Oral Storytelling as a Pedagogical and Learning Tool for Cultural and Cross-cultural Understanding
Bibliographic record
Abstract
This research study delves into the use of oral storytelling as a pedagogical and learning tool to help students acquire cultural and cross-cultural understandings. The study was conducted using qualitative research methods and data was collected from semi-structured interviews with two Ontario educators who incorporate oral storytelling into their teaching practice. A review of the existing literature on oral storytelling for cultural and cross-cultural understanding is also featured in this research study. The research findings indicate that oral storytelling has many benefits that can facilitate the acquisition of cultural and cross-cultural understanding among intermediate/senior level students. The findings signal that oral storytelling actively engages students. Student engagement lays the foundation for students to develop an understanding of the knowledge they gain during the storytelling process. Oral storytelling also helps foster student agency, aids in the creation of inclusive and equitable classrooms, and provides an opportunity for community building within the classroom. The findings strongly suggest that educators who seek to use oral storytelling in their classrooms should receive oral storytelling training to learn how to purposefully incorporate it into their pedagogy.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.004 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".