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Lillyman, Sue and Bennett, Clare (2012) Using Storyboarding to Gain Appreciative Reflection in the Classroom. Reflective Practice, 13 (4). pp. 533-540. ISSN 1462-3943
Full text not available from this repository.Abstract
This paper reviews the use and value of a storyboarding approach in a classroom
setting for healthcare professionals. This approach is used with adult students
from foundation to postgraduate level of study. It describes how the
authors used a positive appreciative reflection approach to storyboarding in
order to develop the narratives of the students’ lived experience. The authors
identify how the storyboarding helped to develop one student’s narrative into a
group activity. This approach provided the students with space and time to work
together on creating the storyboard and gain ‘collective wisdom’ from their
peers and facilitators in the process. The paper acknowledges some of the limitations
and benefits of using this approach to storyboarding within the classroom
setting.
| Item Type: | Article |
|---|---|
| Additional Information: | Staff and students at the University of Worcester can access the full-text via the Summon service. External users should check availability with their local library or Interlibrary Requests Service. |
| Uncontrolled Discrete Keywords: | storyboarding, appreciative reflection, narratives, storytelling, evaluation, PAAR |
| Subjects: | L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | College of Health, Life and Environmental Sciences > School of Nursing and Midwifery |
| Related URLs: | |
| Depositing User: | Sue Lillyman |
| Date Deposited: | 01 Nov 2013 11:23 |
| Last Modified: | 17 Jun 2020 17:01 |
| URI: | https://eprints.worc.ac.uk/id/eprint/2676 |
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