Indigenous knowledge sharing and relationship building through narrative storytelling and creative activities (Record no. 1735)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02237nab a2200229 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | BCACCS |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20181113062537.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 081024s2015 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Haines, Jelina |
| 9 (RLIN) | 3612 |
| 245 10 - TITLE STATEMENT | |
| Title | Indigenous knowledge sharing and relationship building through narrative storytelling and creative activities |
| Medium | [citation] |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2015 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | Throughout human history Indigenous cultural stories have been transmitted orally through narrative storytelling, music, art and ceremony. Research suggests that storytelling is at the heart of social and personal identity whether the story relates to our daily activities or whichever other stories the elders choose to share to others.<br/><br/>This paper seeks to share the story of the outcome of creative activities involving a specific Indigenous community in South Australia. This paper imparts on the importance of Indigenous people’s stories to the current discourse about the role of elders in facilitating and generating interaction among people through creative activities. Audio recording and Photovoice have been employed as methods of collecting information. Use of these methods creates a collaborative structure of research that is culturally appropriate in capturing live experiences of knowledge sharing.<br/><br/>Initial results show that Indigenous knowledge sharing through creative activities is a way to build relationships for Indigenous and non–Indigenous communities. There is a clear indication that young Indigenous participants’ literacy learning is heartened from birth, drawing upon oral tradition via storytelling, land–based experiences, artistic activities and ceremonial practices. This approach to future educational knowledge orientation will be invaluable in improving educational outcomes for Indigenous students. The preliminary results of this study are the precursor to my doctoral research. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Indigenous knowledge |
| 9 (RLIN) | 1029 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Storytelling |
| 9 (RLIN) | 64 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Literacy |
| 9 (RLIN) | 78 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Oral tradition |
| 9 (RLIN) | 65 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Du, Jia Tina |
| 9 (RLIN) | 3613 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Trevorrow, Ellen |
| 9 (RLIN) | 3614 |
| 773 0# - HOST ITEM ENTRY | |
| Title | Indigenous Content in Education Symposium |
| Related parts | Vol. 1, no. 1 (2015) |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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