Storytelling: narrative techniques and cultural significance

Telling Stories

Newkirk, Tom & Patricia McLure. "Telling Stories." From Listening in: Children

Talk about Books (and Other Things). Pp. 97-105.

In their essay on "Telling Stories," authors Tom Newkirk and Patricia McLure discuss the need to occasionally deviate from the common preoccupation amongst educators that students stay 'on-task' and 'on-topic' during class discussions. They suggest that the distinction between 'on' and 'off-task' and 'on' and 'off-topic' is not as binary as it might initially seem, according to accepted modes of childhood development. In fact, a critical conversational skill is that of 'reaching,' or diverting slightly off-topic. A good 'reacher' will know how to return to the general thrust of the conversation. When a teacher does not allow students to digress, particularly young children who may have different rules about their social conversations than adults, this can feel unpleasant and controlling. Texts as well as stories can be the launching pads for students to tell their own stories, not something that has to be the linear focus of the class. "How did we get there from here?" might be a better way of bringing students back onto the topic, rather than to ignore their digressions. Personal narratives can help comprehension and generate interest in texts.

The authors make a valid point, given that even in adult conversation and literature quite often digressions are what make a work interesting. But it is somewhat problematic to give every digression equal weight, even though the authors seem equally enchanted by all of their examples. For instance, when introducing or summarizing a Christmas story, discussing the children's Christmas presents and the stories behind them seems relevant, as does allowing a charming digression about how "Old Ironsides" is a tourist destination, complete with a place to have lunch.