Storyboard

Storyboard values narrative thinking as a way to help students map and connect their experiences inside and outside the classroom. Narrative is a tool that allows students to understand themselves and others in our communities.

Storyboard encourages the expression of students’ narratives into our pedagogical practices to provide a platform for students to make personal connections, to validate and define their path, and to integrate learning into their college experience. Efforts that combine narrative empathy (Keen, 2006) with narrative self-construction (Bruner, 2004) have the potential to help individuals understand themselves as well as others in their community. The resources provided will aid in the qualitative practices allowing students to comprehend phenomena within context and emphasize the human experience (Savin-Baden, Niekerk, 2007).

Ballenger, Bruce. “A Narrative Logic of the Personal Essay.” The Writer’s Chronicle. March/April 2018. Argues that storytellers must move beyond events/scenes and examine why, specifically “the reason for and the consequences of” the events.

Bruner, Jerome. “Life as Narrative.” Social Research. 2004. Considers analysis of the stories we tell ourselves about our lives. Argues that narrative is the way we understand live time.

Keen, Suzanne. “A Theory of Narrative Empathy.” Narrative, vol. 14, no. 3, 2006, pp. 207–236. JSTOR, https://libproxy.boisestate.edu/login?url=www.jstor.org/stable/20107388. Details how narrative empathy works to extend a sense of shared humanity and poses questions to encourage further studies of narrative empathy.

Lyons, Nona, and Vicki K. LaBoskey. Narrative Inquiry in Practice: Advancing the Knowledge of Teaching. Teachers College Press, 2002. Explores the role and limitations of narrative inquiry in the classroom, details how narrative inquiry can help us explore ideas, and highlights the role of teachers inquiring about their own pedagogical practices.

Newkirk, Thomas. Minds Made for Stories: How We Really Read and Write Informational and Persuasive Texts. Heinemann, 2014. Draws an important distinction between narrative as a type of writing taught in schools and narrative as a way of understanding the world. Narrative helps us organize information and make meaning.

Pasupathi, Monisha. “Developing a Life Story: Constructing Relations between Self and Experience in Autobiographical Narratives.” Human Development. 50(2):85-110 · June 2007. Outlines how personal stories develop from the connections of life events, and discussed implications for sense of self.

Polkinghorne, D. “Narrative Knowing and the Study of Lives.” (1996). Aging and biography: Exploration in adult development (pp. 77-99). ed Birren et al. New York: Springer. Describes the characteristics of narrative data, and the context needed to understand it. Argues that experience “is an authentic realm in its own right” and that to study experience, we must have “models and terms” that emerged directly from the study of experience.

Pratt, Mary Louise. "Arts of the Contact Zone." Profession(1991): 33-40. Reflects on why instructors must engage contacts zones in our courses, in ways that put “ideas and identities on the line.” Defines autoethnographic texts and explores the role of narrative arts in classroom spaces.

Savin-Baden, M., & Niekerk, L. V. (2007). "Narrative Inquiry: Theory and Practice." Journal of Geography in Higher Education,31(3), 459-472. doi:10.1080/03098260601071324 Discusses the methodology of connecting the theory of narrative with practice. Examples and practical application are explored.