Climate communication and storytelling

Bloomfield, Emma Frances; Manktelow, Chris

doi:10.1007/s10584-021-03199-6

Cited by 25 publications

(11 citation statements)

References 26 publications

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“…In particular, we draw upon storytelling approaches to help draw out emotional connection, foster dialogue and draw upon a growing literature that sees storytelling as central to climate/environmental communication (e.g. Bloomfield & Manktelow, 2021; Moezzi et al., 2017). The story underpinning the need for action and its goals have to be ‘an appeal to the heart’ (Willis, 2020: 96) and invoke emotional responses because trying to appeal to the head through the now indisputable science on the crises has thus far been unsuccessful in mobilising the action required.…”

Section: Emotions and Telling Storiesmentioning

confidence: 99%

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action

Jones,

Parsons,

Halstead

et al. 2023

Children & Society

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This article offers new insights into the important role that transdisciplinary, participatory action research approaches offer young people as a safe space to ‘act’ on climate change and environmental degradation. Drawing upon methodological meta‐reflections on three separate, but interlinked, projects (two UK‐based, one in Vietnam), we highlight an evolving approach that fuses knowledge, local context and emotional connection to engage action. We argue that these innovative approaches facilitate the empowerment of young people to co‐create and lead solutions, adaptations and mitigations that can make a significant impact on the climate and biodiversity crises whilst influencing policymakers and inspiring collaborative change‐making.

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Section: Emotions and Telling Storiesmentioning

confidence: 99%

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action

Jones,

Parsons,

Halstead

et al. 2023

Children & Society

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“…In the educational field, these phases can be explored, and it is useful to dwell on the sharing of personal stories on the internet, privacy, digital identity, personal branding, risks and network opportunities [30,31]. These five sequences are practicable almost always, as even the elderly in nursing homes or primary school children have been able to put them into practice.…”

Section: Rhythm Of the Narrative Point VIImentioning

confidence: 99%

The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

2021

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Digital storytelling (DST) is a teaching methodology (and tool) that is very widespread in different types of training: formal and informal, professional, and for adults. Presently, education is evolving and moving towards digital storytelling, starting from the models of Lambert and Olher. Today, although DST is usually used in the training that students receive for narrative learning, experimentation on the psychological and social consequences of this online teaching practice is still scarce. The literature acknowledges the widespread use of DST online, from psychology to communication and from marketing to training, providing Lambert’s and Olher’s models as references. Thus, the purpose of experimentation in this subject has been to try to mix these two models by selecting the phases of the model that focus most on creativity and narrative writing. The purpose of this study is to illustrate the experimentation conducted in the initial training of teachers to monitor the processes of negotiating content, making decisions and building a group atmosphere through the use of a narrative technique in an educational context. The sample was offered comprehension activities on narrative categories, creativity and autobiographical writing. The process in the group choice phase (negotiation) of the story was monitored through a questionnaire that includes three scales (the Melbourne Decision Making Questionnaire, Organisational Attitude, and Negotiations Self-Assessment Inventory). The study concluded that the standardised planning of activities that, to a greater degree of depth, promote participation and emotional involvement allows the creation of strong group thinking and affects the decision-making and negotiation processes of the activities being carried out by the participants.

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“…Stories can describe herders' experiences, but also facts, contexts and imaginaries. In this work, we also use stories to increase the herders' understanding of and engagement with climate science, as claimed by Bloomfield and Manktelow (2021). This approach has been previously applied to co-produce knowledge with Arctic communities through climate related case studies (Terrado et al 2023b), which were identified as a useful tool to add granularity to the challenge of climate change adaptation.…”

Section: Introductionmentioning

confidence: 99%

Climate change adaptation stories: Co-creating climate services with reindeer herders in Finland

Terrado,

Pérez-Zanón,

Bojovic

et al. 2024

Science of The Total Environment

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Climate communication and storytelling

Cited by 25 publications

References 26 publications

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action

The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

Climate change adaptation stories: Co-creating climate services with reindeer herders in Finland

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