[Author : Clémentine Brochet

Translation : EPALE France]

CONTEXT

In May 2018, the European Reference Framework for Key Competences for Lifelong Learning named literacy as one of the key competences. However, results from the PISA 2018 survey show that in Europe, around one in five 15-year-olds (21.7 %) are underachievers in reading and writing. Though writing skills are often used as tools for evaluation, it has been proven that creativity, imagination and alternative teaching methods for literacy skills can improve students’ overall performance. When students learn to imagine and give meaning to ideas, they are more capable of mastering language and writing. The Storias project seeks to demonstrate that using storytelling as a literacy development tool presents multiple advantages:  stories foster listening skills, stimulate the imagination and develop vocabulary and writing techniques. Furthermore, alternative teaching methods are also particularly relevant for learners with specific needs, who represent between 10.9 and 13.08 million young people in Europe (Eurostats).

OBJECTIVE

The objective of the Storias project is to develop basic reading and writing skills in 5 to 10-year-olds using writing, storytelling and creativity in an inclusive and innovative way. The partners produced pedagogical resources based on literacy, storytelling and inclusion, as well as practical tools anchored in creativity. Creativity was a key part of the various activities organised for the project, ranging from reading to writing, via storytelling and imagination. It was also a central element of the workshops organised in schools. The activities developed as part of the project were designed to offer a multi-sensory storytelling experience (visual, audio, manual), which allowed children to learn to read and write through visual, kinaesthetic and audio practices. The project aimed to use multiple factors and elements to stimulate learners’ imagination and creativity, and they seem to have succeeded.

RESULTS

During the two-year project, teachers in the six partner countries tested the various resources developed (storytelling tools, activity workbooks, participatory stories) with their students. The feedback gathered was very positive on the whole, showing that the Storias project is useful, efficient and impactful in classrooms.

In Belgium

The project was well received by teachers in Belgium, according to feedback from Logopsycom, a centre for pedagogical innovation. During the initial round of testing by the Belgian partner, a teacher trialled the resources with his class of 15 students, some of which have learning disabilities and all of which face geographical obstacles. The stories of Manneken Pis and Orpheus and Eurydice, along with the accompanying storytelling tools, were tested in the classroom. According to the teacher, “the materials were useful to teach literacy while encouraging students to express themselves, in an environment that supports them during this process".

In France

In France, Les Apprimeurs received the testimony of a teacher at Léo Lagrange School in Trignac. Here, it was the approach to myth that was highlighted, first presenting the story aloud before taking on the written work. Futhermore, students attended an immersive workshop on the story “The Labyrinth”, moderated by Julie Guilleminot (Les Apprimeurs), in order to effectively implement the storytelling tools from the Storias project.  “The students at my school can have real difficulty understanding a text [...] as they have a hard time creating mental representations of the texts they read. The fact that we started by telling them the story aloud and dramatising it meant that we could provide vocabulary and facilitate understanding with our gestures and movements. This made it interesting when they read the text afterwards, as the vocabulary no longer posed a problem, they already knew the story and this created a clear distinction between oral and written language,” said the teacher of 8 and 9-year olds.

In Greece

At Arsakeio School (Greek partner), four teachers tested the Storias kits with students from three classes at different levels, between 7 and 9 years old. A teacher described her experience with the Storias kit for “The Labyrinth” in her third-year class, how she adapted the tools and the Storias method to her students’ needs, and how her students created and used the narrative tool of myriorama: “The whole process was enjoyable for all the students. After testing the Storias project, students were able to express themselves both orally and in writing, improve their fine motor skills and literacy-related skills by using the story cards, as a technical sheet,” said the teacher.

In Italy

In Italy, the project was led by the Grimm Sisters, who received testimonials from three teachers that tested various storytelling tools including origami, kamishibai, shadow puppets, myriorama and the activity workbook, which proved to be precious tools to support development and literacy. Over 80 students from 5 to 10 years old had the chance to test these tools, including four with specific language disabilities and one with socio-economic issues. According to one of the teachers, “everything that has been proposed to the pupils in terms of pictures is definitely a great facilitator in educational activity. So it was really very very useful, both the images of the sequences of the story and the cards[from the Story Map] were very useful because the children immediately recognised a language that was familiar to them,[...], the image, is always a tool of easy comprehension, strong educational immediacy.”

In Poland

Regarding the Polish partners, pilot testing was undertaken with the participation of four teachers and 52 students in total, including around ten with specific language and learning disabilities. The students were divided into groups according to their age. Teachers of the 7-8-year-old group said “the students had responded very positively to all tested material. They have also found the technical sheet very clear and the Participatory Story material appropriate for the pupils' literacy level, very engaging and useful to support students’improvement in literacy.” The students themselves described the Storias kits as “very interesting”, “engaging with beautiful pictures” and “creative way of teaching myths and had great fun with my friend creating my own ending of the story and going back in time.”

In Romania

Lastly, in Romania, EuroEd primary school tested the Storias kits, activity workbooks and participatory stories with nine different classes. Students ranged between 5 to 10 years old. The questions asked during the test workshops were formulated in simple terms. Students had the chance to say how they felt - in Romanian - about the stories, and the vast majority stated that they enjoyed the materials used and would like their teacher to use them again: “The materials are very well made, in line with the theme, and easy for students to handle, with clearly written exercises that encourage them to think, act and create.” (translated from Romanian to English). One of the teachers stated: “Everything was very well prepared, but if I had to say something that could be improved, it would be the choice/modification of the story text, in line with the age level, understanding and emotional development of the children.” (translated from Romanian to English).

All the resources in the Storias kits, storytelling tools, tutorials and various guides for creation and implementation are now available on the project website: www.storias.eu 

This work "Storias" by Les Apprimeurs is licensed under All rights reserved