Narrative Review - Darcey Mitschelen

I commented on Carol Freeman's (Group 1) and Troy Rector's (Group 4).

The Story Behind the Narrative

A Literature Review

Darcey Mitschelen

Ball State University

EDAC 634 – The Adult As a Learner

September 14, 2014

The Story Behind the Narrative : A Literature Review

  Darcey L. Mitschelen

Ball State University

Introduction

According to the Oxford Online English Dictionary - Stories are the account of incidents or events. Stories are a statement of facts surrounding an intrigue or plot. Stories are the narrative or the description of a situation.   

From the beginning of time, stories have been an important part of the human condition.  They have provided a means for sharing information, entertainment, expression of emotions, and determining values. They have existed in as many forms as imagination can allow, from pointing and gesturing to big technical productions. Stories have been created in, by, and through individuals and interwoven into the stories of others creating a larger collective story. Stories have been in a continual state of change as additional and collective stories were created. Stories have been and will always be an important process in every aspect of live and will continue to have a profound influence on self-identity and meaning.

“Learning in adulthood is an intensely personal activity” (Merriam, Caffarella, Baumgartner, 2007, p. xi).  Each person comes to learning with a story that is uniquely his and it is filled with goodness and with baggage that has shaped and molded his journey. The journey is unlike anyone else’s and because of that, the individual’s stories require unique responses and approaches. The narrative learning style not only allows for the individual’s unique stories, but embraces the stories and surrounds them with acceptance. This paper will explore that allowance by providing a foundational understanding of the narrative learning style, offer an overview of the forms of narrative, discuss benefits of the narrative, and finally outline suggestions for use with adult learners.

Foundation

“Narratives are stories” writes Merriam, Cafferella, and Baumgartner in Learning in Adulthood. (2007, p. 207). It is in this context that we strive to make sense of vast amounts of information. The need for filters that keep us grounded, that determine how we respond, are vital to a healthy self-image and strong self-esteem.  Clark and Rossiter suggest that we process information and events“…by storying them, by constructing narratives that make things cohere. Coherence creates sense out of chaos by establishing connection between and among experiences.” (2008, p. 62)

We are storytelling beings that lead storied lives. Stories are reflected thought in a narrative framework and we most often remember facts in story form. Facts can be understood as smaller versions of a bigger story. Because storytelling utilizes all the senses from the listeners, we  learn to organize the mental representation of a story, recognize structure of language, and express our thoughts.

The brain is equipped to help with understanding, remembering, and telling of stories. A great story teller knows how to tell the story, understands the point of the story, and can tell the story in a way that reaches our senses and connects with our own stories, often eliciting an emotional reaction – such as joy, happiness, or sadness. This connection helps us to understand and remember not only the story being told, but our own story as well. Every day unlimited number of experiences, events, and contacts come into our lives from a wide range of sources such as direct personal contact or the Internet, each sharing its own story and becoming a part of our individual story. Instinctively, we search for meaning and purpose in these stories trying to reconcile its significance to our lives. This searching takes place as not just a single story, but the on-going story that funnels in and through us and ultimately creates our own identity.

Forms and Process

Narratives fall into one of three main categories: curriculum, storytelling, and autobiography. Each represents a method for learning and for discovering meaning. The method used in addition to the choice of process is interdependent and reflective of the both the storyteller and the listener. The curriculum method presents content in story form to bring understanding. It requires the gathering of information to create a story in order to not only bring understanding, but interpretation of the information as well. It is hopeful that by narrating the subject it is possible to create the story and bring insight.

Storytelling is another method.  It includes the use of case studies, role-playing, and fiction to encourage problem-solving and perspective. The third method employs the autobiography which is stories about the self by the self. Journals, logs, and blogs are just a few possible formats. The goal, through self-expression, is to gain insight of how information/experiences affect the writer’s world, how the writer needs to respond to the information/experiences, and how the new information/experience shapes the writer’s future (Clark & Rossiter, 2008; Mullet, Akerson, & Turman, 2013).

In conjunction with one of the three learning methods, stories are processed either by hearing, telling, or recognizing. Hearing puts the learner in the position of receiving the story or information and being responsible for the interpretation of the story .Hearing transports the learner to a new idea, position, or concept. Telling requires the learner to give the story/information to others. It is the act of sharing that the learner gains insight and knowledge that can be added to his own story. And finally, recognizing stories indicates that the learner understands that he is the story! That he is part of a much bigger story.

Benefits

Beyond the basic processing of information, stories matter and demand that further time be spent in exploring the benefits of stories. Stories tend to be based on experiential learning, but learning from an experience is not automatic. Often a person needs to attempt to tell the story of that experience before realizing its value. In this case, it is not only the listener who learns, but the teller who also becomes aware of his or her own unique experiences and background. (Schank, 1995)

By experiencing a story, it allows for the needed sorting of feelings, emotions, and reactions that surround the story. Learning occurs when:

1.      Stories allow for safe exploration of topics that are “scary”.

2.      Stories can bring new meaning to an old story by providing a path for reframing.

3.      Stories transform our opinions and views.

4.      Stories move us to action, to decision-making. .

Mullet, Akerson, and Turman (2013, p. 72) suggests that “a reauthored story provides a new, more encompassing framework that fosters trust, curiosity, and healthy relationships – sure signs of secure attachment and learning success.”

Implications

Stories are effective educational tools when listeners become connected and therefore remember. “Storytelling can be seen as a foundation for learning and teaching. While the story listener is engaged, they are able to imagine new perspectives, inviting a transformative and empathetic experience.” (Rossiter, 2002 ) This involves allowing the individual to actively participate in the story as well as observe, listen and contribute with little assistance. Adult learners possess knowledge of how the narrative style functions. They have been exposed to it and practicing it since childhood. This baseline comprehension supports utilization of the narrative learning style with adult learners. Acknowledgement of some key features of the narrative provides positive steps towards true learning.

Pivotal to a student’s success is the acknowledgement of barriers and the ability to sift through the baggage that everyone brings to adult education to discover solutions and strategies. A possible implementation of narrative learning style in content may be having students write about their experience with the topic. It is possible that in the writing process the student will identify the barrier and allow for the instructor or counselor to provide strategies that will allow for reframing and breaking down the barrier. With the barrier gone, the student will be able to move forward with confidence and at a level of success that had not been known before. (Mullett, Akerson, & Turman 2013)

Acknowledging that the narrative learning style partners well with the analytical theory will bring an added depth to learning. Analytical learners create personal connections to information and embrace problem solving. They also require a step-by-step approach to achieve true comprehension of the information. They need details and clearly defined instruction along with sequential methods for organizing information and tasks. They will defend their positions with logic that has been thoroughly thought through and will develop a collective understanding that has considered all aspects of the situation. The analytical within the narrative gives stories, good stories, access to the needed detail and sequencing necessary to gain the desired global understanding.

Kinesthetic learners learn best through doing. Simulations and role plays are perfect options for these learners. They enjoy and learn well from experimenting and firsthand experience. Acknowledging that there is a place within the narrative where stories can be heard and told to benefit the kinesthetic learner becomes a bridge for learners who require movement and activity.
            In addition, educators who not only acknowledges that narrative learning style is an effective method, but who implement the method in teaching content in a variety of areas, increase retention of material.  Social sciences, mathematics, biology, literature, and history are just few of the many areas that can benefit from storying as a way to process information and to fold it into a new collective story that brings and another level of understanding for the learner.

Some possible utilization examples in content include:

·         Social sciences – have students research an era and tell the story of a person living during that time including fashion, food, work, wages, entertainment, transportation, and so on.

·         Math – have students explore the progression of math from integers to trigonometry and share how each topic/story builds on the one before it and what the next topic/new story looks like.

·         Biology - have students study the life cycle of fruit flies and the significance of

genetics.

Conclusion

This paper offers the briefest of overviews into the topic of narrative learning style. This is in part due to the vast volume of articles, research, and accounts regarding the topic. Humans, of all ages, utilize the narrative style without realization. It is ingrained into our being and exists in our DNA. In the continual and constant changing world that surrounds us, being able to employ a learning method that is already familiar to learners increases both the short-term and the long-term growth potential. New stories have a greater chance of impacting old stories and ultimately moving the learner into a bigger story, a story that changes both the learner and the world around him. The following table summarizes the main themes of this paper and a few practical suggestions for use within adult education.

	Main ideas in the literature		Application of main ideas in practice
Idea 1	There are three main forms of narratives:
	Curriculum – presentation of content in story form to gather information.		Help students understand that they already know how to use the narrative style through demonstration.
	Storytelling – presentation of content in case studies, role-playing to encourage problem solving and perspective.		Provide various activities that require taking sides of a topic and presenting information through any of the available mediums
	Autobiography – stories of self by the self to gain introspection		Offer opportunities to write, create art, etc. to explore a range of topics
Idea 2	Narrative learning style provides three different types of processing:
	Hearing - learn by listening to someone else sharing his/her story.		Have guest speakers/experts share with students. Provide students with worksheet to learn how to obtain information by hearing.
	Telling - learn by sharing own story with  someone else		Have students share information on a particular topic.
	Recognizing - learn by understanding that the story being shared is now part of his/her story
Idea 3	Narratives have a wide range of benefits:
	Provides safe space for dealing with difficult or scary topics.		Schedule one-on-one time with students to explore possible issues, concerns, barriers, etc.
	Provides path for reframing.		Offer ways for students to take a look at issues from a different point of view. Connect students to counselor if needed.
	Transforms opinions and views.		Provide  research and  exploration of  issues, concerns, barriers, etc.  Include journaling, writing exercises for assist in processing.
	Moves to action, decision-making		Teach SMART goal setting and encourage students to complete goals
Idea 4	A narrative is an effective learning style.
	Supports other learning styles.		Analytical - use step by step processing to tell story.  Kinesthetic - use simulations and role playing to explain the story
	Usable in a variety of content areas.		One example: Social sciences - research and tell the story of a person living in certain time period.

                                                                     References      

Clark, C., & Rossiter, M. (2008), Narrative Learning in Adulthood. New Directions for Adult and Continuing Education, 119 (Fall), 61-70. Doi:10.1002/ace.306

Merriam, S.B., Caffarella, R. S., & Baumgartner, L. M.(2007). Learning in Adulthood: A Comprehensive Guide, (pp207-216) Jossey-Bass Publishing, San Francisco, CA.

Mullett, J. H., Anderson, N. M. K., & Turman, A. (2013), Healing the Past Through Story. Adult Learning, 24(2), 72-78. Doi:10.1177/10451595134778423

Mott, B. W., Callaway, C. B., Zettlemoyer, L. S., Lee, S. Y.,  & Lester, J. C.  Towards Narrative-Centered Learning Environments. Retrieved September 14, 20014 from http://cs.cmu.edu/michael/nidocs/MottCallawayEtAl.pdf    

Nelson, N. C., (1998). Narrative Learning: A Product Demonstrating Excellence. The Union Institute, 1997. Retrieved September 14, 2014 http://www.dissexpress.umi/.  UMI 9820324

Rossiter,  M. (2002). Narrative and Stories in Adult Teaching and Learning. Retrieved September 14, 2014 from http://www.ericdigests.org /2003-4/adult.htm

Schank, Roger C.; Robert P. Abelson (1995). Knowledge and Memory: The Real Story. Hillsdale, NJ: Lawrence Erlbaum Associates. 1–85.