Elizabeth Fish Literature Review

Table

Your name	Commented On
Elizabeth Fish	Vicki Lehman // Experimental Learning Group

Introduction

            Many cultures develop narratives that share life lessons and reflect upon the values of the culture. These narratives help make sense of the world. Narratives are “the oldest and most natural form of sense making” (Jonassen & Hernandez-Serrano, 2002, p. 66). Narratives are not limited to a macro cultural reach, but even occur intrapersonally. Narrative learning is a teaching strategy that is used across academic disciplines. It is viewed as beneficial for adult learners because “of the importance of experience in learning, as well as learning as a meaning making activity” (Merriam, Caffarella, & Baumgartner, 2007, p. 209). The combination of sharing experiences, and developing meaning making of those experience has positioned narrative learning as an effective tool. Amongst adult learners narrative learning is an effective learning style that allows for meaning making through sharing, comprehending, identifying, and mediating.

General Themes

             Within the literature on narrative learning four distinct themes appear. First, sharing, which includes the means of relaying the narrative. Second, comprehending, the methods learners implement to comprehend the narrative. Third, identifying, the ways the learners connect with the narrative. Finally, mediating, creating deeper understanding and change within the individual. These themes within narrative learning identify key aspects of understanding the narrative learning process.

            Within narrative learning there are three methods of sharing the narrative. Narratives are shared through “storying” the curriculum, storytelling, and autobiography (Merriam, Caffarella, & Baumgartner, 2007; Rossiter, 2005). With the first, curriculums include stories in which the students interact with the story and develop their own story in conjunction. Second, within storytelling the story is shared as an instructional technique to engage students, provide background and share prior experiences. Jonassen & Hernandez-Serrano (2002) write, “stories can function as a substitute for direct experience…supporting learning with experience can help students to gain knowledge vicariously” (p. 69). Autobiographies create a way for the learner to reflect on the narrative intrapersonally. Autobiographies are “by the self and about the self” (Merriam, Caffarella, Baumgartner, 2007, p.211) to help the writer to convey their narrative and to better comprehend the narrative.

            Within narrative learning there is the theme of comprehension. This means to develop a deeper understanding of the narrative being presented. Narrative “promotes a different kind of thinking…narrative can represent human behavior and events as lived experience that offers opportunity for interpretation and imagination” (McCrary & Mazur, 2010, 328). Additionally Merriam, Caffarella, Baumgartner (2007) write, “when we are learning something new, we try to make sense of it…reflection encourages rather deep instead of surface understanding” (p. 212). There are three identified means of comprehending, by hearing, sharing, and understanding. This deep comprehension of the topic is an integral theme within narrative learning.

            Narrative learning is often intertwined with identity. Identity is a theme throughout the literature on narrative learning. Narratives allow for individuals to identify with each other and craft their own identity. This understanding and internalizing this form of identity through narrative allows for an interesting process to occur. Johnson & Golombek (2011) write, “the process of internalization does not entail direct transfer of concepts, knowledge, and skills from the outside in, but a transformative process whereby a person's cognitive structure is changed, and, as a result of this restructuring, his or her activity changes (p. 489). Narrative learning can be transformative, changing the perspective of the individual and their identity.

            Finally, the theme of mediating within narrative learning. Mediating is a powerful and integral part of narrative learning. For example, mediating is often used as a tool. Johnson & Golombek (2011) write, “the forms of mediation are used to understanding how the individual internalizes the forces that inextricably like social and historical processes together. Narrative is a means of facilitating the mediating process” (p. 489). Thus, narratives are a mediating tool which aides in the development of narrative learning.

Implications

            There are many ways to apply and use the different themes of narrative learning within the real world. First, within the methods of narrating, curriculum can be made to have a story that the student must interact with and create a narrative with. This can be through a demonstration that they create. Additionally, through storytelling, the student interacts with a story and understands the example via a story. This has been done the past with the famous Oregon Trail games. The student learned about the pioneer struggles through the storyline of the game. Finally, with autobiography the student can learn from developing reflection narratives. This can take place within journal writing or writing a blog. Kerka (1999) writes, “a journal is a crucible for processing the raw material or experience in order to integrate it with existing knowledge and create new meaning” (p.1). Autobiography is useful means of narrative learning.

            To aid within the theme of comprehension, there are several exercises that can be used to gage the level of comprehension and to further comprehension. For example, the instructor can bring in outside speakers so that the students can listen to narratives, provide forums for the student to share their experience and by asking questions to gage levels of understanding. This allows for the student to apply their comprehensive means to engage deeper with the narrative.

            Identifying with the narrative is an important piece of narrative learning. A suggestion to facilitate this within the classroom would be to share a narrative and ask others to share about their experiences. This creates a link between the original story and the student. Fostering identity is a key piece in relating and reflecting with the narrative.

            By allowing narrative to be a mediating factor, it allows for the narrative to take the center stage. This can be implemented within the classroom through allowing narratives to take the stage. This can be accomplished by allowing student narratives to emerge from the dialogue conversation. This aspect allows for the narratives to be a mediating factor within the student learning process.

Reflection

Highlights

            Narratives are an important part of the learning process. Due to the concept that narratives are a combination of experience and meaning making, it is important to use narratives within instructing adult learners. Adult learners have experience, by allowing for adult learners to create meaning from those narratives regarding experiences, this allows for adult learners to engage and interact with the content and share with others. This is very valuable and allows for connections to occur within classes. This fosters a more motivational learning environment.

Process

            Within completing this paper, I learned that different academic departments construct literature reviews with different methodology. Within my prior experience in communications, often there is this heavy emphasis on establishing a need for the paper to be written and for the prior literature written on the topic to be justified in a different means. This was a very valuable educational experience for me and will hopefully improve my future work. One piece of advice for others that I have is to use the library databases. They were very helpful in finding a variety of articles of many peer reviewed journals.

Table

	The main themes	Implications
Theme 1	Sharing through story 1.“Storying” curriculum 2. Storytelling 3. Autobiography	1.      Students work a story into the curriculum to obtain deeper knowledge. Learning occurs through demonstration. 2.      Engage students into the work by including a relevant story. This occurs through activities which require a narrative to be created. 3.      Self or reflection of work that is done by an individual reflecting on something. This includes journaling or reflection pieces.
Theme 2	Understanding through story 1.      Hearing the narrative 2.      Telling the narrative 3.      Understanding	1.      Learning occurs when others share their story. This can occur by creating spaces for students to listen to others share their narratives. This occurs often with guest speakers. 2.      Providing opportunities for students to share their narrative with others. Open up conversation for people to share their story. 3.      Comprehending the narrative, acceptance of the narrative, and expanding upon the narrative.
Theme 3	Learner Identity – the learner identifies with the narrative and it becomes a part of their narrative.	1.      Provide opportunities for learners to identify with others, such as a cultural exchange program in which students share their stories.
Theme 4	Mediation – the learner must take time to meditate on the narrative, reflecting and developing a deeper understanding.	1.      Provide time between narrative sharing discussions to allow students to meditate on the subject. Allow for students to have time to process the narrative.

References

Johnson, K., & Golombek, P. (2011). The transformative power of narrative in second language

teacher education. TESOL Quarterly, 45, 486-509.

Jonnason, D., & Hernandez-Serrano, J. (2002). Case-based reasoning  and instructional design:

Using stories to support problem solving. Educational Technology Research and Development, 50, 65-77.   

Kerka, S. (1999). Self-directed Learning. Columbus, OH: Eric Clearinghouse.

McCrary, N., & Mazur, J. (2010). Conceptualizing a narrative simulation to promote dialogic

reflection: using a multiple outcome design to engage teacher mentors. Educational Technology Research and Development, 58, 325-342.

Merriam, S. B., Caffarella, R. S., and Baumgartner, L. M. (2007). Learning in adulthood: A

comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.