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Littérature scientifique sur le sujet « Reading and story telling »

Auteur : Grafiati

Publié le 10 mars 2023

Mis à jour le 19 juillet 2025

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Articles de revues sur le sujet "Reading and story telling"

Kurniawan, Andri, Puji Astuti Amalia, and Indrawati Indrawati. "Improving Students’ Reading Comprehension through Storytelling Frame." Buletin Poltanesa 25, no. 2 (2024): 217–22. https://doi.org/10.51967/tanesa.v25i2.3183.

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Reading is a basic skill that students must master and enjoy. Through reading, students can increase and improve their knowledge. However, reading is a challenging activity. Based on the observation, the author found that Elementary students in SDN 012 had low abilities in reading activities. This low reading ability has an impact on limited student participation in reading activities. Therefore, the author creates a story telling frame and stages of reading activities that can increase student participation in reading activities and improve students' reading skills. There were some stages done by the author. The first was designing a story telling frame, implementing reading activities with students, the second was using a story telling frame with students and teachers and the last was evaluating the story telling frame. The design of storytelling frame used square and round shape stainless in gold color. They were decorated with artificial flowers, dolls and cloth. The story telling frame was designed based on the theme of the story, which is “where is bear?”. There were 20 students who joined the story telling activity using the story telling frame. The pre-test and post-test on students’ reading comprehension revealed that students have better understanding on reading the text by using story telling frame.

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Manita, Rika Jufriazia. "Peran Pustakawan dalam Mengembangkan Layanan Anak dan Remaja di Era Modern." Jurnal Adabiya 24, no. 2 (2022): 162. http://dx.doi.org/10.22373/adabiya.v24i2.14582.

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Story telling program is an activity of story telling or telling stories to users from groups of children. The purpose of story telling in the library is to attract children to want to visit the library and reduce children's desire to play using gadgets. This story telling activity has a positive impact on children's character development and improves children's ability to understand reading material. One of the things that must be prepared in organizing story telling activities is that the librarian must master story telling or story telling techniques so that children feel satisfied and want to always follow story telling activities in the library.

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Zuraini, Zuraini, Rahmi Hayati, Fina Meilinar, and Marzuki Marzuki. "The Effect of Digital Story Telling on Students' Reading Literacy to EFL Learning." Ilomata International Journal of Social Science 5, no. 4 (2024): 1261–70. https://doi.org/10.61194/ijss.v5i4.1443.

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The aims of this research to investigate how digital storytelling influences reading literacy among students learning English as a foreign language (EFL). Reading literacy is a multifaceted skill that is crucial in both educational contexts and daily life, enabling individuals to interact effectively with the world around them. The problem of this research how does digital story telling influences students reading literacy. Digital story telling important for English language learning not only reading literacy but also could detail insights into student experiences and perceptions. The method of this research is qualitative research. Utilizing a descriptive case study design, the study employs qualitative methods, including observations and interviews, to gather data on student engagement and learning outcomes. The result of this research are students involved in digital story telling activities demonstrated a better understanding of texts, as they engaged more deeply with the material through the creative process of storytelling, students actively assessed and synthesized reading content, made connections between ideas, and critically evaluated story elements during collaborative discussions.

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Khaerana, Andi ST Aldilah, and Nadya Nurhidayah Nurdin. "THE EFFECTIVENESS OF STORY TELLING AND STORY READING METHODS IN TEACHING SPEAKING." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (2018): 181. http://dx.doi.org/10.24252/eternal.v42.2018.a4.

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This research aims to find out the effectiveness of story telling and story reading methods in teaching speaking. The researchers applied comparative study method which aims at finding out the comparative effectiveness between the application of storytelling and story reading method in teaching speaking skill. The researchers apply experimental design that involves two groups; storytelling and story reading method in pretest, treatment and posttest. The subject in this research will consist of the 2nd semester students of Speaking 2 class of STKIP YPUP Makassar. There would be two variables in this research, independent and dependent variable. The independent variable is the effectiveness of story reading and story telling, while the dependent variable includes the students’ speaking ability. The result shows that there is no method which more effective between storytelling and story reading methods in teaching speaking. This conclusion refers to the overall of the students’ speaking achievement score. But based on the speaking categories investigations namely accuracy, fluency and comprehensibility, the storytelling method is more effective in increasing the students’ accuracy and fluency in speaking, while the story reading method is more effective in improving the students’ comprehensibility.

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Khairiyah, Dina. "PENERAPAN METODE BERCERITA DALAM MENGEMBANGKAN MORAL DAN AGAMA ANAK USIA DINI." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 7, no. 2 (2020): 175–87. http://dx.doi.org/10.24952/di.v7i2.2236.

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The application of the story-telling method is one method that can develop several aspects of early childhood development, such as moral and religious development. By using the story-telling method a teacher can introduce the moral and religious foundations in early childhood. Our research approach uses library research as a place or source of reference. The aim of this research is to find out the method of developing religious morals in early childhood with the story method. Based on the results of the study, in general the method of storytelling to develop the moral and religious potential of students is to use the method of reading directly from story books, telling stories using picture illustrations from books, telling stories, telling stories using flannel boards, telling stories using puppet media, dramatization a story, and a story while playing fingers. The contents in the story must contain religious aspects, pedagogical aspects, and psychological aspects, which contain material stories about the stories of prophets, friends, scholars, and pious people

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Yuliani, Novi Dwi, Fikri Fuadi Azmy, Isnaniah Isnaniah, and Pajrian Noor. "Introduction to Story Telling as A Media to Improve English Learning at SMP Negeri 1 Aluh-aluh." Kayuh Baimbai: Jurnal Pengabdian Masyarakat 1, no. 1 (2024): 24–28. http://dx.doi.org/10.69959/kbjpm.v1i1.6.

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This community service activity aims to introduce the story telling to the teachers and students at SMP Negeri 1 Aluh-aluh as a teaching media to improve English learning. Story telling is a good and complex teaching media for teaching skills in English. Among the benefits of using story telling include: sharpening writing, reading, speaking and listening skills in English, enriching vocabulary, phrases and knowledge of English idioms and proverbs, practicing public speaking skills as well as pronunciation, increasing self-confidence in English and studying various aspects of life contained in stories. The implementation of this community service activity uses the socialization method on how to use story telling in learning, direct teaching practice using story telling, and giving prizes as a form of motivation for students who are able to demonstrate story telling. The conclusion from this service activity is that this service activity ran smoothly and had a positive impact on teachers and students at SMP Negeri 1 Aluh-aluh. Teachers and students can start practicing using story telling media after this community service is carried out.

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Agosto, Denise E. "Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling." Children and Libraries 14, no. 2 (2016): 21. http://dx.doi.org/10.5860/cal.14n2.21.

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Storytelling is a long-standing tradition in US public and school libraries. Storytelling, not to be confused with story reading, involves telling a story from memory without the aid of a book or written script. Some tellers memorize their stories; others memorize the characters and events and freely tell their stories, varying them with each telling.

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Widiyarto, Sigit, Muthia Mubasyira, Leni Tiwinyanti, Lidya Natalia Sartono, Siti Alifah, and Adhis Pamungkas. "Penguatan Pendidikan Karakter dan Budi Pekerti melalui Metode Story Telling Bagi Guru Pondok Darunnadwah Cikarang - Bekasi." Jurnal Pengabdian UntukMu NegeRI 4, no. 2 (2020): 222–27. http://dx.doi.org/10.37859/jpumri.v4i2.2137.

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The Strengthening Character Education and Character through Story Telling Method with Darunnadwah Islamic Boarding School partners located at Jln. Gatot Subroto No. 55, Karangasih, North Cikarang, Bekasi, West Java is a community service program with the aim of strengthening the character education and character of students in partner locations due to the lack of understanding of the use of story telling methods in teaching and learning activities in schools. The method used is the lecture and discussion method. Pondok teachers are provided with structured material and the provision of several videos containing examples of story telling. This gives a positive influence in the form of new knowledge and skills, storytelling skills that are useful in teaching in the classroom. The results of this activity are, the enthusiasm or learning motivation of trainees should be appreciated and the teachers already have basic knowledge in applying story telling methods in strengthening character education and students' character and some techniques in reading stories in English. Keywords: Story Telling Method, Character Education, Character, 

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Sabgini, Kharisma, Triastama Wiraatmaja, and Agista Nidya Wardani. "ASSISTANCE IN THE UTILIZATION OF STORY-TELLING BOOK OF CHARACTER BUILDING FOR TEACHERS IN PAUD SURYA GEMILANG, MALANG." Premise: Journal of English Education 10, no. 2 (2021): 221. http://dx.doi.org/10.24127/pj.v10i2.4154.

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The aims of this study are: 1) to find out how the teacher training in PAUD Surya Gemilang, Malang, is carried out in implementing the book Let’s Respect Each Other: A Story-Telling Book of Character Building by using various methods and fun learning techniques, and 2) how the practice of using the book of Let’s Respect Each Other: A Story-Telling Book of Character Building. This research was conducted using a qualitative method in which the researcher described the process of the two aims aforementioned. The subjects of this study were all teachers, especially one homeroom teacher at PAUD Surya Gemilang. The results of this study found that in the first phase, namely teacher training, there were three stages. They were the provision of English for Young Learners material, the provision of story-telling material, and the provision of character education material. Then, in the second phase, namely the implementation of Let’s Respect Each Other: A Story-Telling Book of Character Building, it was found that teachers taught stories and character education by reading books in English and Bahasa alternately while showing the pictures that matched the story to students and retelling the stories by using puppets.

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Fowler†, Don. "Lectures on Horace's Epistles." Cambridge Classical Journal 54 (2008): 80–114. http://dx.doi.org/10.1017/s1750270500000580.

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Lecture one: Reading Horace, or L'homme et l'oeuvreAll criticism is also biography: and telling a story about a text is also telling a story about oneself. This is particularly true of Horace. When one writes about Horace, one is constructing a Horace, making the man: and constructing a Horace is inevitably also constructing oneself. Consider for example, Colin Macleod, whose last graduate class before his suicide was on Horace's Epistles, and who wrote extensively on Horace. Macleod's Horace was complex, often contradictory, morally serious – which fits Macleod of course.

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Thèses sur le sujet "Reading and story telling"

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, and 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 Lydenberg The 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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Livres sur le sujet "Reading and story telling"

Holbert, John C. Telling the whole story: Reading and preaching Old Testament stories. CASCADE Books, 2013.

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Ann, Levy Bronwen, Murphy Ffion 1960-, and Woodford Forum, eds. Story/telling. University of Queensland Press, 2001.

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Ngaboh-Smart, Francis. Mende story telling. People's Educational Association of Sierra Leone, 1986.

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Scott, Kretchmar R., National Association for Physical Education in Higher Education (U.S.), and American Academy of Kinesiology and Physical Education. Meeting., eds. Telling our story. Human Kinetics, Publ. for the National Association for Physical Education in Higher Education, 1999.

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Bruce, Morris. Telling Warrnambool's story. Deakin University Press, 1993.

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John, Leger, ed. Telling Asia's story. Review Pub. Co., 1996.

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G, Carter Terry, ed. Telling God's story. 2nd ed. Broadman & Holman Pub, 2013.

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People's Educational Association of Sierra Leone., ed. Mende story telling. People's Educational Association of Sierra Leone, 1986.

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Rosiere, Gabrielle. Fortune telling and character reading. Society of Metaphysicians, 1986.

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Hallet, Elaine. Telling reading and writing stories. Sheffield Early Years Literacy Association, 1991.

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Chapitres de livres sur le sujet "Reading and story telling"

Ghersi, Adriana. "Capo Mele: a story-telling experimental beach in Laigueglia (sv)." In Proceedings e report. Firenze University Press, 2020. http://dx.doi.org/10.36253/978-88-5518-147-1.24.

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The transformation of the coastal landscape assumes a significant importance, as far as global changes and erosion risks are concerned. The experience at Capo Mele to stage a new approach to the beach, managed by a smart private agent, allows more readings and new possible strategic actions. The initiative promotes the beach area as an active museum, to test and monitor new mechanisms for the use, protection and narration of landscape values, in the various aspects of adaptability, socio-cultural development and enhancement of the potential of the beach as a treasure chest of biodiversity.

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Dobson, Stephen, Brit Svoen, Gabriella Agrusti, and Pip Hardy. "The Critique of Learning Inclusion in a Digital World: A Conversation." In Learning Inclusion in a Digital Age. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-7196-1_12.

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AbstractIn this chapter the editors respond to questions raised by Arjen Wals (SDG4 subseries advisor of the Springer SDG series) and his reading of this book as a whole: Is it possible to envisage a counter-movement to the digital age? Are we the editors too distracted by the promise of the digital and risk neglecting how it might colonise our minds, creating new forms of exclusion—despite the importance of digital story telling? What of those who prioritise the digital before other basic human needs, such as food, water and housing? How does this book’s focus upon SDG 3, 4 and 11 relate to other SDG’s?

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Marmur, Michael. "Yetzer Lev Ha’adam: On Human Nature." In Living The Letters. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-81041-1_11.

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Abstract The story at the heart of this chapter is gruesome and disturbing. Like many traditions enshrined in folktales, it may not be suitable for children and for those of a particularly sensitive disposition. The rest of us will have to try to face up to its dark implications. It involves a re-telling of the Garden of Eden tale, with important differences. This chapter offers a sustained reading of this one source, which provides an opportunity to consider the human propensity to cover up any sense of wrongdoing by attempting to swallow the evidence. While optimistic adherents of Reform Judaism were once convinced that all the demons of pre-modern life would be vanquished, this chapter attempts to face up to the darker side of human existence. Torah is presented here as a kind of salve to the human condition, although it also strikes a note of caution, since Torah study is no guarantor of moral rectitude.

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Austin, Tricia. "Story Telling." In Narrative Environments and Experience Design. Routledge, 2020. http://dx.doi.org/10.4324/9780367138073-5.

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Horrocks, Roger, and Jo Campling. "Story-telling." In Freud Revisited. Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780333985441_6.

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Lacasa, Pilar. "Story Telling." In Learning in Real and Virtual Worlds. Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137312051_8.

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Angler, Martin W. "Story Elements." In Telling Science Stories. Routledge, 2020. http://dx.doi.org/10.4324/9781351035101-2.

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Angler, Martin W. "Story Formulas." In Telling Science Stories. Routledge, 2020. http://dx.doi.org/10.4324/9781351035101-5.

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Radstone, Susannah. "Telling Memory’s Story." In Productive Remembering and Social Agency. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-347-8_16.

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Yoe, Charles. "Telling Your Story." In Principles of Risk Analysis. CRC Press, 2019. http://dx.doi.org/10.1201/9780429021121-21.

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Actes de conférences sur le sujet "Reading and story telling"

Nabaskues Martínez de Eulate, Iker, and Maider Ugartemendia Yerobi. "THE NEOSOCRATIC AND EXISTENTIAL APPROACH IN THE UNIVERSITY CLASSROM: OTHERNESS, MAIEUTIC AND STORY TELLING." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.2845.

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Carmo, Inês, Patrícia Costa, and Pedro Santana. "Boosting Children's Reading Motivation with LLM-Generated Story Crossovers." In 2024 International Conference on Graphics and Interaction (ICGI). IEEE, 2024. https://doi.org/10.1109/icgi64003.2024.10923732.

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Harshani, K. R. N. "Using big book storytelling to enhance early literacy in reading and speaking: a study at model early childhood development & daycare centre (MECDC), University of Kelaniya." In Integrated Design Research Conference 2024, edited by S. Samarawickrama. Department of Integrated Design, Faculty of Architecture, University of Moratuwa., 2024. https://doi.org/10.31705/idr.2024.8.

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Language development consists of the competence to read, write, listen and speak. A Big book is concerned about that can be related by teachers in teaching reading skills at the age of early childhood children, especially elementary school age. Early literacy concerns what children recognize about reading and writing beforehand they learn to read and write. A big book has a detailed size, such as A3, A4, A5 or the size of a newspaper. There are numerous benefits to using Big Books for language development and literacy, in specific reading and speaking skills. This paper targets to find out how the method of developing children's speaking skills is involved by operating Big Book. This research was operated in early childhood children with special to the Model Early Childhood Development & Daycare Centre (MECDC), attached to the University of Kelaniya. The principal objective of this study is to determine the effect of storytelling by applying big books published by researchers and other big books already published on the ability to express the child language. The methodology applied in this research is action research. The researcher practises with early childhood children in MECDC in University of Kelaniya. The researcher uses five processes to carry out story-telling practices using large books, like Select the big Book, set up the area, introduce the book, engage in interactive reading, and discuss the Story. Under the interactive reading researchers point to the pictures, use expressions and voices, pause for prediction and involve the children. It is projected that early childhood teachers can use the story telling technique with a big book in improving the competence to communicate the child language. It is shown that the use of big books is successful and gives progressive accomplishment for vocabulary advancement among students in early childhood. All big books’ drawings are the most significant consideration of a book for children. It is primarily showing the imaginative value of the book and the nature of its sensitive power. The child loves that the drawings in the books are designed in joyful colours. not only in content, but also in material used. The drawing begins the method of choosing a book for a child to read. The artwork or a visual enhances the child’s understanding of the literary text, gives an idea of his subject, idea, characters, and assesses theevents and signs of the literary movement. Drawing - helps children to enter the literary world and feel it, make friends, love it. Using big books was the most efficient way to teach children. The conclusions presented that students were keener about learning to read using big books which could be seen from an increase in students' reading and speaking skills in each storytelling activity. It is better to develop their question and answering technique and children enjoy books with good rhyme, rhythm, imagination and repetition. The drawing helps children to identify the text more entirely and better and to enrich their knowledge about the world around them. Therefore, big books can be used to improve students' reading and speaking skills.

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.

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Chooi, Don. "Bear Bodies in Motion: A creative approach in telling a story of bigger, gay male bodies of colour through artistic means as practice-led research." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.80.

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In 2020, I created a body of work that paid attention to the concerns of body image representation of the gay male. The work was shown in a local exhibition in Auckland, called ‘Bear Bodies in Motion’, and it aimed as a critique on the anxieties of body image, especially in the gay bear subculture where there are considerable levels of stigma and shaming of bigger male bodies – made more profound towards bodies of colour. In an attempt at subversion, the creative work, portrayed the bigger body as energetic and aesthetically potent. It combined photography with digital painting and the result was an expression of body acceptance and authorship. Thematically, the image of the gay bear builds on a rich history of homo-oriented art. It plays on the tapestry of the gay identity which determines how it is being represented, negotiated and remixed continually in the gay mainstream. Discourse emanating from gay communities of colour, speaks of attempts to remove colonised attitudes, and in reimagining their heritage and sexual identities authentically. This artistic body of work sought to add to the dialogue that surrounds issues of race, queerness and ‘otherness’. The subsequent conversations which followed the exhibition, unpacked concerns of cultural identity, masculinity and belonging – in which seem to be heavily burdened by western-influenced and racialised notions of performativity. Through research, and taking in the ephemera that surrounds the discourse of the colonised body image, I begun to create work that seeks to further add to the discourse. This heavily illustrated paper reflects on the creative process in the art making of ‘Bear Bodies in Motion’. The methodology underpinning this artistic body of work is ‘reflection-in-action’, and it draws inspiration from research in the ‘lived experience’. Additionally it also consider its move from traditional mediums to the consideration of technology as a platform for storytelling, from the print medium to digital spaces – in this instance, the inclusion of Augmented Reality (AR). With this extension, AR provides the viewer the opportunity to take a more active role in reading the text. The experience moves the work into a more participatory space, where the narrative becomes more palpable and appreciated. The making journey is outlined from conceptual stage to the finalised artistic work from my personal lens who is both artist-maker and design practitioner. This paper also discusses the challenges and conflicts in creating a body of work of this nature. Especially of concern is its need for sensitivity in the representation of non-euro cultures – with greater emphasis given to the consideration for its homosexual themes, and to the identities of my participants as they were from the community itself. This paper also includes my reflections and personal insights in how this approach to a practice-led research has contributed to my own learning and teaching approach. Being an educator myself, this process has given me greater empathy and understanding in the student journey within today’s higher education environment.

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Estevão, Sueli Pedroso da Silva. "Experience report on financial education." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-009.

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Abstract The experience report results from a pedagogical proposal experienced on Financial Education in daily school life, at the Eva Vieira de Almeida Municipal School, during the THIRD Quarter of 2015. During the proposal experience, the class was composed of 26 students, after surveys and evaluation about the learning of students' indifferent levels and also in lag in learning reading, writing, and mathematical language, it was understood the need for a teaching proposal – meaningful and comprehensive learning. The fundamental objective was to stimulate mathematical knowledge through knowledge of the Monetary System, promoting learning situations, collaboratively and pleasantly. The proposal was developed in an interdisciplinary way through various experiences and methodologies, in order to insert students in mathematical knowledge in a conscious and participatory way, promoting exchange of knowledge and acquisition, among them : story telling, emphasizing the importance of the economy for financial control; fair emphasizing the purchase and sale of scrapped products, with the involvement of students replacing employees of a trade; handling and contact with coins and banknotes (paper buck); workshop of recycling piggy banks and wallets; listening and musical understanding on the subject. After the results obtained , we reflected on the pedagogical practice and realized that the pedagogical proposal was favorable, because the results were positive and motivated the students in the classes to have a new attitude towards knowledge, because the students demonstrated their experiences, mastery of the contents covered and exchange of consolidated knowledge.

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Cao, Xiang, Siân E. Lindley, John Helmes, and Abigail Sellen. "Telling the whole story." In the 2010 ACM conference. ACM Press, 2010. http://dx.doi.org/10.1145/1718918.1718967.

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Hougaard, Bastian Ilsø, and Hendrik Knoche. "Telling the Story Right." In PervasiveHealth'19: The 13th International Conference on Pervasive Computing Technologies for Healthcare. ACM, 2019. http://dx.doi.org/10.1145/3329189.3329239.

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Hill, Virginia, and Velda Bartek. "Telling the user's story." In the 2007 symposium. ACM Press, 2007. http://dx.doi.org/10.1145/1234772.1234794.

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Hennig, Patrick, Philipp Berger, Christian Dullweber, et al. "Social Media Story Telling." In 2015 IEEE International Conference on Smart City/SocialCom/SustainCom (SmartCity). IEEE, 2015. http://dx.doi.org/10.1109/smartcity.2015.84.

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Rapports d'organisations sur le sujet "Reading and story telling"

DEPARTMENT OF THE NAVY WASHINGTON DC. Telling the Navy Story. A Handbook for the Collateral Duty PAO. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada248279.

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Rhee, Jongeun, and Mary C. Cross. Telling My Story Through Visual Images Guided by Arnheim�s Visual Thinking. Iowa State University. Library, 2019. http://dx.doi.org/10.31274/itaa.8284.

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Oram, Stephanie S. Telling the Story: Impact of Military-Media Relations on the Operational Commander. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada264285.

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Seybold, Patricia. Customer Innovation Guide:Mastering the First Core Competencies: Incorporating Story-Telling into Your Organization’s DNA. Patricia Seybold Group, 2007. http://dx.doi.org/10.1571/custinnovguidecomp1.

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Karlstrom, Karl, Laura Crossey, Allyson Matthis, and Carl Bowman. Telling time at Grand Canyon National Park: 2020 update. National Park Service, 2021. http://dx.doi.org/10.36967/nrr-2285173.

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Grand Canyon National Park is all about time and timescales. Time is the currency of our daily life, of history, and of biological evolution. Grand Canyon’s beauty has inspired explorers, artists, and poets. Behind it all, Grand Canyon’s geology and sense of timelessness are among its most prominent and important resources. Grand Canyon has an exceptionally complete and well-exposed rock record of Earth’s history. It is an ideal place to gain a sense of geologic (or deep) time. A visit to the South or North rims, a hike into the canyon of any length, or a trip through the 277-mile (446-km) length of Grand Canyon are awe-inspiring experiences for many reasons, and they often motivate us to look deeper to understand how our human timescales of hundreds and thousands of years overlap with Earth’s many timescales reaching back millions and billions of years. This report summarizes how geologists tell time at Grand Canyon, and the resultant “best” numeric ages for the canyon’s strata based on recent scientific research. By best, we mean the most accurate and precise ages available, given the dating techniques used, geologic constraints, the availability of datable material, and the fossil record of Grand Canyon rock units. This paper updates a previously-published compilation of best numeric ages (Mathis and Bowman 2005a; 2005b; 2007) to incorporate recent revisions in the canyon’s stratigraphic nomenclature and additional numeric age determinations published in the scientific literature. From bottom to top, Grand Canyon’s rocks can be ordered into three “sets” (or primary packages), each with an overarching story. The Vishnu Basement Rocks were once tens of miles deep as North America’s crust formed via collisions of volcanic island chains with the pre-existing continent between 1,840 and 1,375 million years ago. The Grand Canyon Supergroup contains evidence for early single-celled life and represents basins that record the assembly and breakup of an early supercontinent between 729 and 1,255 million years ago. The Layered Paleozoic Rocks encode stories, layer by layer, of dramatic geologic changes and the evolution of animal life during the Paleozoic Era (period of ancient life) between 270 and 530 million years ago. In addition to characterizing the ages and geology of the three sets of rocks, we provide numeric ages for all the groups and formations within each set. Nine tables list the best ages along with information on each unit’s tectonic or depositional environment, and specific information explaining why revisions were made to previously published numeric ages. Photographs, line drawings, and diagrams of the different rock formations are included, as well as an extensive glossary of geologic terms to help define important scientific concepts. The three sets of rocks are separated by rock contacts called unconformities formed during long periods of erosion. This report unravels the Great Unconformity, named by John Wesley Powell 150 years ago, and shows that it is made up of several distinct erosion surfaces. The Great Nonconformity is between the Vishnu Basement Rocks and the Grand Canyon Supergroup. The Great Angular Unconformity is between the Grand Canyon Supergroup and the Layered Paleozoic Rocks. Powell’s term, the Great Unconformity, is used for contacts where the Vishnu Basement Rocks are directly overlain by the Layered Paleozoic Rocks. The time missing at these and other unconformities within the sets is also summarized in this paper—a topic that can be as interesting as the time recorded. Our goal is to provide a single up-to-date reference that summarizes the main facets of when the rocks exposed in the canyon’s walls were formed and their geologic history. This authoritative and readable summary of the age of Grand Canyon rocks will hopefully be helpful to National Park Service staff including resource managers and park interpreters at many levels of geologic understandings...

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Mondak, Chris, and Leo L. Timms. Telling the Dairy Sustainability Story: The Value of Dairy Open Houses as Learning Events to Improve Consumer Understanding of Modern Animal Agriculture. Iowa State University, 2010. http://dx.doi.org/10.31274/ans_air-180814-153.

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Sun, He. Animated electronic storybook and children's Mother Tongue development: Tracing the process and the outcome with eye-tracking. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22664.

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Storybook reading to children is considered an efficient way to provide a meaningful context for exposure to unfamiliar words and grammar (Weizman & Snow, 2001). Nonetheless, children with limited language knowledge (e.g., child MTL learners in Singapore) may benefit less from the reading activities, due to the gap between their skills and those required for processing the narration. They often fail to derive the meaning of unknown words/grammar from the verbal context and consequently have trouble figuring out the story plots (Verhallen & Bus, 2010). Children’s electronic storybook (e-storybook) seems to hold great promise to assist in developing children’s emerging literacy as such reading formats are favored by children due to its entertaining elements (e.g., sound and interactive games) (Hio, 2015). Compared to traditional print books, well-designed animated e-storybooks can stimulate readers' visual, auditory and even kinaesthetic senses to comprehend a story and unfamiliar language via the match between nonverbal sources (motion pictures, images, sound and music) and the narration (de Jong & Bus, 2002; 2004; Neuman, 1997; Verhallen, Bus, & de Jong, 2006). It is especially promising for second language learners/bilingual child learners, because these children with less language knowledge at hand may need extra information sources to digest the story plots and grasp the new words and grammar.

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Prichard, Wilson. Unpacking ‘Tax Morale’: Distinguishing Between Conditional and Unconditional Views of Tax Compliance. Institute of Development Studies, 2023. http://dx.doi.org/10.19088/ictd.2023.040.

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The concept of ‘tax morale’ seeks to capture an individual’s willingness (or unwillingness) to pay taxes. The study of tax morale in lower-income countries is significant for understanding “quasi-voluntary” tax compliance, popular support for tax reform programs, and the broader character of social contracts. While interest in tax morale research has surged over the past decade, the use of the concept in research has often been relatively broad and imprecise. This risks a lack of comparability across studies. More importantly, insufficiently nuanced research risks telling an incomplete or misleading story. As part of a broader effort for greater conceptual precision, this paper highlights the importance of distinguishing between conditional and unconditional understandings of tax morale.

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Gosh, Anushka. Building self-efficacy and literacy through edutainment: experimental evidence from Kenya. Busara, 2024. http://dx.doi.org/10.62372/aory8993.

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Although access to primary education has increased in recent decades, the "learning crisis" continues to prevail. This was exacerbated by the COVID-19 pandemic, widening the learning gap for communities on the margin. In this context, educational Technology (EdTech) could play an important role in bridging the educational gap. Edtech has the power to reach communities through simple, low-cost solutions, and could make learning relevant and fun. With Ubongo, we explored the possibility of combining evidence and good old story telling that is rooted in African experiences to bring quality learnings to children's homes. We unpack the findings from a randomized controlled trial in Kenya that explores how contextual storytelling and effective demonstration of learning strategies could potentially build confident and curious readers.

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Devereux, Stephen, and Anna Wolkenhauer. Agents, Coercive Learning, and Social Protection Policy Diffusion in Africa. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/ids.2021.068.

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This paper makes theoretical, empirical, and methodological contributions to the study of social policy diffusion, drawing on the case of social protection in Africa, and Zambia in particular. We examine a range of tactics deployed by transnational agencies (TAs) to encourage the adoption of cash transfers by African governments, at the intersection between learning and coercion, which we term ‘coercive learning’, to draw attention to the important role played by TA-commissioned policy drafting, evidence generation, advocacy, and capacity-building activities. Next, we argue for making individual agents central in the analysis of policy diffusion, because of their ability to reflect, learn, and interpret policy ideas. We substantiate this claim theoretically by drawing on practice theories, and empirically by telling the story of social protection policy diffusion in Zambia through three individual agents. This is complemented by two instances of self-reflexivity in which the authors draw on their personal engagements in the policy process in Zambia, to refine our conclusions about the interplay of structure and agency.

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