We are living on the boundary between the print and electronic era. Richard A. Jensen says that as we move into the electronic world, we must seriously rethink most of what we do. This book calls us to reinvestigate preaching in our time. Well-grounded in an understanding of communication cultures, this book is a rare gift. In theory and practice, Jensen helps preachers rethink what they are doing and offers a strategy for effective communication in an electronic era. Richard L. Thulin, Th.D. Dean and Professor of Preaching Lutheran Theological Seminary at Gettysburg Gettysburg, Pennsylvania Jensen's "thinking in story" thesis provides a scholarly, logical rationale for why it both "feels" and "is" so right; Jensen applies his "thinking in story" concept to biblical material as well. His approach helps us to see individual texts/stories in light of the larger biblical story, which opens up many new avenues for preaching. Thomas Rogers Assistant Professor of Homiletics Pacific Lutheran Theological Seminary Berkeley, California These are solid prescriptions for our media-saturated times, calling for a shift in our very approach to proclamation. Jensen is quite right in this goal, that preaching needs to compel participation in the narratives of scripture, not merely an understanding of them. James Nieman Assistant Professor of Homiletics Wartburg Theological Seminary Dubuque, Iowa Richard A. Jensen is a trained systematic theologian, having taught these subjects at Wartburg Theological Seminary, Dubuque, Iowa, from 1971-1981. He is author of Telling The Story. Since 1982 he has served in the communication department of the American Lutheran Church and the Evangelical Lutheran Church in America. He produces the weekly radio program "Lutheran Vespers," and several series of television programs.

Short story publishing is flourishing in the 21st century and is no longer seen as a poor relation of the novel. But what is a short story? And how do you write one? Robert Graham takes you through everything you need to know, from how a writer works to crafting and editing your own fiction. This heavily revised edition features new chapters by contemporary fiction writers. Stressing the importance of reading broadly and deeply, the book includes a wide range of prompts and writing exercises. It teaches you how to read as a writer and write like somebody who has read. You will learn the elements of craft you need to produce short stories, and one of the key writer's disciplines: reflecting on your own work. Whether you are a student or an experienced author, this book will teach you how to write short stories – and reflect on the creative processes involved. The book features chapters from writer-teachers James Friel, Rodge Glass, Ursula Hurley, Heather Leach, Helen Newall, Jenny Newman, James Rice and Tom Vowler.

This fully updated fourth edition of the highly successful guide, Teaching Thinking, explores how to use discussion in the classroom to develop children's thinking, learning and literacy skills. This new edition includes material on the latest trends in teaching thinking, including philosophy for children, dialogic teaching and education for citizenship. The book will help readers from different cultural traditions to critically engage with teaching thinking in schools and other educational contexts. Teaching Thinking is essential reading for anyone seeking to develop children's thinking, build their self-esteem and improve the quality of teaching and learning.

Stories surround us, support us, and sustain us. We see and hear them when walking down the street, on our digital newsfeeds, in our interactions with one another, in the ways our students play, and in literature, poetry, music, images, multimedia, and dramatic works. While acknowledging the importance of teaching students strategies to read different kinds of text, to write across genres, and to speak and listen with purpose, Katie Egan Cunningham reminds us that when we bridge strategy with the power of story, we deepen literacy learning and foster authentic engagement. Story: Still the Heart of Literacy Learning compels us to ask crucial questions: Why do stories matter? Whose stories count? Where do stories live? How do stories come alive? How do we build stories? How do we talk about stories? And why does this work take courage? Katie shares her story as a classroom teacher, literacy specialist, staff developer, and professor. She shows teachers how to create classrooms of caring and inquisitive readers, writers, and storytellers. Katie explains specific ways to build a classroom library that reflects our diverse society through rich, purposeful, and varied texts. She also provides numerous examples of multigenre and multimodal stories from children's and young adult literature, poetry, songs, and multimedia. The practical toolkit at the end of each chapter demonstrates how to make stories come alive in any classroom.

The problem this project attempts to solve is to develop a workable moral education in light of the clash between religious forms of moral education and U.S. Supreme Court decisions concerning them. The concept of story and storytelling has been suggested as a unifying focus for disparate prescriptions for moral education. Several recent approaches to moral storytelling have been proposed. The approaches of William Bennett, Nel Noddings, and Herbert Kohl are among those which have attempted to combine moral education and storytelling within the last decade. Bennett is identified with other theorists whose primary concern is the moral content of a story. Noddings is identified as a process theorist, whose primary concern is the process of moral storytelling, not the content. Kohl is identified as a reflection theorist, whose approach challenges tradition in the hope of creating a more moral society. Each one of these three approaches attempts to provide a comprehensive program of moral education, but they fall short of that goal. The purpose of this project, then, is to construct a storytelling moral education program that improves upon earlier approaches. Using the three levels of moral thinking posited by R.M. Hare, a three-level approach to moral storytelling is proposed. The intuitive, critical, and meta-ethical levels of moral thinking that Hare refers to are used to frame a new, three-level, approach to moral storytelling. The three-level approach combines content, process, and reflection into a unified prescription for moral education. Thus, a more comprehensive plan for moral education through storytelling is developed, one that respects traditional forms of moral education while remaining within the parameters set by the U.S. Supreme Court.

The authors have used their working knowledge to give therapists a better understanding of how anecdotes in therapy can help implement changes in their clients' lives. The anecdotes have been selected as being suitable for applying to people with particular mental health problems. Each is supported by a summary of how to implement it in therapy.

"A series of three books, designed to provide opportunities for students to practise the six thinking skills of Bloom's revised taxonomy - remembering, understanding, applying, analysing, evaluating and creating - across areas of English, maths, science, SOSE, PE/health and values and the arts." -- Foreword.

This book serves as both a textbook and reference for faculty and students in LIS courses on storytelling and a professional guide for practicing librarians, particularly youth services librarians in public and school libraries. Storytelling: Art and Technique serves professors, students, and practitioners alike as a textbook, reference, and professional guide. It provides practical instruction and concrete examples of how to use the power of story to build literacy and presentation skills, as well as to create community in those same educational spaces. This text illustrates the value of storytelling, covers the history of storytelling in libraries, and offers valuable guidance for bringing stories to contemporary listeners, with detailed instructions on the selection, preparation, and presentation of stories. It also provides guidance around the planning and administration of a storytelling program. Topics include digital storytelling, open mics and slams, and the neuroscience of storytelling. An extensive and helpful section of resources for the storyteller is included in an expanded Part V of this edition.

A collection of original research conducted by scholars from Europe and North America. The papers consider the evolution of research on teachers' thinking, the nature of professional knowledge, and philosophical and moral dimensions of teachers' thinking.

Fully revised, updated, and expanded, this modern classic will teach you to use the art of storytelling to persuade, motivate, and inspire in life and business Anyone seeking to influence others must first know their own story, and how to tell it properly. Whether you're proposing a risky new venture, trying to close a deal, or leading a charge against injustice, you have a story to tell. Tell it well and you will create a shared experience with your listeners that can have profound results. In this modern classic, Annette Simmons reminds us that the oldest tool of influence is also the most powerful. Fully revised and updated to account for new technology and social media, along with two new chapters on the role of stories in the development of civilization and how to adjust your story to your specific goal, Simmons showcases over a hundred examples of effective storytelling drawn from the front lines of business and government, as well as myths, fables, and parables from around the world. Whether writing a screenplay, or announcing a corporate reorganization, Simmons illustrates how story can be used in ways that cold facts, bullet points, and directives can't. These stories, combined with practical storytelling techniques, show anyone how to become a more effective communicator and achieve their goals.