Storytelling practices in home and educational contexts perspectives from conversation analysis /

This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Thr...

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Bibliographic Details
Corporate Author: SpringerLink (Online service)
Other Authors: Filipi, Anna, Ta, Binh Thanh, Theobald, Maryanne
Format: eBook
Language:English
Published: Singapore : Springer, 2022.
Physical Description:
1 online resource (434 pages)
Subjects:
Storytelling in education.
Storytelling.
Online Access:SpringerLink - Click here for access

MARC

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505 0 |a Intro -- Contents -- Contributors -- Introduction -- 1 Storytelling Practices: Methods and Insights from Conversation Analysis and Their Applications -- 1.1 The Centrality of Storytelling to Human Interaction: Traditions and Approaches -- 1.2 Methods of Conversation Analysis -- 1.3 Findings on Storytelling Using Perspectives from CA -- 1.3.1 Storytelling as an Interactional Achievement -- 1.3.2 Storytelling as an Interactional Resource for Accomplishing Everyday and Institutional Matters -- 1.4 Conversation Analysis, Learning, Education and Their Applications. 
505 8 |a 1.5 Scope and Organisation of the Volume -- References -- Storytelling Practices Part I: Children with Family -- 2 Storytelling Practices with Children in the Home: Section Introduction -- 2.1 Background to the Studies -- 2.2 The Contributions in This Section -- References -- 3 The Shape of Child-Initiated Pretend Play in Interactions with a Parent at Ages 15 Months and 3 -- 3.1 Introduction -- 3.2 Background -- 3.2.1 Storytelling in Early Childhood and Their Purposes -- 3.2.2 Pretend Play -- 3.3 Data and Method -- 3.3.1 Analytical Methods -- 3.4 Analysis and Discussion. 
505 8 |a 3.4.1 Pretend Play at 15 Months -- 3.4.2 Pretend Play at Age 3 -- 3.5 Discussion -- 3.6 Conclusion and Recommendations -- References -- 4 Participating in Storytelling at Ages 3 and 8 -- 4.1 Introduction -- 4.2 Background: CA and Children's Storytelling -- 4.3 Data and Method -- 4.4 Analysis -- 4.4.1 First Position Telling -- 4.4.2 Second Position Telling -- 4.4.3 Co-telling -- 4.5 Discussion -- 4.6 Conclusion and Recommendations -- Appendix: Transcription Symbols -- References -- 5 The Stories We Tell: Stories Within Family Mealtimes -- 5.1 Introduction -- 5.2 Data and Method. 
505 8 |a 5.2.1 Setting and Participants -- 5.2.2 Ethical Consent -- 5.2.3 Data Collection -- 5.2.4 Analytic Method -- 5.3 Analysis -- 5.4 Discussion -- 5.5 Conclusion and Recommendations -- References -- Storytelling Practices Part II: School Aged Children and Youth with Adults and Peers -- 6 Storytelling Practices of Preschool, Primary and Secondary School Children and Youth with Adults and Peers: Section Introduction -- 6.1 Background to the Studies -- 6.2 The Contributions in This Section -- References -- 7 Enduring Storytelling Dispositions in Early Childhood Education. 
505 8 |a 7.1 Introduction: The Importance of Children Telling Stories -- 7.1.1 Dispositions and Storytelling -- 7.1.2 An Enduring Interest in Storytelling -- 7.2 Data and Method -- 7.2.1 Ethical Consent -- 7.2.2 Participants -- 7.2.3 Data Collection -- 7.2.4 Analytical Approach -- 7.3 Analysis -- 7.4 Discussion -- 7.5 Conclusion and Recommendations -- References -- 8 Making Culture Visible: Telling Small Stories in Busy Classrooms -- 8.1 Introduction -- 8.1.1 Culture In Action -- 8.1.2 Talk in Early Childhood Education -- 8.1.3 Telling and Storytelling in Conversation Analysis -- 8.1.4 Small Stories. 
500 |a 8.2 Data and Method. 
520 |a This book brings together researchers from across the globe to share their work on the micro-analyses of storytelling. By doing so, the book helps to deepen the understanding of, and track storytelling practices cross-culturally and longitudinally in the home, at school, and in higher education. Through the unique focus on education and learning, this book provides a lens with which to identify how childrens and adolescents language development and sense of self in storytelling are supported in various contexts: the home, classroom, playground or in the higher education context. It explores the work, identity and practices of friends, teachers and lecturers in teaching, learning, reflection and supervision. Importantly, in identifying these practices, the book presents opportunities to assist parents and teachers, to inform pedagogy in teacher education, and to support effective doctoral supervision. The focus on storytelling in homes, education, and for learning, and the practical applications of the findings, contribute to the ongoing research in both education and conversation analysis. Chapter 8 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com. 
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