Most information science (IS) definitions of information center individual rather than collective meaning‐making. Because stories are constituted through narrative experience, and audiences are partly constitutive of the stories told to and with them, storytelling offers a framework for researching collective experiences of information. Stories are simultaneously empirical and socially constructed, bridging a key epistemological divide in IS. Storytelling as paradigm shift is explored and demonstrated in three sections that (a) define story and storytelling, (b) describe how story and storytelling can extend the data, information, knowledge, and wisdom (DIKW) pyramid, and (c) revise DIKW as a new storytelling S‐DIKW framework. Future IS storytelling research should account for story and the dynamics of storytelling not merely as a subset of information or of information behavior, but as a fundamental information form.
Storytelling, as a practice and process, is a longstanding tool and non-textual pedagogy in the field of library and information science. Storytelling is also the topic of a graduate course taught for the past eleven years by the author as a tool for all forms of professional communication. This article explores the non-textual (and selected textual) pedagogies involved in teaching storytelling as an interactive communication practice. This pedagogical approach defines storytelling as involving a dynamic triangle of telling, listening, and story, drawing on both folklore and storytelling performance scholarship. Three themes weave throughout the syllabus: ethics, applications, and technologies. Storytelling brings the teller and audience into a reciprocal process of listening and telling, from which a fresh story of professional meaning and purpose can emerge.
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