ESREA
European Society for Research on the Education of Adults
Life History and Biography Network: 2006 Conference
Transitional Spaces, Transitional Processes and Research
Volos, Greece, 2-5 March 2006
SMARAGDA PAPADOPOULOU
Assistant Professor
of the Department of Elementary EducationUniversity of Ioannina-Greece.
TITLE OF PROPOSAL:
Life History and Biography through Bibliotherapy: A Teaching Tool at
School in Language Acquisition (Grades K-6th)
SUMMARY
In terms of reconsidering research and teaching methods in the
continuous change of social structure in our world, this proposal will
explore the implication of story telling, biographical and
autobiographical narration, writing and reading through an educational
theory and practice in teaching language
which is called
“bibliotherapy”. The concept of bibliotherapy is not a new one. Simply
stated bibliotherapy can be defined as the use of books to help people
solve problems. It is also a technique for structuring interaction between
the teacher and the participants based on mutual sharing of literature. In
our proposal we examine the power of using literature on biography and
life history books
as long as other relevant educational materials
(visual arts, films, photos..) reconsidered as the capable substitute for
common and traditional thematic categories in teaching language such
as fiction or poetry.
Life History and Biography through Bibliotherapy: A
Teaching Tool at School in Language Acquisition (Grades K6th)
Smaragda Papadopoulou
-
INTRODUCTION
Methodology-research process
Bibliotherapy1 as a teaching method and storytelling as a narrative
vehicle for expanding student’s existing language is explored adhering
to the philosophy of constructivism. Narrative is deeply appealing and
richly satisfying to the human soul, with an allure that transcends
cultures, centuries and school disciplines. Learners construct their own
understanding; develop a more authentic awareness of who they are and
what their life looks like in comparison with other persons’
characteristics and life biography2. The student is believed to receive the
benefits of bibliotherapy and biographical language learning by passing
through three stages3:
Identification- the youngster identifies with a real character and events
in his/her real life story (by reading and talking about relevant books).
Catharsis-the youngster becomes emotionally involved in the story and
talks or works in class on this thematic union.
Insight- the youngster becomes aware that his/her life or personal
problems might also be solved in similar or opposite ways of those the
character we examined did in his/her life. Rationalization of social
problems and capacity to transfer insights into real life is also a part of
our interest concerning biography and social learning in class.
According to these, in our proposal we will give the implications of
bibliotherapy as an alternative teaching method regarding biography and
life history learning. This attempt can be considered as a teaching pass
from biography to autobiography and from social learning to personal
growth.
Consequently, in our proposal we will show how the method of
bibliotherapy helps a teacher to:
Identify student needs;
Pardeck, J., 1995, “ Bibliotherapy, An innovative approach for helping children”,
Early Child Development and Care, 110, pp.83-88.
2
Palmer, B, Harshbarger, Sh. and Koch ,C., 2001,“ Storytelling as a Constructivist
Model for Developing Language and Literacy”, Journal of Poetry Therapy14 (4), 199212, Summer 2001.
3
Papadopoulou, S., 2004 “Stages of the bibliotherapeutic approach of Language ,
chapters 5 and 7, pp. 85-102 and the stage of catharsis in teaching based on the
bibliotherapeutic approach, pp.109-116, Published in Greek: 2004, The Emotional
Language, Books that speak to silent students, Athens, Η Συναισθηματική Γλώσσα,
Tυπωθήτω Δαρδανός,.
1
-
-
-
-
Match the students with appropriate reading materials or other
teaching stuff (photos, films, newspapers or other documents of life
history)
Show the learner how to make connections between the
personalities of the realistic characters studied in class and the student
himself.
Motivate the student with activities (biographical and
autobiographical writing, oral (auto) biographical narratives, findings of
the students about other persons’ life and decision making, adaptation to
the changes of aging or other.
Encourage creative learning and critical thinking.
Assist the student with self awareness, personal growth and
respect of different life styles and change in life through biographical
and autobiographical reflection.
Although there are different schools of thought about bibliotherapy
this particular capacity of language to renew and heal the human spirit is
at least as old as Aristotle’s discussion of Catharsis in the Poetics4.
Reading Bibliotherapy is only one school of these mentioned above.
Here the process of understanding takes place through reading itself.
This is a point of a librarian’s view or a social worker’s, about the
method, but is not enough for teaching purposes and children’s personal
growth.5 In bibliotherapy language classes the teacher as facilitator must
be able to accurately hear what is said in the dialogue that follows
reading of a factual story and to communicate the participant’s message
back to him or her. And this is the case of Interactive bibliotherapy,
which we insist as more appropriate for teaching through biography and
life storytelling. From this point of view the process of growth and
healing is centred not as much in the act of reading as in the guided
dialogue about the biographic material or relative literature. Thus, a class
which works in group settings can work on the different needs of the
individuals’ involved for self consciousness and youngster’s personal
growth. As Frost says in a single succinct line: “The initial delight (of
words making effective literature) is the surprise of remembering
something I didn’t know I know”6
What is important to understand about developmental bibliotherapy7
dealing with effective language settings as a teaching tool in language
classes is that it has emerged as a teaching tool to help all kinds of
people in their normal growth and beneficial development and grows out
of the recognition that the need to confront personal feelings, to improve
self-awareness and to enhance self-esteem is not confined to mentally ill
Aριστοτέλης,1995, Περί Ποιητικής, Άπαντα, τομ. 34, σειρά 223: «Οι Έλληνες»,
Αθήνα , Χατζόπουλος.
5
Bryan,A., 1939, “Can There Be a Science of Bibliotherapy?, Library Journal, 64,
October, pp. 773-776.and Shrodes, C. 1949, “Bibliotherapy: A theoretical and
Clinical Experimental Study”, Ph.D. Thesis , University of California, Berkeley.
6
Frost, R., 1963, 3: “Introduction”, to the Selected poems of Robert Frost, New York,
Holt, Rinehart and Winston.
7
Developmental: in the contrary of clinical bibliotherapy which is about ill people and
problematic situations of individuals. Developmental bibliotherapy is considered as a
function of moral cultivation, emotional and cognitive balance in a child’s upraising
and school work on ethics and social life.
4
patients, criminals or chemically dependant persons but should be an
important aim of the educational policy for every country8. Self
understanding, self-affirmation, mental and imaginative stimulation, so
as improving the capacity to respond and awareness of interpersonal
relationships are some of the main issues of education in a bibliotherapy
class session. Building self-esteem becomes an even more serious
problem when an individual is faced with conditions that seem unusually
difficult. Biographies of persons that have passed through those same
difficulties can be the key of a language class to improve interest for the
subject taught and fulfil the expectations for personal learning. Instead
of teaching reading material about stories that have nothing to do with
our problems this method proves to be effective for both intellectual and
emotional improvement.
Studying the Greek curriculum on reading, conversation, and
questioning for understanding you will figure out that bibliotherapy
doesn’t change the schedule of school, although it arises the need for
content changes and proves to be an alternative and effective option to
handle dialogue for emotional, cognitive and interpersonal growth9.
STORYTELLING: a Key Function of Bibliotherapy
Language through Biography
in Teaching
The value of storytelling in teaching and learning has been used in adult
education and in elementary education as a broad orientation grounded
in the premise that narrative is a fundamental structure of human
meaning making10. In the same way identity issues in education are
objectives for teaching language to young people. Fro this point of view
“the self is given content, is delineated and embodied, primarily in
narrative constructions or stories”11
Educators use the narrative metaphor to accomplish developmental
change through the ongoing construction and reconstruction of the life
narrative. From the very first years of a human being’s life stories apply
the construction of the world understanding. As a person grows older the
teacher of language applies what Kenyon and Randall12 have mentioned
in a characteristic comment concerning life and storytelling13: “To be a
person is to have a story” more than that, it is to be a story”. What is
implied beyond this idea, in our point of view, involves constructivist
8
Carthy, A.Mc, Hynes, M., 1994, Bibliopoetry Therapy, the Interactive Process: A
Handbook, Illinois Northstar Press of St Cloud, Inc.
9
Υπουργείο Εθνικής Παιδείας και Θρησκευμάτων, Παιδαγωγικό Ινστιτούτο, 2000,
Ενιαίο Πλαίσιο Σπουδών για την Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση, Β εκδ.,
σς. 21 κ .ε.
10
Polkinghorne, D. E., 1996 “Narrative knowing and the Study of Lives”, in: Aging
and Biography :Explorations in Adult Development, edited by J .E. Birren et al., pp.
224-248, New York: Springer Publishing,.
Bruner, J., 2002, Making Stories, New York, Farrar, Strauss, and Giroux,.
11
Kerby ,A .P., 1991, Narrative and the Self, Bloomington ,Indiana University Press,.
p.17
12
Randall, W., 2001, “Helping Seniors to Learn”, In The Craft of teaching Adults, 3rd
ed., edited by Stein, T. B. and Kompf M., Toronto: Irvin Publishing,.
13
Kenyon, G. M. and Randall, W.L., 1997, Restorying our lives: Personal Growth
through autobiographical Reflection, Westport, CT: Praeger.
pedagogy. New knowledge in association with lived experience makes
sense of a meaning maker. Especially in adult education practice
storytelling techniques are common. Case studies, critical incidents, role
playing and reflective journal are mentioned very often in the
literature14. Narrative activities are also in accordance with the needs of
an elementary language class although it is strongly believed from the
educational field that stories are widely employed as a powerful medium
of school learning15.
The effectiveness of life storytelling can be an acceptable educational
teaching tool for four reasons:
They are believable, since they talk about true life stories, they are able
το remember, since they are in a way similar or absolutely different from
the learner’s life, and they are entertaining since the teacher can make
things happen in an interesting teaching style and follow up strategies.
Moreover biography and life storytelling is a personal history that
nobody can doubt as the existed and real stuff of human life.
We are definitely defining here the importance of choosing teaching
material from real life touching and useful for the learners, no matter if
we are talking about adult or children learning environments. Stories
deal with human-like experience which is considered as a valid source of
knowledge. Jerome Bruner16 explained that stories develop the
“landscape of action” and “landscape of consciousness”17.
In the same way we can view “actual” stories as “possible worlds”.
“Biography” as material to be rediscovered in class gives to the learner
an opportunity to work on personal consciousness, choose the right
characters that in same way can be a paragon of virtue, and life style,
which could be a pattern for objectives to work in a language class.
Cognitive development in relation with affective response to the
experience of another person are good for educational programs and
curriculum that aim to foster active members in society tolerance and
appreciation of diversity and capacity of alternative thinking and acting
in every day life, if we don’t want to see this perspective only as a matter
of emergency during the last decades, as a profit of a rapidly changing
world18.
Biography, life history method and
interviewing people through
certain teaching strategies that this study will describe later, can
function as motivators, pathfinders and sources of encouragement for
struggling learners trying to make sense of who they are and what they
live for. And this is definitely a social and emotional involvement that
adjusts to the bibliotherapeutic aims of teaching biography as a certain
category of books regarding the content of them. But even in some
14
Taylor,K .Marienau,C. and Fiddler ,M. , 2000, Developing Adult Learners, San
Francisco: Jossey -Bass.
15
Newhauser, P. C., 1993, Corporate legends and Lore: The Power of Storytelling as a
Μanagement Tool, New York:Mc Graw-Hill.
16
Bruner,J., 2002, Making Stories, New York, Farrar, Strauss, and Giroux, , pp.22-38.
17
Bruner,J. 1986, Actual Minds ,Possible Worlds, Cambridge, M.A.Harvard University
Press.
18
Clark, M.C. , 2001,“Off the Beaten path: Some creative Approaches to Adult
Learning”, NEW DIRECTIONS FOR ADULT AND CONTINUING EDUCATION,
no 89, Spring 2001.
languages there aren’t enough children books on biography characters a
teacher can find sources through the internet or other literature to work
with the learners. This is a research to find the right biography for the
right student in terms of personal interests and needs, which is more
important and healthy perspective of educational practice than that of
giving to students books to read as a prescription of the right medicine
for a disease. This is a rather old and discarded practice, to deal with a
student, as the doctor deals with a patient. What we suggest here is to
foster research and discover the effective linguistic materials in teaching
“biography”. We can give information to students as a teacher does but
we can also help children find their information as a teacher who
respects the student’s needs does. And who else knows his or her own
needs better, if not the person that seeks for knowledge personally?
Reading quality literature and talking in class about it, can be beneficial
to students’ expressive language, even outside the context of
bibliotherapy19. A classroom teacher who wants to teach through
bibliotherapy needs to have a large collection of biography books in a
good position to conduct bibliotherapy, or an alternative to cooperate
with libraries able to do so, and to have the necessary personal
qualifications to teach in accordance this method.
It is important to make clear that a search in Greek editions showed
that there aren’t many books of biography or even fiction dealing with
the life of persons enough to say that there is the appropriate material to
help teachers work on Biography and Life Style with children for a
language class. This means that the teacher who wants to involve
biography in teaching has to find teaching materials and prepare work on
this theme through the internet, encyclopedias other books for adults that
should be adjusted to the linguistic and pedagogical needs of the
childhood. This is an important consideration from our point of view, if
we accept that the very short biographical pages about authors, which
can be found in textbooks of language and literature edited by the Greek
country for the needs of the public school are not enough and need to be
taken seriously into account no matter which method is decided to be
followed in teaching and learning.
Real Life Stories and History Biographies taught at school hide a
strong implication in working on morals and attitudes beyond the
specific profits of language exercise on reading and writing and narrative
activities20.
Firstly, the advantages of the use of biographies, autobiographies and
memoirs instead of using realistic fiction is the ability that they give to
the child so as the subject of language at school works as a mirror of the
every day life and the world that this child lives in. So what this method
does is promoting personal development through language acquisition.
Nobody can doubt for example, that Einstein had certain characteristics
as a person that a child is learning about these today and makes
19
White,R., 1990, Bibliotherapy and the reluctant student, Illinois us, January-p.10, (
ED 309390)
20
Lawler,S.H.;Olson,E.A.; and Chapleski,E.E., 1999 ,“Enchanting Library Research
Skills of Graduate Students through Guided Autobiographies.” Behavioral and Social
Science Librarian 18, no 1, pp.33-44.
connection with his/her personal reality. Biography is not a fake story or
fantasy about heroes. It is proof of real life that makes things happening.
Since a student can think that every life has good and bad moments, this
works as a catharsis speaking in terms of bibliotherapy.
Learning from this perspective is a “dialogue” between two life stories,
the one studied and the other of the student. Bakhtin’s definition of
dialogue is broader as in our case and encompasses both written and oral
speech and both inner and external speech. He defines dialogism as a
way of knowing in which there is a constant interaction between
meanings all of which have the potential of conditioning the others 21
Secondly, the student gains in linguistic experience since biography
can be searched in newspapers, documentary reports, audiovisual
materials and this is a reach communicative environment in learning.
Teaching Activities and Strategies through Bibliotherapy and Biography
in a teaching procedure is explained and described as follows:
An important prerequisite for the teacher is to find reading materials
from biography and life storytelling literature that involve the whole
story, not a part of the narration. In Greece it is common to use parts of
stories in anthologies to teach Modern Greek language. So the first step
is to decide the use of whole stories. As long as the reader is a child it is
also important to find supportive pictures if we cannot find books
illustrated with beautiful pictures. Pictures and photographs always work
as motivation for conversation and creative thinking.
-Avoid biographical reading materials written in a non realistic way as
an attempt to externalize the person as a superhero and not a human
being with good and bad moments or sides in his/her personality.
Bibliotherapy can work only with realistic biography stuff. It also
has to be something more than a list of chronological points and actions.
Narration has to introduce the persons in historical pragmatics of a
subject and refer to experiences and documents of life.
This method of working with reading in class doesn’t involve any kind
of tests and memorization of life portraits. On the other hand it is
important that the language of the text reflect clearly the positive and
negative issues in the life of this person.
-A teacher is free to work on reading materials, change the writing style
so as the presentation makes apparent the different sides of the
personality they work in class.
-The use of documenters, films, slates and photographical stuff is also a
good way of working during the bibliographical procedure of teaching.
This attempt can be accompanied from the visit of people who know
more about the biography studied in class, in a way that communicative
methods of teaching and project stages fulfill the objectives of personal
growth and language acquisition. Research and students’ involvement in
finding new knowledge regarding the subject of the study is also a point
of focus for the children interests.
21
Bakhtin,MM., 1981, The dialogic imagination: four essays, (M. Holquist, Ed.)
Austin: University of Texas Press.
Goal of biography uses in reading material and conversation about
interpersonal relationships:
Objective 1: The effects of altruism or selfishness
Objective 2: Love and friendship or the absence
Objective 3: Anger, jealousy and hatred in life
Objective 4: Dealing with frustration or success
Objective 5: Communication (listening and sharing) and understanding
of others
Objective 6: Luck and rationality, systematic effort in life options and
success
Objective 7: Family relationships
Objective 8: Everyday tools of living, life- Objective style and its
meaning
Objective 9:Well-being and potentiality
General questions that could be used in class from the teacher for oral
activities in language classes – a sample:
1.
When did the person live the most crucial period in his life?
2.
Who were the people that influenced this person in thinking and
acting?
3.
What was the biggest obstacle that this person met in life?
4.
What did this person give to the world?
5.
What did this person learned from the world
6.
How would you discuss the life style of this person?
7.
What would you like to ask this person today?
8.
What common do you have in things you lived in your life?
9.
What is the strongest diversity between you and the person you
studied?
10.
In which part of the person’s life would you like to change roles
with him/her?
11.
What was the greatest aim of the person’s life?
12.
What was the greatest achievement of the person’s life?
13.
What was the greatest disappointment of him/her life?
14.
What was worthy in working on his/her life biography?
15.
If you met this person, what would you like to do with him/her,
how would
you spend the time with this person?
16.
Do you believe that what is written and read for this person are
all about what has really happened in his/her life?
17.
What new do you like about this personality that you didn’t
know till now?
18.
What didn’t you like about the person now, after all you learned
about this life?
Questioning is a common technique in the traditional schedule of the
State Lesson plan insisted from the Ministry of Education in Greece22.
Υπουργείο Εθνικής Παιδείας και Θρησκευμάτων, Παιδαγωγικό Ινστιτούτο, 2000, B εκδ.,
Ενιαίο Πλαίσιο Σπουδών για την Πρωτοβάθμια και Δευτεροβάθμια Εκπαίδευση.
22
These are called “Questions for understanding” and they refer to the
teacher’s preparation of a lesson plan for the text taught. This is a daily
procedure in the Greek language curriculum.
In terms of bibliotherapy these questions involve counseling, social and
personal learning. The teacher reinforces learning during this procedure
of learning through biography texts. It is also important for the teacher to
be flexible and resist until the child finds the personal meaning of the
life story involved in the study. This implies eligibility, patience and
specialization in the bibliotherapeutic method of teaching23
At the stage of Insight and understanding, speaking in
bibliotherapeutic terms, we describe the last stage of involving a
“biography” lesson in class. The children as students and learners of
language should identify the ways that the person of the biography used
to overcome difficulties and should also know how to name the
problems that the person faced in his/her life living.
As a result of this situation the students decide how to cultivate these
ways in real life and work with language activities such as writing,
speaking or reading.
Although it would be useful to refer in details to language activities in
a language class, it wouldn’t be possible to explain everything in a short
announcement of a congress about biography. Since there is capable
bibliography on this matter, we tried to verify a justification of
bibliotherapeutic techniques in teaching reality as applicable through the
point of a biography view and the life storytelling; this would be
suggested as a synopsis of a new theorization about innovative
applications regarding biography in a teaching and learning
environment24.
FINDINGS AND SUGGESTIONS
After a research for the needs of this congress, we tried to estimate the
potentiality of the Greek publications in giving to the child reader a
variety and a number of books of this category. We studied resources
from two big bookshops in the two biggest cities in Greece asking for
biography written for children and life story telling having to do with
“real” heroes. The same demand gave us resources from the ten biggest
publishing houses in Greece that are specialized in children’s books. In
comparison of the results we can conclude that although there are a lot
of biographies for adults there are not enough publications on this
subject in Greek. This is an important issue for the teacher who wants to
find reading material and needs to choose from a variety of personal
stories so as to combine the students’ interests and needs to the readings
which are available25.
23
Knights,B.,1992, From Reader to Reader: Theory, Text and Practice in the Study
Group, Hempstead: Harvaster Wheatsheaf.
24
Orton, I.L.,1997, Strategies for Counseling with Children and their Parents, Pacific
Grove,CA, Brooks-Cole Publishing,
25
Wiessner, C.A.,2001, “ Stories of Change: Narrative in Emancipatory Adult
Education”, ED. D. Dissertation, Teacher’s College, Columbia University.
Titles of the books found can be systematized according to the theme
or the writing style of the biography. For example we found the category
of autobiography through fiction, dictionaries for the life biography of
authors, storytelling adapted on the life of fantastic heroes who look
familiar and realistic to the child, Biographies of real and very famous
persons, autobiographies of famous persons mostly told in a fairytale
writing style or as journal.
Some of these books edited in Greek for the needs of children’s
literature are:
1.Καλογεράκη, M., 2000, Ευχαριστώ Νίκο Καζαντζάκη, Αθήνα,
Ελληνικά Γράμματα.
Title in English: Thank you Niko Kazantzaki, Illustrated from Mertzani,
L. for children 9-10 years old , the story is as a day-dreaming narration
of a girl that meets the famous Greek writer Kazantzakis and learns
about his life from him. Biographical note is attached at the end of the
story.
2. Πούλος, Κ., 2004, Αλέξανδρος Παπαδιαμάντης Στιγμές από τη ζωή
του, Αθήνα, Παπαδόπουλος. Σειρά : Οι Έλληνες.
Στην ίδια σειρά:
3. Ο Ζωγράφος Θεόφιλος
4. Σπύρος Λούης.
Title in English: Alexander Papadiamantis, Moments from his Life.
Illustrated from Karadinou E., indicated for children from 8-12 years old
is written as a fairy tale and talks about different episodes of the Greek
author’s life as a folk tale. At the end of the book there is complete
biography of his life and diagram of other important world events during
his life time. At the same publication series named “The Greeks” are two
more books about the biography of: a well- known Greek artist “The
painter Theofilos”, and the famous athlete of the Olympic Games
“Spyros Louis”.
5. Βαρελλά, Α., 1995, Ένα πρωινό με τον Αίσωπο, Αθήνα, Πατάκη.
Title in English: A morning with Aesop A story about the well known
storyteller of the ancient Greek fables who is presented as a real person
and helps the readers know about him not exactly by reading this book,
but as a challenge of the book to search about details of his life in other
biography materials.
6. Γκρεφ, Ζαν-Ζακ, 2005, Όλα είναι σχετικά όπως λέει ο Αινστάιν,
μτφρ. Σαμπετάι Β., Αθήνα Κέδρος, Fisrt publication 1995. Fictional
Biography.
Title in English: Everything is relevant, as Einstein says.
A book based on Einstein’s Life without chapters and focus in his
emotions or problems. It’s a book based on letters and events which
were significant for his carrier. It is written for children 12 years old or
more.
All these categories are edited in illustrated pages but these for older
children are plain editions without many colorful pictures. It is also
important to notice that Sunday newspapers have plenty of special
editions and articles with biographical materials that could be used for
teaching purposes and give the sense of contemporary learning and
historical knowledge through the media and the communicational usage
of language.
Adaptation of reading materials like these to the needs of
bibliotherapeutic biography learning is always a solution when
prerequisite books of the category studied are absent or very few.
Especially for classes that child has difficulty in reading, the teacher can
tell the life story of the person that wants to present in class.
REFERENCES
Aριστοτέλης,1995, Περί Ποιητικής, Άπαντα, τομ. 34, σειρά 223: «Οι
Έλληνες», Αθήνα , Χατζόπουλος.
Bakhtin, M. M., 1981, The dialogic imagination: four essays,
Holquist, Ed.) Austin: University of Texas Press
(M.
Bruner, J., 2002, Making Stories, New York, Farrar, Strauss, and
Giroux,.
Bruner, J. 1986, Actual Minds, Possible Worlds, Cambridge, M.A.
Harvard University Press.
Bryan, A., 1939, “Can There Be a Science of Bibliotherapy?, Library
Journal, 64, October, pp. 773-776.
Carthy, A. Mc, Hynes,M.,1994, Bibliopoetry Therapy, the Interactive
Process: A Handbook, Illinois Northstar Press of St Cloud, Inc.
Clark, M .C. 2001, “Off the Beaten path: Some creative Approaches to
Adult Learning”, NEW DIRECTIONS FOR ADULT AND
CONTINUING EDUCATION, no 89, Spring2001.
Frost, R., 1963., “Introduction”, to the Selected poems of Robert Frost,
New York, Holt, Rinehart and Winston.
Kenyon, G. M. and Randall, W.L. 1997, Restorying our lives: Personal
Growth through Autobiographical Reflection, Westport, CT: Praeger.
Kerby, A ., P., 1991. Narrative and the Self, Bloomington, Indiana
University Press.
Knights, B., 1992, From Reader to Reader: Theory, Text and Practice in
the Study Group, Hempstead: Harvaster Wheatsheaf.
Lawler,S.H., Olson, E. A. and Chapleski, E. E.,1999, “Enchanting
Library Research Skills of Graduate Students through Guided
Autobiographies”, Behavioral and Social Science Librarian 18, no 1,
1999, pp.33-44.
Newhauser, P. C., 1993, Corporate Legends and Lore: The Power of
Storytelling as a Management Tool, New York: Mc Graw - Hill.
Orton, I. L., 1997, Strategies for Counseling with Children and their
Parents, Pacific Grove, C. A, Brooks-Cole Publishing.
Palmer, B, Harshbarger, Sh. and Koch, C., 2001, “Storytelling as a
Constructivist Model for Developing Language and Literacy”, Journal
of Poetry Therapy14 (4), 199-212, Summer 2001.
Papadopoulou, S.,2004. “Stages of the bibliotherapeutic approach of
Language, chapters 5 and Published in Greek: The Emotional Language,
Books that speak to silent students, Athens, Η Συναισθηματική Γλώσσα,
Tυπωθήτω - Δαρδανός,
Pardeck, J., 1995, “ Bibliotherapy, An innovative approach for helping
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