Storytelling and the teenage perception
“My experience as a storyteller and researcher suggests that teenagers are, contrary to popular opinion (including their own), very active and vibrant storytellers, using a rich repertoire of tales at a high level of competence as a means of social currency within their everyday conversational exchanges” (Michael Wilson, 1997, pg. 151-152)
Many types of stories such as folktales or fairytales were first told through the oral exchange of ones own personal experience. I believe one could argue that teenagers are our modern day storytellers, expressing their own personal life experience narratives with one another through text or whispers, so why would a storytelling experience be so far out of reach for them?
What makes a good story for the teenage audience is a good mix of modern influences of innovation and tradition. Most often, there are two types of storytellers- performers who tell a pre-written story using props, illusion, and theatrics. Two is a workshop leader who uses and teaches techniques they have learned through schooling and studies. Although both roles are important, we are missing another key detail: the storyteller’s purpose is to give voice to others.
Allowing teens to write, illustrate, and present the story to their peers puts the control back in their hands and gives them a voice all their own. Storytelling can be a gateway to learning about writing structure, character development, plot, and theme. Storytellers in a school setting can work with literacy teachers to develop lesson plans that encompass literacy standards and storytelling objectives.
We all know that teens will want to choose and as adults anything we choose will be lame and they will not be interested. I suggest students starting with articles that they can relate to such as 56 Books for Teens that you won’t be able to put down written in Seventeen magazine. Now that we have found the right book, lets make sure that we as librarians have an inviting enviroment.
According to the ALA, Librarians who wish to gear their lessons to fit the needs of young adults and teens should read the guide by Amy J. Alessio, Mind-Bending Mysteries and Thrillers for Teens: A Programming and Reader‘s Advisory Guide. These guides and like many more not only focus on the books that are great to read with teens but also includes information about creating an environment inclusive to teens. Librarians must create an environment where teens feel comfortable enough to share their own stories or actively participate in stories read aloud to them. Giving them a voice and creating an environment where they are comfortable are the two big ways to include teens in storytelling.
Citations
Wilson, M. (1997). EBSCOhost Research Platform: EBSCO. EBSCO Information Services, Inc. | http://www.ebsco.com. https://www.ebsco.com/products/ebscohost-research-platform
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