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Storytelling with Children in Informal Contexts: Learning to Narrate Across the Offline/Online Boundaries

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Multimodal Literacies Across Digital Learning Contexts, chapter Section A chapter 4, Routledge, (2021)

Abstract

Humans need stories: we use stories to understand the world, interpret reality, express identities and communicate with our fellow human beings: “narrative organizes the structure of human experience” (Bruner 1991: 21). Storytelling is crucial for children’s development through the engagement with imagined worlds. It facilitates comprehension of the contexts in which children live, it improves children’s motivation, and raises awareness on the complexity and variety of communication through the creation and fruition of multimodal and multisensory environments. It promotes the original and creative usage of multimodal resources for communication (verbal aspects, voice quality, gestures and facial expressions, spatial features, proxemics, storybook images, page layout, props, soundtracks, etc., see Daniel 2012; Heathfield 2014; Djonov, Stengling and Torr 2018; Bruce, McNair and Whinnett 2020). The present study focuses on storytelling as a collaborative practice that offers children and storytellers the means to creating and re-creating contexts through the interaction among participants whereby the communicators ‘orchestrate’ an ensemble where each mode contributes to conveying meaning in different ways (Kress 2010; Bezemer and Kress 2016: 28 et passim; ‘multimodal orchestration’ in Sindoni et al. 2019: 34) and all participants are active agents in co-constructing meaning. .........

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