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Data storytelling courses position students as agents in creating stories interpreted from data about a social problem or social justice issue. The purpose of this study is to explore two research questions: What themes characterized students’ iterative development of data story topics? Looking back at six years of iterative feedback, what categories of data literacy pedagogy did instructors engage for these themes?.

This project examines six years of data storytelling final projects using thematic analysis and three years of instructor feedback. Ten themes in final projects align with patterns in feedback. Reflections on pedagogical approaches to students’ topic development suggest extending data literacy pedagogy categories – formal, personal and folk (Pangrazio and Sefton-Green, 2020).

Data storytelling can develop students’ abilities to move from being consumers to creators of data and interpretations. The specific topic of personal data exposure or risk has presented some challenges for data literacy instruction (Bowler et al., 2017). What “personal” means in terms of data should be defined more broadly. Extending the data literacy pedagogy categories of formal, personal and folk (Pangrazio and Sefton-Green, 2020) could more effectively center social justice in data literacy instruction.

Implications for practice include positioning students as producers of data interpretation, such as role-playing data analysis or decision-making scenarios.

Data storytelling has the potential to address current challenges in data literacy pedagogy and in teaching critical data literacy.

Course descriptions provide a template for future data literacy pedagogy involving data storytelling, and findings suggest implications for expanding definitions and applications of personal and folk data literacies.

The importance of using stories to impact memory is highly explored and documented; however, little guidance exists for how to develop stories in the context of instructional design. The purpose of this paper is to offer a template for conforming workplace training material into stories. With specific examples and reasoning, the author offers a new way to develop training materials based on the framework of a story.

Exploring basic storytelling elements learned in grade school, the author combines past experience with general observations on how stories affect the learner. Applying these concepts, she walks the reader through an experience that reveals how the brain interprets stories. She uses her own story with specific examples and reasoning along the way to help you find the stories that already exist in your everyday world.

This paper shows, anecdotally, how to build stories around workplace problems for use in training. It suggests that modeling training around the framework of a story helps the audience to process the information as an experience and therefore retain the information longer.

This paper was designed to help anyone who is responsible for developing instructional content and has been looking for a structured way to frame that content into a story.

The purpose of this paper is to reflect on “Finding the sparkle: storytelling in the lives of people with learning disabilities”, Nicola Grove's paper highlighting the power of the story as one approach to empower people with intellectual disability.

This commentary reflects on the power of personal story sharing as a way to empower people with intellectual disability, value their experience and promote inclusion.

Personal stories are important because they help both ourselves and others understand who we are. Stories are not static and stories can be told from different perspectives. Telling stories can be protective and healing.

Communication that develops social closeness is important and can be undervalued. There needs to be a greater focus on ensuring people without words can tell their stories and on services recognising the importance of this.

The paper seeks to identify why we need to get past the bits and bullets – e‐mails, text messaging and PowerPoint presentations – and tell the full story. Story is the most powerful way to change a culture. By identifying with beliefs and behaviors, stories are shown as the lynchpin for social, economic, organizational, and individual change.

This paper shows how cultural change is driven by stories and provides a process through which leaders can work to drive change within their own organizations using the Story Tools: WinBook, StoryMatrix and Story Coach, eScenes and Scenarios. Together the tools provide the framework for leaders to be more effective and consistent leaders.

Stories are the most successful way to change a culture. By “adding back” context, stories carry success and failure messages, they allow us to reflect and learn by drawing us in, and finally stories influence us to create the right kinds of behavior.

This paper offers practical tools for leaders to capture and tell stories that enhance their leadership skills, as well as offering insights into changing a company's culture.

The originality of this approach to story lies in the story tools – StoryMatrix, Story Coach, WinBook, eScenes and Scenarios developed by the author and his company WisdomTools. The authors's book, What's Your Story? Using Stories to Ignite Performance and Be More Successful, provides the reader with more in‐depth background on the original Story Tools.

The purpose of the paper is to examine the role of stories in the acquisition and retention of learning over a longer period in case of adult learners over 25 years in age. It compares recall of stories over concepts in two time frames and thus tries to measure the decay in memory.

The study was conducted on the participants of executive development programs (EDP) conducted by a premier business school of India between April 2014 and March 2015. Participants who have attended a session on leadership conducted by the author, as a part of their EDP, were selected for the study. A total of 259 participants responded, of which 105 belonged to time frame 1 having attended the program between three and nine months, and 154 belonged to time frame 2 having attended the program more than nine months but less than 15 months of the date of data collection.

Even after a gap of more than three months, 75 per cent of participants were able to recall two or more stories, whereas only 50 per cent of the respondents could recall two or more issues; 95 per cent of them could identify one story and its clear linkage with the issue discussed. A comparative study of decay in memory in recalling issues over stories in two time frames reveals that decay in issues was between two and four times of stories.

To argue about greater retention value of learning, a comparative study of sessions conducted on the same theme with the use of story and without the use of story would be useful. A further research would also be useful to study whether improved recall translates into any change in behavior.

The study is useful for trainers, as well as for corporate.

The study for the first time has captured the retention of learning over a longer period and in case of adult learners over 25 years in age. No study has captured decay of memory in recalling stories over issues in two time frames.

The purpose of this paper is to highlight the rise of stories in tourism practice, identify the forces that are supporting and directing this story turn and argue for tourism researchers to pay greater attention to this new development.

This paper is based on a general review of academic and professional literature on marketing practice and experience design in tourism and an audit of destination marketing materials using story or story telling in their campaigns.

This paper identifies three forces supporting a story turn in tourism: building on the experiential approach to tourism; the rise of mobile social media, user generated content and gamification; and the Asian Wave in tourism.

This paper identifies a story turn in current tourism practice and reviews the increasing awareness of the value of stories in psychology, sociology and anthropology research, to suggest how this story turn may influence the nature of both tourism practice and research in the future.

The ability to tell stories can be an important leadership attribute and skill to master in order to be a successful leader (Baldoni, 2003; Denning, 2004; Kouzes & Posner, 2012). Storytelling is a central component of effective communication for leaders and a skill to master for future leadership success. This paper supports active learning, group discussion and reflective practice as a way to teach storytelling as a leadership skill. Leadership educators need to help students understand how to develop stories, identity situations in which to tell stories, and also practice the art of leadership storytelling. This idea brief presents multiple pedagogical methods to teach storytelling as a leadership practice to college students in leadership programs.