Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion

The chapter is devoted to highlighting the features of the use of storytelling with children as a means of improving their well- being within the framework of the Writing for Inclusion project. Relevance. The relevance of the topic is beyond doubt given the ever- increasing need to find the latest m...

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Detalles Bibliográficos
Autores: Canals Botines, Mireia, Medina Casanovas, Núria
Tipo de recurso: capítulo de libro
Fecha de publicación:2024
País:España
Institución:UVic-UCC
Repositorio:RiUVic. Repositori institucional de la UVic-UCC
OAI Identifier:oai:dspace.uvic.cat:10854/180626
Acceso en línea:http://hdl.handle.net/10854/180626
Access Level:acceso embargado
Palabra clave:Narració de contes
Educació inclusiva
01
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spelling Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for InclusionCanals Botines, MireiaMedina Casanovas, NúriaNarració de contesEducació inclusiva01The chapter is devoted to highlighting the features of the use of storytelling with children as a means of improving their well- being within the framework of the Writing for Inclusion project. Relevance. The relevance of the topic is beyond doubt given the ever- increasing need to find the latest methods and technologies for ensuring the well- being of children, children with special needs, overcoming their traumatic experience and realizing their productive integration into the social environment. Purpose of the chapter. The purpose of the chapter is to present the results of the use of narrative structures in the storytelling by children during the implementation of the Writing for Inclusion project. Methods and methodology. The pupils were illustrated with several story readings and videos, showing stories where they could observe different characters living situations in which they were confronted with inclusion or non- inclusive situations. This task was developed in the 4th level of Primary Education, which means that the story creators were children aged 10 and 11 years old. After the stories were presented to the children, they had to create their own stories related to the theme of inclusion, using teacher interaction and brainstorming. The method of working in small groups of four people was applied. They divided the story writing into 12 sessions, performing tasks related to caring and sharing, creating collaborative stories, creating a setting, creating the characters, creating dialogues, creating the plot, writing the story and creating the animated stories. The writing of stories was accompanied by the use of technical means. Analysis of the results. A total of 22 stories were created among 160 pupils in 4 schools. The created stories represent different options for children’s understanding of the inclusion topic, helping children with special needs. The analysis of the stories included the elaboration of the images of the heroes, characters and elaboration of the plot of the story. All stories demonstrate the children’s deep understanding of the topic of inclusion and their involvement in the process of integrating a child with special needs into the educational environment. Writing stories and using narrative analysis gives a fairly clear understanding of children’s perception of a person with special needs integration process. The use of storytelling is an effective method of including the child in the issues of inclusive education. This format allows the child to come up with his story in a psychologically safe format and to form appropriate attitudes towards the realization of care and safety.info:eu-repo/semantics/publishedVersionPeter LangUniversitat de Vic - Universitat Central de Catalunya. Facultat d'Educació, Traducció, Esports i Psicologia2025202420249999info:eu-repo/semantics/bookPart14 p.application/pdfhttp://hdl.handle.net/10854/180626reponame:RiUVic. Repositori institucional de la UVic-UCCinstname:UVic-UCCInglésTots els drets reservatsinfo:eu-repo/semantics/embargoedAccessoai:dspace.uvic.cat:10854/1806262026-06-07T19:15:21Z
dc.title.none.fl_str_mv Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
title Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
spellingShingle Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
Canals Botines, Mireia
Narració de contes
Educació inclusiva
01
title_short Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
title_full Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
title_fullStr Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
title_full_unstemmed Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
title_sort Narrative Structures in Digital Storytelling for Young Learners: A Case Study in Writing for Inclusion
dc.creator.none.fl_str_mv Canals Botines, Mireia
Medina Casanovas, Núria
author Canals Botines, Mireia
author_facet Canals Botines, Mireia
Medina Casanovas, Núria
author_role author
author2 Medina Casanovas, Núria
author2_role author
dc.contributor.none.fl_str_mv Universitat de Vic - Universitat Central de Catalunya. Facultat d'Educació, Traducció, Esports i Psicologia
dc.subject.none.fl_str_mv Narració de contes
Educació inclusiva
01
topic Narració de contes
Educació inclusiva
01
description The chapter is devoted to highlighting the features of the use of storytelling with children as a means of improving their well- being within the framework of the Writing for Inclusion project. Relevance. The relevance of the topic is beyond doubt given the ever- increasing need to find the latest methods and technologies for ensuring the well- being of children, children with special needs, overcoming their traumatic experience and realizing their productive integration into the social environment. Purpose of the chapter. The purpose of the chapter is to present the results of the use of narrative structures in the storytelling by children during the implementation of the Writing for Inclusion project. Methods and methodology. The pupils were illustrated with several story readings and videos, showing stories where they could observe different characters living situations in which they were confronted with inclusion or non- inclusive situations. This task was developed in the 4th level of Primary Education, which means that the story creators were children aged 10 and 11 years old. After the stories were presented to the children, they had to create their own stories related to the theme of inclusion, using teacher interaction and brainstorming. The method of working in small groups of four people was applied. They divided the story writing into 12 sessions, performing tasks related to caring and sharing, creating collaborative stories, creating a setting, creating the characters, creating dialogues, creating the plot, writing the story and creating the animated stories. The writing of stories was accompanied by the use of technical means. Analysis of the results. A total of 22 stories were created among 160 pupils in 4 schools. The created stories represent different options for children’s understanding of the inclusion topic, helping children with special needs. The analysis of the stories included the elaboration of the images of the heroes, characters and elaboration of the plot of the story. All stories demonstrate the children’s deep understanding of the topic of inclusion and their involvement in the process of integrating a child with special needs into the educational environment. Writing stories and using narrative analysis gives a fairly clear understanding of children’s perception of a person with special needs integration process. The use of storytelling is an effective method of including the child in the issues of inclusive education. This format allows the child to come up with his story in a psychologically safe format and to form appropriate attitudes towards the realization of care and safety.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2025
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dc.identifier.none.fl_str_mv http://hdl.handle.net/10854/180626
url http://hdl.handle.net/10854/180626
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv Tots els drets reservats
info:eu-repo/semantics/embargoedAccess
rights_invalid_str_mv Tots els drets reservats
eu_rights_str_mv embargoedAccess
dc.format.none.fl_str_mv 14 p.
application/pdf
dc.publisher.none.fl_str_mv Peter Lang
publisher.none.fl_str_mv Peter Lang
dc.source.none.fl_str_mv reponame:RiUVic. Repositori institucional de la UVic-UCC
instname:UVic-UCC
instname_str UVic-UCC
reponame_str RiUVic. Repositori institucional de la UVic-UCC
collection RiUVic. Repositori institucional de la UVic-UCC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.81155

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