User study of a new smart toy for children's storytelling     

Nuri Kara  Cansu Cigdem Aydin  Kursat Cagiltay 《Interactive Learning Environments》2013,21(5):551-563

This article introduces StoryTech, a smart storytelling toy that offers children a mixed reality environment in which to tell imaginative stories. During usability testing, an empirical study was carried out with 90 child participants. The findings indicated that StoryTech creates a rich storytelling experience, especially for ages five and six.  相似文献   

Storytelling as dialogue: how teachers construct professional knowledge     

Christine Savvidou 《Teachers and Teaching》2013,19(6):649-664

This study shows how a group of English language lecturers use storytelling as a form of professional dialogue. The aim of the study is to highlight the dialogic role of storytelling in supporting the construction of lecturers' professional knowledge and not to identify lecturers' professional knowledge. In a professional development project, 12 lecturers created digital stories about their experiences of professional development. These stories were shared with colleagues who then responded with their own digital stories. A narrative framework was used to analyse stories for the types of connections lecturers made between stories. Five dialogic processes were identified: connecting, echoing, developing, questioning and constructing. Excerpts of stories are used to demonstrate how lecturers construct professional knowledge through storytelling. The study concludes by outlining the potential and limitations of storytelling as an approach to professional development and proposes further research into the dialogic capacity of storytelling in a professional development context.  相似文献   

从古代说话艺术看近代评书的传承     

贺峰  郑海涛 《内江师范学院学报》2013,28(3):103-106

近代评书继承了古代说话艺术的精髓并推动了说讲文学的发展,形成了自身独特的艺术魅力,其魅力表现在:话语通俗,故事情节生动,表现力丰富,表演时受环境影响较小等.因此,近代评书成为广大听众喜欢的曲艺文学之一.  相似文献   

Stories return personal narrative ways of knowing to the professional development of doctoral supervisors     

Coralie McCormack 《Studies in Continuing Education》2013,35(2):141-156

Storytellers have always known that there is more to a story than ‘just a good yarn’. It is through stories that individuals construct and reconstruct their sense of self as they learn ‘to be’ in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are under-utilised in supervisor professional development programs. This paper argues that telling, receiving, reading, writing and re-writing stories can open to doctoral supervisors a way to negotiate the chaotic pedagogy of becoming and being a doctoral supervisor. Two examples of storytelling – interactive telling and reading of stories of research student experience and supervisor autobiographical writing – illustrate how the art of storytelling can return personal narrative ways of knowing to professional development in today's performance-driven higher degree by research context.  相似文献   

Telling stories digitally: an experiment with preschool children     

Aslıhan Kocaman-Karoglu 《Educational Media International》2013,50(4):340-352

With the emergence of the new technologies, twenty-first-century learning involves the application of new media in educational environments. Digital storytelling (DST) is a method that blends traditional storytelling with new technologies. This study was designed to compare the conceptual understanding of preschool students in DST classrooms with children in traditional storytelling classrooms. A pre-test, post-test control group design was used. Data were collected from 149 preschool children using pre- and post-test surveys and students’ drawings. The findings indicate that DST improved the preschoolers’ conceptual understanding of the course content more than traditional storytelling.  相似文献   

Narratives and activity theory as reflective tools in action research     

Kaz Stuart 《Educational Action Research》2013,21(3):439-453

Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice. The tools are shown to individually and jointly aid insight, understanding and action. The participants generated data through narratives and analysed the data with an activity theoretical framework. These were then interpreted as cultural historical artefacts by the researcher. The socially constructed paradigm within which they are situated, their participative use, and their creation of insight, understanding and action make them ideal as action research tools.  相似文献   

Empowering children to speak up and act on social justice issues: The use of folktales and collaborative storytelling as tools of social imagination     

Christina Hajisoteriou  Petros Panaou  Panayiotis Angelides 《British Educational Research Journal》2022,48(2):253-271

Over the last decade, various organisations, scholars and educators across the globe have been arguing for the need to foster dialogue between and with children regarding the world they want to have, in terms of both justice and sustainability. Research has shown that stories and storytelling have a world-making and world-changing character that may trigger children’s social imagination on social justice issues and help them play a participatory role in society. In this context, the study presented here aimed to empower children to speak up for their beliefs and to become active agents of change in relation to social justice issues. To meet our research goals, we developed workshops around traditional folktales, which we implemented in four schools in Cyprus. During these workshops, we promoted critical dialogue for social justice issues through pertinent collaborative storytelling activities. Collaborative storytelling is a method that can involve participants in critical dialogue, enabling them to produce innovative and creative counter-stories. This can potentially deepen their perceptions about social justice, while also allowing them to communicate the knowledge they have built in engaging and accessible ways. Data collection included observations during workshops, as well as post-implementation interviews with a purposive sample of child participants. Our findings suggest that the children deployed either a ‘we are all different’ or a ‘we are all the same’ discourse to define social justice. Nonetheless, as the project progressed, they seemed to gradually turn to a ‘we need to see injustice to be able to act against it’ discourse. This project aims to contribute to academic discussions on promoting dialogue with children on social justice issues, and cultivating children’s metacognitive skills about societal injustices.  相似文献   

可视故事化:特征、方法与应用     

易旎  朝乐门  张晨 《情报资料工作》2021,(2):63-72

[目的/意义]可视故事化在实践中正被越来越多地应用,特别是在网络平台,梳理并归纳可视故事化的特征、方法与应用对于数据可视化的进一步发展以及数据科学跨学科融合具有重要的理论价值与现实意义。[方法/过程]首先系统地梳理了可视故事化的特征,接着通过多个实践案例分析了可视故事化的不同类型,揭示了可视故事化的实现方法,并描述了不同应用设计上的差异,[结果/结论]研究发现交互式可视化研究、理论模型、理论研究重点和专用开发工具需要进一步深化以推动可视故事化的研究进展。  相似文献   

《排调》篇的文体意味     

严晓燕  张丽  孔祥娜 《泰州职业技术学院学报》2014,(1):20-23

《世说新语＆#183;排调》所描绘的魏晋人物,以其机智的词锋、超越的心态以及怪诞的行为,为此书融入了诸多笑话因素,给人以轻松愉悦的阅读感受。文章从故事性与纪实性、片断性与体味性、记言性与叙述性等三个方面对其文体意味进行了分析。  相似文献   

听书：阅读的时尚选择   总被引：1，自引：0，他引：1  

谈苹 《大学图书情报学刊》2011,29(2):77-79

阅读通常指读书,是相对纸质图书而言。数字化时代,书籍不再作为唯一的一种文化实体而存在,对信息时代的人们来说,＂听书＂意味着一种新的生活及阅读方式,它是信息接受的个性化选择,是在网络环境下不受时间、行动限制的一种便携式读书方法。  相似文献