Information Transmission and the Oral Tradition: Evidence of a Late-Life Service Niche for Tsimane Amerindians

Storytelling can affect wellbeing and fitness by transmitting information and reinforcing cultural codes of conduct. Despite their potential importance, the development and timing of storytelling skills, and the transmission of story knowledge have received minimal attention in studies of subsistence societies that more often focus on food production skills. Here we examine how storytelling and patterns of information transmission among Tsimane forager-horticulturalists are predicted by the changing age profiles of storytellers’ abilities and accumulated experience. We find that storytelling skills are most developed among older adults who demonstrate superior knowledge of traditional stories and who report telling stories most. We find that the important information transmitted via storytelling typically flows from older to younger generations, and stories are primarily learned from older same-sex relatives, especially grandparents. Our findings suggest that the oral tradition provides a specialized late-life service niche for Tsimane adults who have accumulated important experience and knowledge relevant to foraging and sociality, but have lost comparative advantage in other productive domains. These findings may help extend our understanding of the evolved human life history by illustrating how changes in embodied capital predict the development of information transmission services in a forager-horticulturalist economy

Storytelling One Day One Book Terhadap Kemampuan Bahasa Ekspresif Anak Usia 4-5 Tahun

Early childhood, which has an age range between 0-8 years, is a golden age, so it is very appropriate if stimulation is given according to the stages of their age and development, through storytelling it will make children try to remember all the components in the story, starting from the characters to the plot. stories and moral values contained therein. stimulate children to practice remembering by retelling the whole story using their own words so that their expressive language development can develop optimally. Early childhood education is the main foundation in developing the quality of human resources. Through language humans can relate to each other, can share experiences, learn from each other, and improve intellectual abilities. Children will experience difficulties in learning through play if they do not have enough language skills. Language is the main capital in the effort to get information and communicate in life. The method used in this study is a qualitative descriptive research method which aims to determine the development of expressive language skills in children aged 4-5 years through one day one book storytelling in ABA 72 Kindergarten. The research was conducted from 05-23 September 2022 as many as 3 cycles with a sample of 15 students from group A Kindergarten 'ABA 72 South Bekasi, Bekasi City showed that the development of expressive language skills possessed by children aged 4-5 years through storytelling one day one book experienced a significant increase

The Pedagogy of Digital Storytelling in the College Classroom

In the fall of 2008, Rachel Raimist and Walter Jacobs collaboratively designed and taught the course “Digital Storytelling in and with Communities of Color” to 18 undergraduate students from a variety of disciplines. Candance Doerr-Stevens audited the class as a graduate student. This article examines the media making processes of the students in the course, asking how participants used digital storytelling to engage with themselves and the media through content creation that both mimicked and critiqued current media messages. In particular, students used the medium of digital storytelling to build and revise identities for purposes of rememory, reinvention, and cultural remixing. We provide a detailed online account of the digital stories and composing processes of the students through the same multimedia genre that the students were asked to use, that of digital storytelling

Digital Storytelling and History Lines: Community Engagement in a Master-Planned Development

The introduction of new media and information and communication technology enables a greater variety of formats and content beyond conventional texts in the application and discourse of public history projects. Multimedia and personalised content requires public historians and cultural community developers to grasp new skills and methods to make representations of and contributions to a collective community memory visible. This paper explores the challenge of broadening and reinvigorating the traditional role of the public historian working with communities via the facilitation, curation and mediation of digital content in order to foster creative expression in a residential urban development. It seeks to better understand the role of locally produced and locally relevant content, such as personal and community images and narratives, in the establishment of meaningful social networks of urban residents. The paper discusses the use of digital storytelling and outlines the development of a new community engagement application we call History Lines

I have not been in school for over ten years? Can you help me? Understanding and Developing Information Literacy Skills for Non-Traditional Graduate Students

Studies by the United States Department of Education have shown that non-traditional students steadily grow within college campuses\u27 enrollment rates. The National Center for Education Statistics defines that most often age, especially over the age of 24 has been the defining characteristic for this population. The direct impact of social class (Bambe & Tett, 1999; Quinn, 2010), gender and age (Merrill, 2014), and ethnicity (Bron et al., 2014) on the individual academic lives of the students. The presenter used Tinto\u27s (1987) interactionist quantitative theory to look at value-added to variables such as socioeconomic background, academic preparation, and achievement level based on a mixture of educational and social engagement. At Texas Tech University (College of Education), over half of the enrolled students return from an over ten-year hiatus within the academic environment. This presentation will provide information on incorporating instructor-driven digital storytelling in both asynchronous and synchronous formats. The focus will examine real-life experiences, video editing examples, and instructor storytelling; the presenter found that students had overwhelming success with personalized instruction with the instructor that focused on both their research and overall career goals. Additionally, the presenter will provide information on implementing pre-and post-assessment on working with non-traditional students in face-to-face and online environments. Each participant will come away with innovative technological approaches to working with non-traditional graduate students

Once Upon an Assessment

For this research Six-Piece Story Making, an assessment created by Mooi Lahad (2006), was used to elicit a more creative way of assessing risk daily with children. After reviewing the literature on the topic of using storytelling as a therapeutic intervention with children, it was found that there is a lack of information around using storytelling within a partial hospitalization environment. This research began to explore the possibilities of using storytelling in a partial hospitalization setting with male and female children aging in range from 6 to 13 years of age. It was found that within a partial hospitalization program using storytelling at the start of the program fostered within the clients the ability to create playful environment that fostered an openness with the children during the risk assessment questions. Another finding was that the participants showed more agency and ownership when creating a treatment goal to focus on during that day of treatment. This was an unexpected benefit that was documented through the research and was evidence to the fact that by implementing Six-Piece Story Making at the partial hospitalization program risk can be assessed in a creative and playful way that encourages the child’s involvement in their treatment goals

Storytelling snaps

I am curious how a snapshot captures a moment that can trigger a memory and release a tale. My project will be to create a series of digital images and their stories that trace my case study’s life over his eighty years. Through Jim’s archive images I will select photos of his life, show them to him and record stories from his memories. Jim’s self narrative will be my digital storytelling project created to evoke a time and place linking the past into the present. My work is about storytelling through archive photos. This art form has evolved over time with the landscape of computerisation. Our private images and stories are now being shared across public digital media platforms. I can define my passion through the description used by the Centre for Digital Storytelling (1998) “anyone who has a desire to document life experience, ideas, or feelings through the use of story and digital media

Mapping Indigenous Knowledge in the Digital Age

This Special Issue, “Mapping Indigenous Knowledge in the Digital Age”, explores Indigenous engagement with geo-information in contemporary cartography. Indigenous mapping, incorporating performance, process, product, and positionality as well as tangible and intangible heritage, is speedily entering the domain of cartography, and digital technology is facilitating the engagement of communities in mapping their own locational stories, histories, cultural heritage, environmental, and political priorities. In this publication, multimodal and multisensory online maps combine the latest multimedia and telecommunications technology to examine data and support qualitative and quantitative research, as well as to present and store a wide range of temporal/spatial information and archival materials in innovative interactive storytelling formats. It will be of particular interest to researchers engaged in studies of global human and environmental connection in the age of evolving information technology

The implementation of storytelling in the native Language to promote L2 vocabulary in older adults

Este proyecto de aula presenta la implementación de la técnica de narración de cuentos utilizando mitos y leyendas colombianos para enseñar vocabulario en inglés a adultos mayores. Para este proyecto, establecimos algunos objetivos de enseñanza que se dividieron en dos; objetivos generales en los que los adultos mayores reconocen el vocabulario establecidos a través de la producción verbal y no verbal. También los objetivos específicos, por ejemplo, la implementación de la narración de cuentos como un medio para promover el vocabulario en inglés. La metodología utilizada en este proyecto de aula se centró en la andragogía, que es la ciencia de la educación de adultos, en base a esto enseñamos vocabulario en inglés utilizando mitos y leyendas colombianas. Los participantes involucrados fueron siete adultos mayores de una casa de retiro en Pereira, y los tres facilitadores los cuales usaron como instrumentos diarios, observaciones y artefactos de los participantes recolectar evidencia y su posterior análisis. Los resultados indicaron que los participantes pudieron recordar y utilizar el vocabulario presentado durante la sesión de narración de mitos y leyendas. Como conclusión, este proyecto de aula reveló que el uso de mitos y leyendas para enseñar vocabulario en inglés es una técnica favorable la cual permitió a los participantes sentirse cómodos y usar sus conocimientos previos en su idioma nativo con el propósito de aprender vocabulario en inglés