<p></span></sup> The effect of storytelling knowledge on kids’
development and creativity. What can we learn from open ended and
multiple ending stories?</p>
<p>ability to form basic stories or to express their emotions through
<p>ability to form basic stories or to express their emotions through
fictional characters or events. Children are not born with a wide
fictional characters or events. Children are not born with a wide
vocabulary of emotions and expressions. They learn how to read, mimic
vocabulary of emotions and expressions. They learn how to read, mimic
@ -875,12 +867,43 @@ environment without confusing children?</p>
<p>For future prototypes, I envision space to draw and write as a contribution to the story and maybe turning Wink into a hybrid format with more autonomous features. For me, at this point, it’s valuable and essential to see if my technique of combining narratives is working or not.</p>
<p>For future prototypes, I envision space to draw and write as a contribution to the story and maybe turning Wink into a hybrid format with more autonomous features. For me, at this point, it’s valuable and essential to see if my technique of combining narratives is working or not.</p>
<h3id="loop-12">Loop 12</h3>
<h3id="loop-12">Loop 12</h3>
<h2id="standing-end">Standing End</h2>
<h2id="standing-end">Standing End</h2>
<<<<<<<HEAD
<p>After many loops of thought, we are here at the standing end of the
thesis. There is room for more loops and knots in the future to secure
this string of thought but for now, we have come to the dock and rest
ashore.</p>
<p>Reading this thesis with a string, using concrete thinking as a
technique to go through a research and text was a helpful exercise for
me and helped me mark my thoughts and ideas. The overarching theme of
knots and experimental approach to modes of reading was valuable for me
to share and try as an enthusiastic young writer. I like that I asked
the reader to interact with the thesis and follow paths accordingly.</p>
<p>It was enlightening to see the results of working with kids and be
able to see from their point of view and alter everything according to
these encounters. Using CCI and Multiliteracy theory as a guide to
approach the design and prototype was helpful in understanding how to
approach and tackle the desire of making something for children.</p>
<p>Now from where I stand, I feel more rooted and have a clearer idea of
what works and doesn’t work. Some features that I think would work very
well like the choice of writing didn’t go as planned because multiple
narratives is already too much. I realized I underestimated the eff ect
of introducing a new media to children. This is why I decided to take it
step by step with the interactivity.</p>
<p>Taking a step to make Wink and using the story I wrote and feel is
important in my personal history as a prototype was a breakthrough. I
feel like my interest and desire to discover new ways of writing,
reading and experiencing literature is ongoing and it was a beautiful
journey so far. I am looking forward to making more knots on this long
and mysterious string at hand.</p>
</section>
=======
<p>After many loops of thought, we are here at the standing end of the thesis. There is room for more loops and knots in the future to secure this string of thought but for now, we have come to the dock and rest ashore.</p>
<p>After many loops of thought, we are here at the standing end of the thesis. There is room for more loops and knots in the future to secure this string of thought but for now, we have come to the dock and rest ashore.</p>
<p>Reading this thesis with a string, using concrete thinking as a technique to go through a research and text was a helpful exercise for me and helped me mark my thoughts and ideas. The overarching theme of knots and experimental approach to modes of reading was valuable for me to share and try as an enthusiastic young writer. I like that I asked the reader to interact with the thesis and follow paths accordingly.</p>
<p>Reading this thesis with a string, using concrete thinking as a technique to go through a research and text was a helpful exercise for me and helped me mark my thoughts and ideas. The overarching theme of knots and experimental approach to modes of reading was valuable for me to share and try as an enthusiastic young writer. I like that I asked the reader to interact with the thesis and follow paths accordingly.</p>
<p>It was enlightening to see the results of working with kids and be able to see from their point of view and alter everything according to these encounters. Using CCI and Multiliteracy theory as a guide to approach the design and prototype was helpful in understanding how to approach and tackle the desire of making something for children.</p>
<p>It was enlightening to see the results of working with kids and be able to see from their point of view and alter everything according to these encounters. Using CCI and Multiliteracy theory as a guide to approach the design and prototype was helpful in understanding how to approach and tackle the desire of making something for children.</p>
<p>Now from where I stand, I feel more rooted and have a clearer idea of what works and doesn’t work. Some features that I think would work very well like the choice of writing didn’t go as planned because multiple narratives is already too much. I realized I underestimated the eff ect of introducing a new media to children. This is why I decided to take it step by step with the interactivity.</p>
<p>Now from where I stand, I feel more rooted and have a clearer idea of what works and doesn’t work. Some features that I think would work very well like the choice of writing didn’t go as planned because multiple narratives is already too much. I realized I underestimated the eff ect of introducing a new media to children. This is why I decided to take it step by step with the interactivity.</p>
<p>Taking a step to make Wink and using the story I wrote and feel is important in my personal history as a prototype was a breakthrough. I feel like my interest and desire to discover new ways of writing, reading and experiencing literature is ongoing and it was a beautiful journey so far. I am looking forward to making more knots on this long and mysterious string at hand.</p>
<p>Taking a step to make Wink and using the story I wrote and feel is important in my personal history as a prototype was a breakthrough. I feel like my interest and desire to discover new ways of writing, reading and experiencing literature is ongoing and it was a beautiful journey so far. I am looking forward to making more knots on this long and mysterious string at hand.</p>
</div>
</div>
>>>>>>> 49009017e1dcafdae4082b644765506e82001e3d
<h2id="bibliography">Bibliography</h2>
<h2id="bibliography">Bibliography</h2>
<p>Cope, B. and Kalantzis, M. (2009) ‘“multiliteracies”: New Literacies, new learning’, Pedagogies: An International Journal, 4(3), pp.164–195. doi:10.1080/15544800903076044. <br> Dettore, E. (2002) “Children’s emotional GrowthAdults’ role as emotional archaeologists,” Childhood education, 78(5), pp.278–281. doi: 10.1080/00094056.2002.10522741. <br> Ingold, T. (2015) The life of lines.London, England: Routledge. <br> Lawrence, R. L. and Paige, D. S. (2016) “What our ancestors knew: Teaching and learning through storytelling: What our ancestors knew: Teaching and learning through storytelling,” New directions for adult and continuing education, 2016(149), pp.63–72. doi: 10.1002/ace.20177.<br/>
<p>Cope, B. and Kalantzis, M. (2009) ‘“multiliteracies”: New Literacies, new learning’, Pedagogies: An International Journal, 4(3), pp.164–195. doi:10.1080/15544800903076044. <br> Dettore, E. (2002) “Children’s emotional GrowthAdults’ role as emotional archaeologists,” Childhood education, 78(5), pp.278–281. doi: 10.1080/00094056.2002.10522741. <br> Ingold, T. (2015) The life of lines.London, England: Routledge. <br> Lawrence, R. L. and Paige, D. S. (2016) “What our ancestors knew: Teaching and learning through storytelling: What our ancestors knew: Teaching and learning through storytelling,” New directions for adult and continuing education, 2016(149), pp.63–72. doi: 10.1002/ace.20177.<br/>
<br> Papert, S. and Papert, S. A. (2020) Mindstorms (revised): Children, computers, and powerful ideas. London, England: Basic Books. <br> Ryan, M.-L. (2009) “From narrative games to playable stories: Toward a poetics of interactive narrative,” StoryWorlds A Journal of Narrative Studies, 1(1), pp.43–59. doi: 10.1353/stw.0.0003. <br> Smeets, D. and Bus, A. (2013) “Picture Storybooks Go Digital: Pros and Cons,” in Quality Reading Instruction in the Age of Common Core Standards. International Reading Association, pp.176–189. <br> Strohecker, C. (ed.) (1978) Why knot? MIT. <br> The Effect of Multimodality in Increasing Motivation and Collaboration among 4th CSE EFL Students (no date). <br> Turkle, S. (ed.) (2014) Evocative objects: Things we think with. MIT Press. <br> Urton, M. M. &. (2018) The khipu code: the knotty mystery of the Inkas’ 3D records, aeon. Available at: https:// aeon.co/ideas/the-khipu-code-the-knotty-mystery-of-the-inkas-3d-records. <br> Vega, N. (2022) Codes in Knots. Sensing Digital Memories, The Whole Life. Available at: https://wholelife.hkw.de/ codes-in-knots-sensing-digital-memories/.</p>
<br> Papert, S. and Papert, S. A. (2020) Mindstorms (revised): Children, computers, and powerful ideas. London, England: Basic Books. <br> Ryan, M.-L. (2009) “From narrative games to playable stories: Toward a poetics of interactive narrative,” StoryWorlds A Journal of Narrative Studies, 1(1), pp.43–59. doi: 10.1353/stw.0.0003. <br> Smeets, D. and Bus, A. (2013) “Picture Storybooks Go Digital: Pros and Cons,” in Quality Reading Instruction in the Age of Common Core Standards. International Reading Association, pp.176–189. <br> Strohecker, C. (ed.) (1978) Why knot? MIT. <br> The Effect of Multimodality in Increasing Motivation and Collaboration among 4th CSE EFL Students (no date). <br> Turkle, S. (ed.) (2014) Evocative objects: Things we think with. MIT Press. <br> Urton, M. M. &. (2018) The khipu code: the knotty mystery of the Inkas’ 3D records, aeon. Available at: https:// aeon.co/ideas/the-khipu-code-the-knotty-mystery-of-the-inkas-3d-records. <br> Vega, N. (2022) Codes in Knots. Sensing Digital Memories, The Whole Life. Available at: https://wholelife.hkw.de/ codes-in-knots-sensing-digital-memories/.</p>
Stephen