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Artículos de revistas sobre el tema "Storytelling"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Ajitoni, Bukunmi Deborah. "Digital storytelling and cultural identity: The role of social media in contemporary narratives." Abuja Communicator: A journal of culture and media arts 4, no. 2 (2024): 89–101. https://doi.org/10.70118/tacj0007.

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In the digital age, storytelling transcends traditional forms, incorporating multimedia elements to forge a new narrative style: digital storytelling. This study explores the connection between digital storytelling and cultural identity, underscoring the role of social media in shaping contemporary narratives. Through an examination of storytelling’s evolution from oral and written traditions to digital forms, this study reveals how platforms like Facebook, Instagram, and TikTok foster the development and dissemination of cultural narratives. Using theoretical frameworks such as Media Ecology

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2

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 (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

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3

Phillips, Louise. "Storytelling: The Seeds of Children's Creativity." Australasian Journal of Early Childhood 25, no. 3 (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 stor

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4

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 (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 opportuniti

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5

Putica, Marija. "STORYTELLING U ULOZI NOSITELJA IDEOLOGIJE PROMJENE." IDENTITETI – KULTURE – JEZICI, no. 2 (2016): 281–97. https://doi.org/10.47960/3029-3103.2016.3.281.

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U radu se analizira i kroz praktične primjere predstavlja primjena storytellinga kao najpogodnijeg nositelja ideologije uvjeravanja i promjene. Tijek primjene predstavljen je od njegova nastanka u filmskoj industriji, preko masovnih medija do virtualne stvarnosti. Pojašnjeno je kako storytelling postaje dio panoptičkog pogleda i sudjelovanja u hegemoniji moći na način da osigurava kako pravila ponašanja, tako i pedagogiju promjene. U ovom je radu storytelling predstavljen kao čuvar pamćenja i nositelj strateškoga projekta jer posjeduje moć koja se ne ogleda u kontroli i disciplini, već u kolek

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6

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 (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 pret

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7

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 (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 var

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8

Neelam Gupta. "Data-driven storytelling: How to use data to tell compelling stories and drive business outcomes." World Journal of Advanced Engineering Technology and Sciences 8, no. 1 (2023): 497–509. https://doi.org/10.30574/wjaets.2023.8.1.0065.

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In today's data-rich landscape, the ability to distill meaning from data and effectively communicate it has become the bedrock of modern business strategy. Data storytelling, a blend of data science's analytical precision, the narrative's emotional resonance, and the simplicity of visual communication, is the key. This hybrid approach empowers organizations to transform raw data into compelling narratives that drive decisions, foster team unity, and deliver measurable business outcomes. This paper traces data storytelling's evolution and strategic value, from its origins in cognitive science a

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9

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 (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 appro

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10

Shrestha, Parshu Ram. "Storytelling as a Pedagogy to Scaffold Critical Thinking Skills: A Thematic Review." Journal of NELTA Koshi (JoNK) 2, no. 1 (2024): 1–14. http://dx.doi.org/10.3126/jonk.v2i1.69653.

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Storytelling is a scantily discussed teaching method in Nepal. Though mentioned in the school curricula, the situation of research and practices in storytelling as a method used in English language classrooms is not clear. To understand storytelling’s effectiveness as a teaching method, and its connection with critical thinking skills, it is important to ask how it has been perceived and explored by the teachers and researchers respectively. This study was conducted with 25 research articles (out of total 90 articles downloaded from different Internet sources) published in the field. This stud

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11

Madžar, Danijela, Marko Šantić, and Magdalena Čečura. "MOGUĆNOSTI BRENDIRANJA TURISTIČKE DESTINACIJE NA PRINCIPIMA STORYTELLINGA." South Eastern European Journal of Communication 4, no. 2 (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 upra

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12

Paulus, Heinrike. "Erzähl mal von Nachhaltigkeit!" merz | medien + erziehung 65, no. 4 (2021): 93. http://dx.doi.org/10.21240/merz/2021.4.22.

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Fischer, Daniel/Fücker, Sonja/Selm, Hanna/Sundermann, Anna (Hrsg.) (2021): Nachhaltigkeit erzählen. Durch Storytelling besser kommunizieren? München: oekom. 178 S., 29,00 €. Ob Artensterben, Kinderarbeit in der Schokoladenproduktion oder das Menschenrecht auf sauberes Trinkwasser: Mit Hilfe eines interessanten und effizienten Storytellings lassen sich nachhaltigkeitsbezogene Themen jungen Erwachsenen besser kommunizieren. Die wissenschaftliche Publikation Nachhaltigkeit erzählen beleuchtet Mehrwert und didaktische Potenziale des Geschichtenerzählens für dieses Thema. Was heute mit dem Buzz-Wor

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13

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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14

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

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15

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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16

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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17

Kalogeras, Stavroula. "Storytelling." International Journal of Information and Communication Technology Education 9, no. 4 (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.

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18

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

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19

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

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20

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

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21

Jørgensen, Kenneth Mølbjerg. "Storytelling." Journal of Problem Based Learning in Higher Education 12, no. 2 (2024): 42–52. https://doi.org/10.54337/ojs.jpblhe.v12i2.9489.

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This article discusses how problem-based learning combines with what I from Nietzsche call “becoming who you are”. It argues against thinking of problem-based learning merely as a method that integrates theory and practice. Using Foucault’s genealogy and Arendt’s notion of storytelling as theoretical anchor points, I suggest that problem-based learning is a personal process of self-formation with important political and ethical implications. Through Foucault and Arendt, I argue that problem-based learning is helpful in teaching people how to think. Problem-based learning provides an occasion f

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22

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

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23

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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24

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

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25

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 (2014): 346–53. http://dx.doi.org/10.1177/1043659614524253.

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26

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

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27

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

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28

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

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29

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

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30

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

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31

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

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32

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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33

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

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34

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

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35

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

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36

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

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37

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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38

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 (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

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39

Reyes, Junard S., and Edlyn C. Reyes. "Systematic Review and Meta-Analysis: The Role of Storytelling in Enhancing Mathematics Education." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 2876–79. https://doi.org/10.47772/ijriss.2025.906000209.

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This systematic review and meta-analysis examine the effectiveness of storytelling in enhancing mathematics education. Synthesizing empirical findings, this study assesses storytelling’s impact on mathematical comprehension, engagement, and achievement. Using meta-analytic techniques, including effect size calculations, heterogeneity, and subgroup analyses, the findings reveal that storytelling significantly improves conceptual understanding, fosters motivation, and enhances problem-solving skills. These results offer valuable insights into narrative-based learning strategies for mathematics e

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40

Lazić, Jelena. "STORYTELLING KAO EFIKASNA KOMUNIKACIONA STRATEGIJA." Zbornik radova Fakulteta tehničkih nauka u Novom Sadu 37, no. 06 (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.

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41

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 (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 a

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42

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 rol

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43

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

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44

Martina Napratilora, Mardiah, and Sophia Nurhaqia. "STORYTELLING THROUGH VARIOUS STORYTELLING FOR YOUNG LEARNER." Edukasi 11, no. 2 (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, education

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45

Кабулова, Гулрухсор Улугбековна. "CREATING A STORYTELLING CLASSROOM FOR STORYTELLING WORLD." Involta 1, no. 3 (2022): 175–82. https://doi.org/10.5281/zenodo.6305850.

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This article of “Creating a storytelling classroom for storytelling world” explores the value of storytelling in English language learning. Strong emphasis is placed on the role that stories of personal experience play in human interaction and how these natural conversations foster a better language learning experience. The listener outlines a four-step approach to help students develop conversational skills as storytellers, including techniques for improving fluency and honing listening skills.

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46

Gulrukh Ulugbek kizi, Mamatova. "STORYTELLING AS A TRANSFORMATIVE TOOL FOR TEACHING ENGLISH VOCABULARY AND GRAMMAR." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 8 (2025): 48–50. https://doi.org/10.70728/tech.v2.i08.017.

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Storytelling, an ancient practice rooted in human culture, has emerged as a powerful pedagogical strategy for teaching English vocabulary and grammar, particularly in diverse educational contexts like Uzbekistan. This article explores how narrative-based methods enhance language acquisition by embedding linguistic elements within engaging, culturally resonant stories. Drawing on cognitive, emotional, and cultural dimensions, storytelling outperforms traditional rote learning, fostering deeper retention and fluency. Through practical classroom applications, evaluation strategies, and solutions

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47

Puspitasari, Hayu Ratih, Nuni Widiarti, and Bambang Subali. "Digital Storytelling For Enjoyable and Effective Learning in the Technological Era (2020–2025)." Pedagogia : Jurnal Pendidikan 14, no. 2 (2025): 161–73. https://doi.org/10.21070/pedagogia.v14i2.1905.

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Digital transformation in education has led to the development of more interactive and engaging learning methods. One strategy gaining momentum is digital storytelling, which delivers content through visual and narrative-based technologies. This article qualitatively examines digital storytelling’s role in enhancing learning effectiveness and engagement from 2020 to 2025, based on recent research findings. Through a literature review approach, it explores the use of digital media such as flipbooks, animated videos, and web-based storytelling tools. These media have been shown to improve studen

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48

Yusrah, Neneng Sri Lestari, and Yunita Sari Adelina. "The Effect of Storytelling on English Maritime Students’ Reading Comprehension at Politeknik Pelayaran Malahayati." Journal of Applied Linguistics 4, no. 2 (2025): 337–45. https://doi.org/10.52622/joal.v4i2.382.

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This study investigated the effectiveness of storytelling as an instructional strategy for improving students’ reading comprehension. A quasi-experimental design was employed, involving 32 students divided into a control group (n=14) and an experimental group (n=18). The control group was taught using conventional methods, while the experimental group received a storytelling-based intervention. Pre-test and post-test scores were analyzed to measure the impact of the teaching methods.The results showed a significant improvement in the experimental group’s reading comprehension. The mean score f

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49

Mehdiabadi, Amir. "Consumer Behavior Analysis in Digital Space with Emphasis on Brand Storytelling: A Bibliometric Study from 2015 to 2024." Spectrum of Decision Making and Applications 3, no. 1 (2025): 85–99. https://doi.org/10.31181/sdmap31202639.

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This study presents a comprehensive bibliometric analysis of brand storytelling and its impact on consumer behavior in digital environments, mapping the evolution of research trends from 2015 to 2024. By analyzing 485 articles from Scopus and Web of Science using VOSviewer and CiteSpace, we identify key research clusters, influential authors, and emerging themes. The findings reveal that brand storytelling has transitioned from a peripheral marketing tactic to a central strategy for fostering emotional connections, trust, and loyalty in digital spaces. Notably, highly cited works by Lundqvist

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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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