Laverne's Literature Review

Laverne commented on Heather Allen's Literature Review 9/28/2016 and Allison Wynbissinger's Literature Review 10/1/2016 from Group 3.

Literature Review
Laverne Marri-Perez
Ball State University – Professor Bo Chang

EDAC 634 - The Adult as a Learner

September 25, 2016

Introduction

Narrative Learning is the theory of learning through verbal storytelling. A speaker connects with the audience by constructing a specific story in sequence with a purpose or action to carry-out later. Using stories to teach has always been part of the practice of adult educators, however narrative learning has progressing and embraced in adult learning in the past few years.  What is more recent is the theorizing of how we learn through narrative (Clark & Rossiter, 2008, p. 61). Narrative allows us to connect learning with our experiences of the learner. The theory of narrative learning not only benefits adults, but it also is widely implemented in the workplace, adolescence education, and many other environments. Narrative learning is a form of art that serves to stimulate the mind, develops habits of creative consideration, and improves our ability to retain information through storytelling.

Narratives are not only intended to share a personal life experience, it is also recognized as social nature. The world continues to be shaped by stories, therefore surrounding us by narratives of all kinds that represent our cultural values. From popular movies and television shows, myths, religious histories and traditions, these forms of narratives help us interpret our experiences. For every story told there is a purpose. Moreover, although experience does not uniquely determine a story, all stories are constrained by the experiences upon which they are forged (Doyle & Carter, 2003, p.133).

General Themes of Narrative Learning

Doyle and Carter (2003) state that from a narrative standpoint, teachers (and everyone else for that matter) live storied lives and, therefore, think, perceive, imagine, and make moral choices according to narrative structures. The field of narrative study also includes extensive research narrative thinking teaching curriculums. As educators, we are asked to write journals that are personal narratives to summarize our views of school. We story our experiences, however it is challenging for an educator to story what we have not experienced. Before the adult educator can story their experiences, one must be able to design a curriculum to communicate the content. A curriculum is not just content but also a theory or interpretation of the educative potential content (Doyle & Carter, 2003 p. 132). 

Teaching is an ongoing activity that challenges how change affects the curriculum, which requires teachers to respond to their students at that moment. A group formed by 15 experienced and beginner teachers and 2 educators who did not look forward to starting their work week in a challenging urban school district formed an alliance, the Narrative Writing Group. The teachers shared narratives by writing their experiences. Through reading their writings aloud, they found a common bond, distress and joy of teaching and taking on a professional identity. The teachers were trying to find their identity through storytelling. As a knowledge community, the Narrative Writing Group, offered new teachers the opportunity to explore how they were learning to teach and articulate their growing sense of a professional identity (Schultz & Ravitch, 2013, p. 37). Writing their thoughts in a variety of formats helped the group to express their emotional state in voice. Attracting and retaining high quality teachers can be challenging. The Narrative Writing group discovered how teachers can professionally identify and find ways to motivate each other to continue teaching.

Borthwick-Wong & Jones (2012) note, “The need for a strong narrative is especially important for learning communities, which more often than not lack funding, staffing, and other critical resources”  (p. 9). In learning communities, students can hold onto the skill of narrative organizational skills throughout their lives. Creating their own experiences allows students to connect with the teacher and classmates. To successfully implement a sustainable educational program, the purpose must be communicated in an easy told narrative. Narratives are powerful tools because they help to establish and sustain identity, and culture. Our society can identify through stories, which also is true for educational programs. Before the invention of books or writing material, human beings told stories as the method to educate the community. A distant adult education program increases the learning community connection. Stories are easy for people to remember, therefore when incorporating narratives into a curriculum students are furnished with knowledge that they would not acquire through reading alone. It is rare that teachers are not given the opportunity to reflect and discuss their stories of a professional identity. Clear conversations, narrative writing, and peer preparation programs is essential towards a greater sense of community.

MacNamara (2014) notes, “That education delivered in an online format, many students felt safe to examine others’ ideas critically and relied less on instructor guidance to interpret narratives” (p. 161). Educators may convey there are many benefits of an online program. Programs of different disciplines offered online will attract students in other work studies and departments who may not have otherwise been able to meet in a traditional classroom setting, making the adult student eager to engage in diverse courses and discussions. The educator continuously develops creative assignments to avoid redundancy that are interactive rather than face-to-face. Discussion forums need to vary in assignments so that the student(s) do not disengage i.e. integrating a variety of technology such as Jing and You Tube allows for the students to interact with narratively. Narrative learning through different technical platforms provides students the opportunity to be both logical and creative and relate meaningful discussions. Many students find the online format to be a refuge to find their voice. It establishes a balance of conceptualizing, enthusiastic discussions, sharing of experiences, and helping other students who are less experienced in or open to a narrative practice. Textbooks, classroom settings are excellent forms of educating, however human beings enjoy listening and sharing stories to learn from firsthand experiences. When we read we tend to analyze the information that can lead to confusion or difficult to understand. The virtual format opens up possibilities for integrating humanities classes in adult education. Not only does the online format increase access to narrative studies but it also fulfills the essential need for storytelling in all professions.  Experience and learning through storytelling, adult educators are able to clarify the classroom conditions a considerable scope of knowledge about learning, development, motivation, pedagogy, and content that is stored in memory and or books.  Offering the adult educator to story their experience by voice is a rationale that makes it fundamental. Including narrative learning into a curriculum is an effective educational method and a constructive means to conceptualize the learning process. 

Implications

Narrative learning is a uniquely human way in which we make meaning of our experience and by which we construct our own identities (Clark & Rossiter (narrative learning in the adult classroom). Educators as well as adult learners storing their experiences and make meaning of their experiences before telling their story. 

Conceptually, when we are learning something new, we are trying to understand the material to internalize the logic and how to relate the story to what we already know.  Writing or journalizing an autobiography is a method in which the learner(s) expresses their real-life experiences with course content.

Narrative is a powerful method for capturing the complex processes of learning to teach (Doyle & Carter, 2003 p. 133. As teachers create their curriculum and incorporate their experiences, curriculums will not be identical. Experiences are destined to vary from person to person.

Reflection

The highlight of the assignment was reading the journals. I enjoy reading because it’s an escape from the world. Learning through others experience increases our skills. No matter how minor, reading gives us a sense of inspiration. Examining how and why the Narrative Writing Group was formed allowed me to compare my current state with my career. This form of narrative is useful in any job or position.  

Before choosing the themes for the assignment, I read through several journals to determine which sparked my interest. Possessing the knowledge of writing in APA format allowed me to concentrate on the content rather than the format. Writing a Literature Review is new to me. I contact Ball State Universities Writing Center to verify the paper conformed to the requirements. The tutor was a tremendous help. With her assistance, I was able to modify the review according to the Professors guidelines.

The Main Themes and Ideas	Application of the main ideas in practice
1.     Narrative learning constructing our own identity	Form an identity that claims the life of an individual’s experience through journals or storytelling.
2.     Conceptualizing through process narratives	Conceptually, when we are learning something new, we are trying to understand the material to internalize the logic and how to relate the story to what we already know, i.e. it is important for students to imagine from a different perspective.
3.     Curriculums through narratives	Altering the focus from a rigor defined curriculum to narratives, encourages and motivates students in the learning process.

References

Borthwick-Wong, E., & Jones, J. (2012). The Learning Community Narrative: An Essential First Step in Creating and Sustaining Program Identity. About Campus, 17(2), 9-14.

Clark, M. C. (2010). Narrative learning: Its Contours and Its Possibilities. New Directions for Adult and Continuing Education, 2010(126), 3-11.

Clark, M. C. & Rossiter, M (2008). Narrative Learning in Adulthood. New Directions for Adult and Continuing Education, 2008(119), 61-70.

Clark, M. C. & Rossiter, M (2008). Narrative Learning in the Adult Classroom. Adult Education Research Conference, 2008(13).

Doyle, W., & Carter, K. (2003). Narrative and Learning to Teach: Implications for teacher-Education Curriculum. Journal of Curriculum Studies, 35(2), 129.

MacNamara, M. E., M.F.A. (2014). Narrative Learning in the Virtual Landscape: A Model from a Baccalaureate Program. Creative Nursing, 20(3), 159-63. Retrieved from http://search.proquest.com.proxy.bsu.edu/docview/1551468207?accountid=8483

Schultz, K., & Ravitch, S. M. (2013). Narratives of Learning to Teach: Taking on Professional Identities. Journal of Teacher Education, 64(1), 35+. Retrieved from http://0-go.galegroup.com.alpha1.suffolk.lib.ny.us/ps/i.do?p=AONE&sw=w&u=nysl_li_scls&v=2.1&it=r&id=GALE%7CA343364198&asid=3863cf1c9a14968bda88bd2da630c1af