of research in storytelling by Russia scholars

The author analyzes the dynamics of scientometrical indicators (publication activity, citation and impact) of Russian research in storytelling in 2012–2021. Storytelling is seen as the marketing technology used to deliver information to the audience through stories. In recent years, storytelling has been intensively used in advertising, social media, corporate blogging, and in education. The lines of research of the greatest impact are identified, among them: storytelling as an efficient communication technology, digital storytelling in students’ projects, and storytelling method in corporate management. In accordance with the Hirsch index, the Russian scholars’ research activity in the field exceeds significantly the world minimum value of 16. The dynamics of the above indicators is revealed, including the rare occurrence of continuous growth in the number of publications by the end of the existent period; the organization which storytelling studies are extensively used by country’s other institutions, are identified, among them Nizhny Novgorod Kozma Minin Pedagogical University, Ural State Pedagogical University, RF Ministry for Civil Defense Academy of State Fire-fighting Service. The analysis was accomplished based on Russian Science Citation Index (RISC) database. The illustrations are included to visualize the research findings.

Student storytelling: critical reflections on gender and intergenerational practice at the National Centre for Children’s Books

ABSTRACT In a collaboration with Seven Stories: The National Centre for Children’s Books, university students and primary school children were brought together through methods of intergenerational practice (IGP). Across consecutive academic years, the project has seen 136 students embark on an exploration of geographies of gender and generation with 120 primary school children. By utilising creative learning in teaching the project addresses threshold concepts in understanding, in this case, IGP (methods of intentional age integration). The purpose of this paper is to analyse the promotion of IGP through emergent critical reflections. These reflections are situated within academic debate on the use of IGP in children’s and young people’s geographies.

The Use of Sequence Pictures in Storytelling for Students’ Speaking Proficiency Development

The goal of this research was to see if sequence pictures used as media in teaching speaking through storytelling could significantly help students to develop their speaking ability. This research was using an experimental research design in a quantitative method. The control class was taught through drilling method and experimental class which was instructed through sequence pictures. The study involved the first grade senior high school students at SMA Negeri 5 Semarang. The collected data computed by using SPSS 25. This finding said that using sequence pictures in teaching speaking could improve significantly in the experimental class students’ speaking ability. The students’ speaking ability in both classes control and experimental was different significantly as indicated by the test scores. The control class average pre-test was 69,5 and experimental class was 85 in other hand, the control class average post-test was 74,5 and experimental class was 91,7.

From story to book: Discourse analysis between teacher and student in the creation of a culturally relevant text

Lack of representation of children from nondominant cultural and linguistic backgrounds continues to be problematic in children’s literature, and especially within early literacy texts for beginning readers. One remedy is for children to tell their own stories through the language experience approach, which can then be printed into culturally relevant texts and used for beginning reading material in classrooms. To truly capture a student’s story, especially if the student is an emergent bilingual, a teacher must listen very closely and take care when adjusting the child’s story. Two Bakhtinian concepts support the careful examination of a teacher’s scribing of story in this study: chronotope, used here as the time-space sphere above the text, and revoicing, or the retelling of a child’s story that is paraphrased or altered. Findings show that gesture within the chronotope of the story is an especially generative tool for student storytelling and that teachers must reflect closely on intentional or unintentional reasons for revoicing a child’s story. Language experience approach holds possibilities for the creation of children’s culturally relevant texts. As such, it is important that teachers reflect on their language experience approach techniques so that the book remains true to the child’s story.

Librarians’ Use of Digital Storytelling for students with Learning Disabilities: Results from Two Countries

The study examined Librarians’ use of digital storytelling for students with learning disabilities in Nigeria and the United Kingdom. Descriptive survey statistical analysis was adopted. Through an online survey, 130 professionals were studied in Nigeria and the United Kingdom. The findings revealed that the major approaches to storytelling were Television, WhatsApp conference video call, Zoom, etc. Respondents were found to have positive perception towards the use of digital storytelling. Challenges were identified. The study recommended that librarians and other professionals involved in assisting students with learning disabilities should be adequately trained so as to acquire the digital skills needed to effectively create digital story contents attractively.

Student Storytelling for Communication Skill Development Online (in the Time of Covid-19 Quarantine)

Along with switching to on-line conversations on a global level due to quarantine restrictions, the importance of English language competency, becomes from day to day more and more evident Since the initiation of quarantine it has become essential for higher education institutions to launch the search on new forms and methods capable of not only teaching foreign language, but of developing creative thinking and communication skills in future professionals The paper describes the specifics of storytelling as a modern communication tool, suggests a new approach to the development and evaluation of communication skills in English by the technique of student storytelling online and proves the effectiveness of this technique The research was conducted on the basis of Foreign (Professional) Language Curricula at three Ukrainian Universities, namely: Danylo Halytsky Lviv National Medical University, Lutsk Pedagogical College, and Lesya Ukrainka Volyn National University The research included 78 participants (16-18 years old) The technique, based on the developmental and evaluation criteria related to the structure and style of the whole online student story, was tested in three stages – introductory, intermediate and final evaluation of online student storytelling skills Each of the stages was followed by the training on the rules and strategies for effective storytelling and indi-vidual analysis of student’s mistakes By the results of the pilot study, all of the three experimental stages are characterized by the dynamic increase in general level of online student storytelling skills (p<0 01) Thus, a designed technique for communication skills development and evaluation by means of student storytelling online has been proved to be effective © 2021, Adam Marszalek Publishing House All rights reserved

PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DAN MEDIA POP UP BOOK UNTUK MENINGKATKAN KETERAMPILAN BERCERITA SISWA KELAS IV SEKOLAH DASAR

Abstract. This research is motivated by the low student storytelling skills. This study aims to describe storytelling skills using discovery learning and pop up book media models. This research technique uses classroom action research (CAR), which was carried out in two cycles and used the research design of Kemmis &amp; McTaggart. Data collection techniques used are observation, tests, and documentation. The collected data was analyzed using qualitative and quantitative descriptive analysis techniques. The results of research conducted at Purbadana 2 Elementary School showed that learning using discovery learning assisted with pop up book media went well. The results of the knowledge skills in the first cycle reached an average of 3.1 with a percentage of completeness of 46%, meaning that students' storytelling skills were still included in the sufficient category. In the second cycle, the average was 3.9 with a percentage of completeness of 84%, meaning that students' storytelling skills were included in the criteria of good. Based on the results of the study, the application of the discovery learning learning model assisted by pop up book media can improve the skills of the fourth grade students in Purbadana 2 Elementary School.

Making the Invisible Visible: Applying Digital Storytelling for Immersive, Transformative and Anti-Colonial Learning

Abstract This article examines the potential for digital storytelling in students’ local environments to produce transformative, anti-colonial learning. Using a process of mindful, embodied and emplaced observation, social work and human services students at one Australian university were asked to create a digital story about the visibility and valuing of First Nations’ peoples, culture and country in their local area. This article reports on a mixed-methods research evaluation of transformative learning outcomes from that assessment. It details the Indigenist and intercultural conceptual framework that underpinned the assessment and research evaluation. This article provides resources, findings and insights that can assist social work educators and professionals to adapt the digital storytelling process for their own contexts.

DTL-Eco System by Digital Storytelling to Develop Knowledge and Digital Intelligence for Teacher Profession Students

The objective of this research aims 1) to study the components of the digital learning ecosystem 2) to design the digital learning ecosystem with digital story telling for students in the teaching

Stories of Policing: The Role of Storytelling in Police Students\u2019 Sensemaking of Early Work-Based Experiences

Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students’ own storytelling practices for sensemaking of work experience. This study set out to examine police students’ storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions’ in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of ‘war stories’. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically.

Student writing: gender and visibility; then and now

Purpose– The purpose of this paper is to examine a selection of creative writings by students at one Australian secondary school over a period of 50-plus years, charting the frequency with which key markers of gender appear in student storytelling over this period and sampling the types of gendered representation demonstrated in these stories.Design/methodology/approach– Taken from a larger study, and grounded in feminist and poststructuralist reading practices, the research draws on Critical Discourse Analysis and quantifies verbal processes relating to gender using Halliday and Matthiessen’s Systemic Functional Linguistics (SFL) (2004).Findings– The research finds the visibility of females in the selected corpus has increased considerably, yet the nature of female and male participation in these texts remains comparatively unchanged when measured by the process types of Halliday and Matthiessen’s SFL (2004).Originality/value– If past decades of (pro)feminist choices are only challenging gendered patterns of representation at the level of quantity but not type, this has significant implications for teachers of English. The paper’s conclusion considers what more might be done in present and future teaching to assist students to problematise their own, as well as others’, representations of gender.

Medical student storytelling on an institutional blog: A case study analysis

Background: Despite the proclivity and proliferation of blogs on the Internet, the use of blogs at medical institutions is not well documented.Aims: In examining the structured stories that medical students share with the digital community, we may better understand how students use institutional blogs to discuss their medical school experiences while maintaining their role as a medical student ambassador for the program.Methods: We conducted a case study to analyze the stories within 309 medical student blogs from one medical institution in the United States.Results: In an attempt to communicate their experiences to different benefactors, student bloggers engaged in structured and personal storytelling. Structured stories offered medical school advice to prospective students, while personal stories embodied features of a personal diary where students recounted significant milestones, talked about personal relationships and engaged in emotional reflection and disclosure.Conclusion: Institutional blogs may provide social marketing for medical institutions, as students strategically framed their experiences to reflect a positive attitude about the medical institution and focused on providing advice to prospective students. Although these structured stories limit complete disclosure, students may still achieve benefits by engaging in emotional disclosure and personal reflection.

Experimenting with Visual Storytelling in Students' Portfolios: Narratives of Visual Pedagogy for Pre‐Service Teacher Education

AbstractThis article interprets the repercussions of visual storytelling for art education and arts‐based narrative research and, particularly, it approaches visual storytelling as a critical tool for pre‐service teacher education. After reinterpreting storytelling from the perspective of visual critical pedagogy, I will narratively reconstruct the use of visual storytelling in three learning stories taking the form of students' portfolios. As a visual narrative researcher, I will examine the tactics for writing and reading that these students have developed in creating visual stories: the first narrative analyses the role of art during the reconstruction of the learning process by incorporating autobiography and reflexivity (Tanit's portfolio); the second narrative reflects on deconstruction and intertextuality in a multimedia portfolio, which mainly interrelates opera and cinema (Eulàlia's portfolio); and the third narrative introduces virtual storytelling and connects self‐awareness/meta‐awareness with multi‐literacy in narrative learning (Sonia's portfolios). This article also views improvisations, attempts, drafts and interactions in the process of writing and reading portfolios as part of visual experimentation to fabricate learning stories, in order to analyse the opportunities that visual storytelling offers for visual narrative pedagogy.

Towards a pedagogy of inspirational parables

PurposeThis paper seeks to present a rationale for a learning and assessment activity involving students in the construction of inspirational parables for diversity management within a university business studies programme. The paper reviews processes from teacher and student perspectives, describes initial outcomes and foreshadows further exploration and research.Design/methodology/approachIn small groups, students prepared a booklet that included their inspirational parables on ethnic minority migrant women in the workplace, justifications for the parables and a bibliography of related diversity management literature. A group presentation on the booklet was also required. Assessment criteria related to parable content, references, booklet and oral presentation and represented 30 percent of the overall course assessment.FindingsStudents' informal feedback and the teacher's observations indicate an overall positive response, with students highlighting surprise at their own creativity and the time they readily invested in the task, the enjoyment it gave them and their view that the task merited more weighting. Issues arising from the teacher's observations include group and self‐assessment options, time allocation and the possible influence on students of the teacher's ethnicity.Originality/valueWhile there is increasing interest in the use of stories for teaching and learning purposes, most attention has focused on teacher rather than student story telling. Story writing by students to help them develop and demonstrate understandings, has received much less attention and there are few precedents for the parable story form being used for these two purposes in a university education context.