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The purpose of this paper is twofold: first, to develop a visualized search system utilizing graphical images to represent the story elements and concepts to help elementary students describe and seek their desired storybooks; and second, to explore the effect of the proposed visualized search system on elementary students’ tactics, success, and motivation for seeking storybooks.

A quasi-experimental approach was conducted with a sample of 61 elementary students in this study. The students’ tactics, motivation and the success of their storybook searching were addressed as dependent variables for further comparisons of the visualized searching system and a conventional keyword searching system.

The results revealed that the students in the experimental group exhibited more frequent tactics and greater motivation for storybook searching than those in the control group. Further χ² analysis indicated a significant relationship between the searching interface and the success of the students’ storybook searching.

This paper proposes a new visual search approach which allows young children to search for storybooks by describing an intended storybook in terms of its characters, objects, or the background colors of the cover page. The findings provide some evidence of the effectiveness of the visualized searching interface in terms of promoting young children’s learning through storybook searching and reading activities.

A recent area of academic interest within corporate branding and reputation is the use of storytelling in order to differentiate the corporate brand, however there is little empirical research exploring the contents of corporate stories, and how they are used by organisations to build the corporate brand. This paper aims to utilise impression management theory to bring insight into the potential role of corporate stories in shaping the corporate brand.

Corporate stories were identified from the web sites of 99 organisations in both the for-profit and not-for-profit sectors, and content analysis conducted on the stories, using a deductive approach to identify the story elements present in the stories.

There are wide variations in the inclusion of different elements in the stories, indicating that organisations place greater importance on the inclusion of some elements in their corporate stories than others.

The paper highlights the point that while organisations are using corporate stories, they are not sufficiently leveraging them to build their corporate brand. There is a gap between storytelling theory and practice, in that the literature emphasises the importance of including benefits for stakeholders, emotion, and aspects of the corporate strategy in stories, whereas organisations frequently neglect these aspects and instead focus mainly on their accomplishments.

This study has found impression management theory to be a useful perspective on exploring corporate storytelling, and identifies links between the elements of stories and impression management strategies and behaviours. This indicates that the corporate story could influence the impressions that audiences form of the organisation and therefore build the corporate brand.

Relatively limited attention has been paid to the academic needs of students with emotional and behavioral difficulties. Effective interventions are needed to support these students academically, behaviorally, and socially. The purpose of the concurrent studies reported here was to investigate the effectiveness of academic support in writing for fourth- and fifth-grade students (six boys, two girls) and second- and third-grade students (seven boys, one girl) with writing and behavioral difficulties. The Self-Regulated Strategy Development (SRSD) approach was implemented as a tier-2 intervention within a comprehensive, integrated three-tiered model of prevention including academic-, behavioral-, and social-skills components. Students learned an on-demand writing strategy for their state writing-competency test. Dependent measures included number of story writing elements, total number of words written, and writing quality. Fourth- and fifth-grade students who completed the intervention improved in total number of story elements. There were mixed results for the total number of words written and writing quality. Second- and third-grade students did not improve their total number of story elements, total words written, or writing quality. Students in both studies scored the intervention favorably, while there were mixed reactions from teachers. Findings, limitations, and suggestions for future research are discussed. Implications for the construct of evidence-based practice (EBP) are also explored, including concerns regarding frequent assessment of writing throughout intervention regardless of stage of instruction in the SRSD model.

This paper aims to use a grounded theory approach to reveal that corporate private disclosure content has structure and this is critical in making “invisible” intangibles in corporate value creation visible to capital market participants.

A grounded theory approach is used to develop novel empirical patterns concerning the nature of corporate disclosure content in the form of narrative. This is further developed using literature of value creation and of narrative.

Structure to content is based on common underlying value creation and narrative structures, and the use of similar categories of corporate intangibles in corporate disclosure cases. It is also based on common change or response qualities of the value creation story as well as persistence in telling the core value creation story. The disclosure is a source of information per se and also creates an informed context for capital market participants to interpret the meaning of new events in a more informed way.

These insights into the structure of private disclosure content are different to the views of relevant information content implied in public disclosure means such as in financial reports or in the demands of stock exchanges for “material” or price sensitive information. They are also different to conventional academic concepts of (capital market) value relevance.

This analysis further develops the grounded theory insights into disclosure content and could help improve new disclosure guidance by regulators.

The insights create many new opportunities for developing theory and enhancing public disclosure content. The paper illustrates this potential by exploring new ways of measuring the value relevance of this novel form of contextual information and associated benchmarks. This connects value creation narrative to a conventional value relevance view and could stimulate new types of market event studies.

Storytelling is regarded as a fundamental way for humans to communicate with each other, no matter whether in the form of folklore, myths or war stories. Storytelling is applied in management and organisational practices in order to achieve specific purposes. Management activities within projects are similar to managing organisations with high complexity. Storytelling can then be applied in the construction project environment to achieve specific management purposes. This paper aims to explore the potential roles of storytelling in the construction industry through analysing its applications in other sectors, and to align the applications of storytelling to construction projects.

Through an in‐depth literature review of the nature of stories and storytelling, and their roles in management and organisational practices, this study determines how stories can contribute to the effective sharing of knowledge in the construction project environment. Cases of storytelling applications in construction projects are also presented, with the aim of showing the uniqueness of storytelling.

Storytelling is a potential approach for managing construction project knowledge through the features of stories and storytelling by preserving, transferring, and learning from current or past experiences of both construction projects and firms.

The findings illustrate gaps in the current knowledge and pave the path for future research in this particular area.

The research examines promising implementations of stories and storytelling in the construction industry through examination of the literature.

This research explored the storytelling (collection, curation and use) in the Cabrach, a remote Scottish glen. This study aims to capture the methodological process of storytelling and curation of heritage knowledge through the lens of the Cabrach's whisky distilling history, a central part of the area's cultural heritage, tangible and intangible. This research was conceptualised as “telling the story of telling the story of the Cabrach”. It was concerned with how the history, heritage, historiography and testimony associated with the parish could be harvested, made sense of and subsequently used.

The study was epistemological in nature and the research was concerned with how heritage knowledge is gathered, curated and understood. It was built around the collection of knowledge through expert testimony from Colin Mackenzie and Alan Winchester, who have extensively researched aspects of life in the Cabrach. This was done using a series of theme-based but free-flowing conversational workshop involving participants and research team. Issues of trust and authority in the research team were crucial. Data were recorded, transcribed and coded. A conceptual model for heritage storytelling in the Cabrach was developed together with a transferable version for other contexts.

The research was conceived around identifying the stories of the Cabrach and grouping them into cohesive narrative themes focused on the most important aspect of the glen's history (the development of malt whisky distilling). The research showed how all crucial narratives associated with the Cabrach were interconnected with that malt whisky story. It was concerned with identifying broad thematic narratives rather than the specific detailed stories themselves, but also from a methodological perspective how stories around those themes could be collected, curated and used. It presents the outcome of “expert testimony” oral history conversations and presents a conceptual model for the curation of heritage knowledge.

This paper reports on research which focuses on the confluence of those issues of heritage-led regeneration, intangible cultural heritage, as well as how stories of and from, about and for, a distinctive community in North-East Scotland can be collected, curated and displayed. It presents methodological conceptualisations as well as focused areas of results which can be used to create a strong and inclusive narrative to encapsulate the durable sense of place and support the revival of an economically viable and sustainable community.

This conceptual model offers a framework with universal elements (Place, People, Perception) alongside a strong core narrative of storytelling. That core element may vary but the outer elements remain the same, with people and place being omnipresent and the need to build an emotional or visceral connection with visitors being crucial, beyond “telling stories” which might be regarded as parochial or narrowly focused. The model informs how communities and heritage organisations tell their stories in an authentic and proportionate manner. This can help shape and explain cultures and identities and support visitors' understanding of, and connection with, places they visit and experience.

The originality lies in two principal areas, the exploration of the narratives of a singularly distinctive community – the Cabrach – which plays a disproportionately significant role in the development of malt whisky distilling in Scotland; and also in terms of the methodological approach to the collection and curation of heritage storytelling, drawing not on first-hand accounts as in conventional oral history approaches but through the expert testimony of two historical and ethnographic researchers. The value is demonstrating the creation of a conceptual model which can be transferred to other contexts.

This study aims to understand how digital storytelling advertising impacts online consumers’ responses towards advertisements on Facebook considering the different story features and the different consumers’ cultural backgrounds.

The grounded theory approach guided the development of this study that adopts an interpretivist positioning with an abductive approach that links the already existing knowledge on how storytelling affects consumer behaviour to the empirically retrieved data from two qualitative studies between France and Tunisia using a netnographic method to collect consumers’ responses to culturally adapted storytelling advertising.

The results reveal similarities and differences between Tunisian and French consumers regarding the effectiveness of digital storytelling advertising in influencing their cognitive, affective, and behavioural responses. Specifically, Tunisian consumers tended to hold more cognitive reactions originating from story plot and characters features as compared to French consumers who performed more affective responses towards the story plot feature. Interestingly, only French consumers performed behavioural reactions aligned with a cognitive and behavioural engagement with the storytelling advertising generated by story plot and verisimilitude elements. Findings also highlight the impact of some cultural influences on consumers’ reactions.

To the best of the authors’ knowledge, this is the first known study to explore and compare the effects of digital storytelling advertising between Tunisia and France. The major contribution of this study lies in investigating and comparing consumers’ reactions to digital storytelling advertising across countries. This study adds to the body of literature on international marketing communication by offering two frameworks associating story’s elements with their outcomes in their relevant context and providing fruitful insights for future research and for brand managers to design effective storytelling content.

The purpose of this paper is to investigate tag use in a metadata ecosystem that supports a fan work repository to identify functions of tags and explore the system as a co-constructed communicative context.

Using modified techniques from grounded theory (Charmaz, 2007), this paper integrates humanistic and social science methods to identify kinds of tag use in a rich setting.

Three primary roles of tags emerge out of detailed study of the metadata ecosystem: tags can identify elements in the fan work, tags can reflect on how those elements are used or adapted in the fan work, and finally, tags can express the fan author’s sense of her role in the discursive context of the fan work repository. Attending to each of the tag roles shifts focus away from just what tags say to include how they say it.

Instead of building metadata systems designed solely for retrieval or description, this research suggests that it may be fruitful to build systems that recognize various metadata functions and allow for expressivity. This research also suggests that attending to metadata previously considered unusable in systems may reflect the participants’ sense of the system and their role within it.

In addition to accommodating a wider range of tag functions, this research implies consideration of metadata ecosystems, where different kinds of tags do different things and work together to create a multifaceted artifact.

Purpose – This chapter explores the complexity and tensions inherent in the question of how story becomes research with particular attention to the use of narrative research in studying teacher education.

Approach – To do this, we begin each section with a narrative fragment from earlier published research in which we collaborated (Hamilton, 1995). Then, we use narrative research analysis tools to explore the meaning of each fragment, lay that understanding alongside research accounts and wonderings about research in and by teacher educators, and consider the fragment in terms of specific understandings of narrative inquiry as research methodology for studying teacher education.

Findings – This chapter examines when story moves to research while probing the tensions between knowledge and living as teachers, teacher educators, and teacher educator researchers. Using the first fragment, we explore fulfilling roles as a teacher educator by using a narrative analysis tool that teases apart the author's role of narrator, actor, and character. In the second fragment, we consider the contexts that influence a teacher educator researcher by examining the fragment to determine the levels of narrative. In the third fragment, we utilize the tools of plotlines and tensions to unpack the competing plotlines of epistemology (modernist vs. narrative) ending with an examination of the importance of ontology in narrative work. In our fourth fragment, we unpack nine approaches to narrative by examining the essential role of story for each element of the research process.

Research implications – As teacher educator researchers, we always stand in the midst – in the midst of the story where we may be simultaneously narrator, character, and actor, in the midst of living the research we are most interested in studying. Within a single moment, we can act as teacher, teacher educator, and teacher educator researcher when our research focuses on our own practice. Our experience as we live it represents the tension between arrival and arriving.

Value – The value of this chapter is the way in which it demonstrates narrative analysis and distinguishes among various approaches to narrative research.