Elizabeth Figa, Ph.D., Assistant Professor
University of North Texas
School of Library and Information Sciences


Albert, David H. (ed). and Cox, Allison M (ed.) (2003) The Healing Heart--Families: Storytelling to Encourage Caring and Healthy Families. Gabriola Island, BC, Canada: New Society Publishers.

The Healing Heart provides powerful examples of the use of stories and storytelling in encouraging resiliency, empathy, respect, and healing. These engaging books contain stories, and narratives about the use of the stories in activities with different populations (children, teens, those with disabilities, seniors, inmates, etc.) or which address specific social or community problems (addictions, poverty, violence, racism, environmental degra-dation, homelessness, abuse).

The books are a collective effort containing the expertise of more than 60 storytellers and health professionals who illustrate the power of story in moving others to commitment and action, in building self-esteem and mutual respect.

The Healing Heart ~ Families focuses on families, dealing specifically with healing through story, health promotion, disease prevention, early childhood intervention, children with medical problems, adopting families, schools, sexual identities, grief, and spiritual healing. The Healing Heart ~ Communities focuses on community-building, with sections on youth, violence prevention, poverty, domestic violence, substance abuse and addiction, racism, elders, culture, environmental protection, homelessness, and community development.

Bauer, C. F. (1993) Caroline Feller Bauer's New Handbook for Storytellers: With Stories, Poems, Magic, and More. American Library Association.

A revision of Handbook for Storytellers (1977), Bauer's "new" book will be a valuable addition to professional collections. Updated bibliographies and expanded references make it a practical resource for librarians and teachers looking for inspiration, in-service training materials, and ideas for collection development. Additional materials on whole language, video, poetry, and promotion have been included, the format has been streamlined, and a more readable table of contents and title and general subject indexes have made access simpler. The black-and white-photographs that dated the original edition so quickly have been replaced by black-and-white pen-and-ink illustrations that break up the large blocks of text. No aspect of storytelling is covered in great depth, but the book is a comprehensive overview that includes extensive resources for additional information. Janice Del Negro

Bernheimer, K. (ed). (2002). Mirror, Mirror, on the Wall: Women Writers Explore the Fairy Tales That Have Changed Their Lives. New York: Random House Children's Books.

Fairy tales are one of the most enduring forms of literature, their plots retold and characters re-imagined for centuries. In this elegant and thought-provoking collection of original essays, Kate Bernheimer brings together twenty-eight leading women writers to discuss how these stories helped shape their imaginations, their craft, and our culture. In poetic narratives, personal histories, and penetrating commentary, the assembled authors bare their soul and challenge received wisdom. Eclectic and wide-ranging, Mirror, Mirror on the Wall is essential reading for anyone who has ever been bewitched by the strange and fanciful realm of fairy tales.*

Birch, Carol L. (2000). The Whole Story Handbook: Using Imagery to Complete the Story Experience. Little Rock, AR: August House Publishers.

Reading a story silently is a private act; hearing one told aloud is a communal act. Like musical scores that come to life when played, stories take on an added dimension when shared aurally. Carol Birch--storyteller, children's librarian, and teacher--tackles the slippery topic of the difference between memorizing a written story and reciting it aloud, and telling it directly and engagingly to a group of listeners.

We all recognize the difference when we hear it. But how does one bridge it? The same way, Birch asserts, that we take home most prizes: you must be present to win. Meaning, the storyteller must know much, much more about the story than he or she tells. How can you communicate the fortunes of a character you don't know yourself? How can you convey a story whose setting you have not fully imagined?

In addition to her own infectious prose--bursting with the "attitude" she encourages her readers to embrace--Birch provides a series of guided imagery exercises. These prompts walk the reader through the nuts and bolts of learning--imagining--a story from the inside out in order to be fully present in its telling.

Birch, C. and Heckler, M.A. (ed). (1996). Who Says?: Essays on Pivotal Issues in Contemporary Storytelling (American Storytelling). Little Rock, AR: August House Publishers.

In the last two decades, the storytelling movement has gained momentum, both as an educational tool and an entertainment form. But the revival is so young that there is no common vocabulary for discussing it.

Contemporary storytelling has its roots in the oral and literary traditions. Performances are often judged according to the aesthetics of print, theater or music—even television and film.

What are the aesthetics of storytelling? These ten essays provide models to think with. They are written by anthropologists (Mathias Guenther), writers (Rafe Martin, Peninnah Schram, and Joseph Bruchac), folklorists (Barre Toelken, Kay Stone, and Joseph Sobol), performing artists (Bill Harley), and teachers and librarians (Heckler and Birch).

Provocative, challenging, and robust, these essays address critical issues in an increasingly potent movement.

Booker, C. (2004). The Seven Basic Plots: Why We Tell Stories. New York, N.Y.: Continuum.

From The Epic of Gilgamesh to Jaws and Schindler's List, Christopher Booker examines in detail the stories that underlie literature and the plots that are basic to story telling through the ages. In this magisterial work he examines the plots of films, opera libretti and the contemporary novel and short story. Underlying the stories he examines are Seven Basic Plots: rags to riches; the quest; voyage and return; the hero as monster; rebirth and so on. Booker shows that the images and stories serve a far deeper and more significant purpose in our lives than we have realized. In the definition of these basic plots, Booker shows us we are entering a realm in which the recognition of the plots proves only to be the gateway. We are in fact uncovering a kind of hidden universal language: a nucleus of situations and figures which are the very stuff from which stories are made.

With Booker's exploration, there is literally no story in the world which cannot be seen in a new light: we have come to the heart of what stories are about and why we tell them. Here, Christopher Booker moves on from some of the themes he outlined in his hugely bestselling book The Neophiliacs. Seven Basic Plots is unquestionably his most important book to date.

Brandell, J. R. (2000). Of Mice and Metaphors: Therapeutic Storytelling with Children. New York: Basic Books.

Storytelling comes naturally to children, and Jerrold Brandell makes it a reciprocal process when he re-visions their stories therapeutically and bounces them back as part of a dynamic storytelling "game." Getting down to cases early on, he models the engagement of a range of struggling youngsters and the reparative interpretation and reconstruction of their narratives. The result will enhance the repertoires of play therapists and child analysts alike.

Burns, G. W. (2001). 101 Healing Stories: Using Metaphors in Therapy. Hoboken, NJ: John Wiley & Sons.

Just as stories have the power to enrich our lives, shape the way we perceive and interact with the world, and reveal the wonders of the human spirit, so too can they play an important and potent role in therapy–helping people develop the skills to cope with and survive a myriad of life situations. 101 Healing Stories celebrates the rewards of using parables, fables, and metaphors in therapy as a nonthreatening means to help clients discuss problems and consider possible solutions.

George W. Burns examines the healing value of using metaphors in therapy and provides 101 inspirational story ideas that therapists can adapt to share with clients for effecting change. He explains how to tell stories that engage the client, how to make them metaphoric, and where to find sources for such tales. Burns also shows readers how to build stories from personal experiences or their own imagination to use in session, making this thoughtful book an especially creative therapeutic tool.*&st=*

Cabral, L. and Manduca, M. (1997). Len Cabral's Storytelling Book. New York: Neal-Schuman Publishers, Inc.

Using an easy-to-follow, step-by-step approach, acclaimed professional storyteller and consultant Len Cabral helps readers develop the basic knowledge and skills they need to tell stories with confidence. Chapters cover stories with participation, stories for the very young, humorous tales, "how and why" stories, multicultural folktales, and theme tales. Practical advice on telling tales is peppered among stories focusing on learning about and sharing in different cultures, races, family situations, and human values. Each story includes a "telling guide" (suggesting voices to use, when to pause, when to involve the listeners by asking a question, etc.), and a "teaching guide" offering advice on expanding the story into a discussion lesson. An additional section gives an overview of techniques and props, and answers questions most asked by teachers and librarians.

Cassady, M. (2003). Storytelling Step by Step. San Jose, CA: Resource Publications.

Whether you tell stories to a large audience or to your grandchildren, you have to know how to keep their attention. Any ol' story isn’t good enough. Is it a story you like telling? Does it interest your listeners? Does the story you’re telling match the purpose you have for telling it? Storytelling Step by Step is your storytelling handbook. It tells you how to choose a story, then learn and develop it. It explains how to adapt your voice for a particular audience, and takes an in-depth look at the use of voice, gesture and props for enhancing your storytelling. Plus you can put theory into practice right in this book. Using his own stories as examples, the author asks you to change the point of view, find the theme or adapt the stories as if you were going to tell them to your own audience. By the time you finish this book, you will have stories ready to tell!

Changar, J. and Harrison, A. (1992). Storytelling Activities Kit: Ready-To-Use Techniques. San Francisco: Benjamin-Cummings Publishing Company.

This unique resource provides a detailed teacher's manual with 2 45-minute audiocassettes presenting step-by-step techniques, lessons, and activities, plus 12 recorded stories to assist preK-2 teachers and librarians in telling stories and integrating storytelling into the basic curriculum. Also included are 12 additional stories based on early childhood themes, such as family and animals, the teacher or librarian can tell on his/her own plus recommended popular stories that are good candidates for storytelling.

Dailey, S. (1994). Tales As Tools: The Power of Story in the Classroom. Jonesborough, TN: National Storytelling Network.

In this collection of articles, tips, and case histories of storytelling in the classroom you will learn many valuable techniques. The material is organized by curriculum area so if you are interested in using stories to teach history, writing, reading, science, or math, you will quickly find material that will help.

Darian, S. (1999). Seven Times the Sun: Guiding Your Child Through the Rhythms of the Day. (2nd ed.) Spartanburg, SC: Gilead Press.

From Ingram:
A one-of-a-kind book--full of ideas, reflections, and practical advice offering a fresh view of daily life in the home and family. Weaving songs, stories, family rituals, and verses throughout, mother and educator Shea Darian shows how to bring joy to such daily events as mealtimes, going to bed, chores, naps, and playtime. A practical, creative, and much-needed resource for child-rearing in the '90s.

Davis, D. D. (1993). Telling Your Own Stories: For Family and Classroom Storytelling, Public Speaking, and Personal Journaling (American Storytelling). Little Rock, AR: August House Publishers.

Donald Davis is in such demand as a performer and teacher that librarians, teachers, and other storytellers literally wait years to book him on their schedules. Now he offers his workshop on story creation in handbook form for those who can't wait to hear him.

Telling Your Own Stories is designed for families, teachers, counselors—anyone who wants to inspire storytelling either in themselves or in others. Through a series of memory prompts, the user is led through the creation of plots, of place, and of characters.

Whether the goal is fiction or family history, whether the medium is oral performance or written story—the exercises in this book will guide the aspiring storyteller through a series of confidence-building steps. Features include a family lifespan chart, a story-form format, suggestions for memory recovery, and more than 50 “crisis prompts” to break through writer's—or teller's—block.

If you've ever thought that you had no stories to tell, or suspected you did but didn't know how to get started, this book is for you.

Denning, S. (2000). The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations. Boston: Butterworth-Heinemann.

The Springboard: How Storytelling Ignites Action in Knowledge-Era Organizations is the first book to teach storytelling as a powerful and formal discipline for organizational change and knowledge management. The book explains how organizations can use certain types of stories ("springboard" stories) to communicate new or envisioned strategies, structures, identities, goals, and values to employees, partners and even customers.

Dubrovin, V., Shupe, B. (illus.), and Dubrovin, D. (photo.) (1997). Storytelling Adventures: Stories Kids Can Tell. Masonville, CO: Storycraft Publishing.

This book shows young storytellers how to create their own props and use them to enhance their performances. Learn how to make glove puppets, a topsy-turvy doll, and a story pillow. Discover how a tiny cube can create magic in a story. Create stories with cookies. Develop drama with demonstrations. Project excitement with shadow puppets. Get storytelling tips on using props. Learn how to write and use a storytelling script. This book contains seven storytelling projects. Each project consists of a sample story, a craft to help tell the story, instructions for using the craft, and suggestions for expanding of adapting the story to make a new tale.

Foley, J. M. (Ed). (1998). Teaching Oral Traditions (Options for Teaching, 13). New York: Modern Language Association of America.

A collection of essays introducing generalists and specialists to the repertoire of pedagogical approaches to the world's past and present oral traditions, identifying key issues and practical applications. Surveys the nature and scope of oral traditions, describes the prominent critical approaches, presents 25 brief tutorials on commonly taught works and areas, and lists specific pedagogical examples and audiovisual resources. Annotation c. by Book News, Inc., Portland, Or.

Fujita, H. and Stallings, F. (ed). (1999). Stories to Play With: Kids' Tales Told With Puppets, Paper, Toys and Imagination. Little Rock, AR: August House Publishers.

School Library Journal:
A selection of simple stories and a variety of attention-getting techniques for storytellers who are just starting out. The tales, intended for young children, are mainly drawn from Japanese or American tradition, but there are also several that are original. Fujita and Stallings have stretched their imaginations in order to describe quick and easy-to-make props ranging from milk-carton puppets to origami creations to illustrated scrolls. As with many collections, some stories are more creative and imaginative than others. Instructions for some can be confusing and require rereading and practice because the story relies on magic and illusion rather than memorization. Illustrated models and directions are in pen and ink; there are also several black-and-white photographs of Fujita telling the stories. A Japanese pronunciation guide is also included. The list of sources simply indicates the country of origin. However, the detailed notes give helpful suggestions for performing as well as adapting techniques to other tales. All in all, a welcome source for storytime fillers that will fascinate any audience.-Blair Christolon, Prince William Public Library System, Manassas, VA. Copyright 2000 Cahners Business Information, Inc.

Fulford, R. (2001). The Triumph of Narrative: Storytelling in the Age of Mass Culture. Toronto: Anansi.

In The Triumph of Narrative, celebrated journalist and critic Robert Fulford explores narrative in all of its forms–from conversation, gossip, and urban legends to journalism, literature, film and television. Fulford vividly illustrates how storytelling formed the core of civilized life, how stories shape us as much as we shape stories, and why the human appetite for narrative persists.

Gould, J. (2005). Spinning Straw Into Gold: What Fairy Tales Reveal About Transformations in a Woman’s Life New York, N.Y.: Random.

From Booklist
The virginal princess, the ugly stepsister, the wicked witch: through timeless fairy tales and their contemporary adaptations in films and novels, such caricatures have become deeply embedded in the collective consciousness and have helped shape society's standards for feminine beauty and behavior. Assigning them real-life counterparts, Gould examines how such stereotypes influence a woman's life as she moves from maiden to matron to crone through a comprehensive analysis of these familiar storybook characters. If Snow White, Cinderella, and Sleeping Beauty represent a young girl's confrontation of parental authority and cultural expectations, then Rapunzel, Jane Eyre, and Scarlett O'Hara symbolize her coming-of-age, and the tales of Hansel and Gretel and Demeter and Persephone explore ways in which elderly women face their final years and eventual death. In an engaging and erudite analysis of how these metamorphoses have been informed by or reflected in our ancient myths and contemporary mores, Gould reevaluates the personas women adopt in real life and in literature. Carol Haggas
Copyright © American Library Association. All rights reserved

Hamilton, M., Weiss, M. and Campbell, A. (illus). (1997). Stories in My Pocket: Tales Kids Can Tell. Denver, CO: Fulcrum Publishing.

Includes thirty stories chiefly from folk literature, helpful tips for storytelling, and an overview for the adults involved in the activity.

Haase, D. (ed.) (2004).  Fairy Tales and Feminism: new approaches. Detroit, MI: Wayne State University Press.

Responding to thirty years of feminist fairy-tale scholarship, this book breaks new ground by rethinking important questions, advocating innovative approaches, and introducing woman-centered texts and traditions that have been ignored for too long.

Haven, K. (1999). Write Right!: Creative Writing Using Storytelling Techniques. Englewood, CO: Teacher Ideas Press.

Haven's breakthrough approach to creative writing uses storytelling techniques to enhance the creative writing process. This practical guide offers directions for 38 writing exercises that will show students how to create powerful and dynamic fiction. All the steps are included, from finding inspiration and creating believable characters to the final edit.

Jackson, M. (2002). The Politics of Storytelling: Violence, Transgression, and Intersubjectivity. Copenhagen, Denmark: Museum Tusculanum Press.

In 1998, Jackson (anthropology, U. of Copenhagen, Denmark) returned to his native New Zealand to work with third-world refugees, but found them anxious that their stories would be used to condemn them to the very discrimination, prejudice, and violence they had fled. He ended up examining the conditions under which stories are told or not told; the relationship between authorship, authority, and authorization; and the interplay between personal lifestories and collectively-shared narratives and myths. He draws on the concepts of Hannah Arendt. (

Johnstone, Keith. (1999). Impro for Storytellers. New York: Theatre Arts Books.

Impro for Storytellers is the follow-up to Keith Johnstone's classic Impro, one of the best-selling books ever published on improvisation. In this book, Johnstone takes a further decade of experience as a teacher and coach and explores how an individual's potential can be released in group settings.
"Be more boring!" he might yell to a student striving to be original. "Be more obvious!" he could advise a clever performer. These are unorthodox techniques, but ones that are part of the games that have made Johnstone's work uniquely effective in the theatre community. Beyond its strictly theatrical applications, Impro for Storytellers aims to take jealous and self-obsessed beginners and teach them to play games with good nature and to fail gracefully. If you've ever been clumsy and awkward, this book will improve your interpersonal skills and encourage a life-long study of human interaction.

Keen, S. and Valley-Fox, A. (1989). Your Mythic Journey: Finding Meaning in Your Life Through Writing and Storytelling. New York: J.P. Tarcher.

Personal myths shape who we become and what we believe--as individuals, families, and nations. This book offers readers the tools to detect the story line in their own lives and to write and tell it to others, opening up a hidden world of self-discovery and meaning. The numerous accessible exercise are followed by examples of personal stories and inspiring quotes to stimulate the journey to the center of one's purpose. (Copyright 1995-2003 Muze Inc. For personal non-commercial use only. All rights reserved.)

Kinghorn, H. R. and Pelton, M. H. (1991). Every Child a Storyteller : A Handbook of Ideas. Englewood, CO: Teacher Ideas Press.

Reach beyond the traditional show-and-tell approach for teaching oral language, creative imagination, visualization, sequential memory, and listening skills by incorporating storytelling into your curriculum. The authors show how to use a number of popular forms as bases for children's storytelling, including nursery rhymes, fables, how-and-why stories, tall tales, and folktales and fairy tales. Children learn how to use crafts, pictures, readers theatre, and flannel board materials as springboards to storytelling adventures. Numerous patterns are included for activities, and a bibliography of resources for use with storytelling rounds out the book. Grades 1-6.

Lipman, D. (1994). Storytelling Games: Creative Activities for Language, Communication, and Composition Across the Curriculum. Westport, CT: Greenwood Publishing Group, Inc. (Oryx Press).

Of course you want to help students master communication, learn about language, and practice thinking skills--but with storytelling games? Yes you can, and easily, with the expert guidance of professional storyteller and educator Doug Lipman. You will also discover that storytelling games are a fun and exciting way to explore places, periods, and peoples, and even to practice math and science. The author provides step-by-step methods for adapting and using the story games to meet the needs of specific groups. He explains how to teach each game, control your group without decreasing energy, and even how to get reluctant players to contribute.

Littleton, C. S. (ed). (2002). Mythology: The Illustrated Anthology of World Myth and Storytelling. San Diego, CA: Advantage Publishers Group (Thunder Bay Press).

Myths are the timeless expression of the imagination born out of the need to make sense of the universe. Moving across the centuries, they resonate with our deepest feelings about the fragility and grandeur of existence. Mythology is a comprehensive, richly illustrated survey of the mythic imagination in all its forms around the world, from the odysseys, quests and battles of ancient Greece and Rome to the living beliefs of indigenous cultures in the Americas, Africa and Oceania. Looking at each major myth-making culture in turn, this book retells some of the most significant and captivating stories in a lively, contemporary style. Generously illustrated with more than 700 color photographs, Mythology brings you the vibrant stories that echo time and again in our lives.

MacDonald, M.R. (1993). The Storyteller's Start-Up Book: Finding, Learning, Performing, and Using Folktales. Little Rock, AR: August House Publishers.

For those who want to begin storytelling but don't know where to start, The Storyteller's Start-Up Book offers everything one could ask for. Margaret Read MacDonald, a folklorist and children's librarian who is also a touring storyteller, offers basic start-up information on finding stories, looking at them critically, starting a "story bank," networking with other storytellers, and creating a storytelling event. In chapters on learning and performing folktales, MacDonald offers the reader suggestions for finding his or her own performance style.

MacDonald, M.R., Cox, A.M. (ed.) and Albert, D.H. (ed.). (2003). The Healing Heart: Communities: Storytelling to Build Strong and Healthy Communities (Families, 2). Gabriola Island, BC, Canada: New Society Publishers.

The Healing Heart provides powerful examples of the use of stories and storytelling in encouraging resiliency, empathy, respect, and healing. These engaging books contain stories, and narratives about the use of the stories in activities with different populations (children, teens, those with disabilities, seniors, inmates, etc.) or which address specific social or community problems (addictions, poverty, violence, racism, environmental degra-dation, homelessness, abuse).

The books are a collective effort containing the expertise of more than 60 storytellers and health professionals who illustrate the power of story in moving others to commitment and action, in building self-esteem and mutual respect.

The Healing Heart ~ Families focuses on families, dealing specifically with healing through story, health promotion, disease prevention, early childhood intervention, children with medical problems, adopting families, schools, sexual identities, grief, and spiritual healing. The Healing Heart ~ Communities focuses on community-building, with sections on youth, violence prevention, poverty, domestic violence, substance abuse and addiction, racism, elders, culture, environmental protection, homelessness, and community development.

Maguire, J. and Gottlieb, D. (illus). (1992). Creative Storytelling: Choosing, Inventing, & Sharing Tales for Children. Cambridge, MA: Yellow Moon Press.

Quite simply, Creative Storytelling is one of the best and most comprehensive books on telling stories. This newly expanded, beautifully illustrated, step-by-step guide tells readers about sources and types of stories; how to gear stories toward children of different ages and interests; techniques for remembering and adapting stories; and how to use personal experiences to create new stories. One chapter takes a story through the complete storytelling process, with specific tips on tone, pacing, and atmosphere. A special section examines how storytelling leads to a wide range of other creative activities. This edition also features a new section on storytelling and environmentalism, with information on creating stories that foster environmental awareness.

Mellon, N. (1998). The Art of Storytelling. United Kingdom: Harper Collins.

A classic in the growing field of storytelling as a healing art, this unique book inspires a deep sense of mission and commitment to creativity. It shows how people of all ages can positively transform fears, doubts, and challenging situations of all kinds, even the most dire, through engaging imagination and the spoken and written word. Through story-making and story-telling examples and exercises, Nancy Mellon teaches us how to connect with and experience directly the healing wisdom within ourselves and our daily lives.

In this step-by-step guide, Nancy Mellon outlines the essential energies in every good story and teaches how to use visualization and imagination to evoke them. The novice storyteller will learn how to create a magical atmosphere for the telling of tales, how to use movement and direction within a story, how to set a "storyscape," and how to use the rhythm of voice and speech. The reader will also discover the most subtle ingredients of storytelling, including moods, seasons, and the symbolism of magical words, objects, and weapons which represent the external and archetypal forces in our world.

Countless teachers, community leaders, parents, therapists writers and other professionals and students in many fields have carried this inspirational book with them, dog-eared and worn, in rucksacks and purses. It has found its way into libraries, homes and schools around the globe, as a powerful antidote to today's solitary world of electronic communication. Opened to any page, it will awaken the subtle ingredient of storytelling slumbering within us that enlivens speech, heart, and the exquisite powers of healthy imagination.

Miller, T., Livo N. and Pellowski, A. (editors). (1988). Joining in: An Anthology of Audience Participation Stories and How to Tell Them. Somerville, MA: Yellow Moon Press.

Now in its fifth printing, this anthology features stories by Heather Forest, Doug Lipman, Norma Livo, Anne Pellowski, Diane Wolkstein, Bill Harley, and 12 more tellers. The stories are from African, Indian, Native American, and other cultures; some are original. Each of the 18 stories includes notes by the contributor on how to encourage the audience to participate in the telling of the story. The first in our series, this anthology provides a wealth of information on storytelling and audience participation techniques.

Moore, R. (1999). Creating a Family Storytelling Tradition: Awakening the Hidden Storyteller. Little Rock, AR: August House Publishers.

Growing up in a family that was blessed with "the gift of gab," Robin Moore learned early about the magic of the spoken word and the simple joy of telling stories. The family's stories weren't meant to teach a lesson or prove a point--they were just pure pleasure.

Creating a Family Storytelling Tradition focuses on telling stories at home with the family. Moore guides the reader through a series of "voyages" that help assemble a storyteller's tool kit from inner (memory, imagination, and visualization) and outer (voice, gesture, and movement) tools.

These voyages, which are possible for everyone, are journeys in the imagination, and can be told to the listener just as stories shared after geographical journeys. Moore emphasizes locating, selecting, and preparing story sources.

Niemi, L. and Ellis, E. (2001). Inviting the Wolf in: Thinking About the Difficult Story. Little Rock, AR: August House Publishers.

A difficult story is any story whose content makes it challenging to tell or difficult to hear. Told for the wrong reasons, it can be as painful for the listener as for the teller. But we know from literature and media from Sophie's Choice to The Sixth Sense, told properly, a difficult story can powerfully alter not only he who tells it, but those who hear it.

How can we tell the stories of wickedness and loss, sorrow and grief? What stories are we not telling, and why not? How do we respectfully engage our audience and get to the core of a story's meaning? How can we learn from our troubles and share them in a way that helps others learn and grow?

Niemi and Ellis begin with the assumption that it is essential and beneficial to tell difficult stories. Stopping our ears or stilling our tongues will not make tragedy go away; rather, the first step in ending suffering is to name it for what it is.

Inviting the Wolf In has three essential elements: a general discussion about the value and necessity of telling difficult stories; a “how-to” section that leads readers through the process of creating and shaping difficult stories; and sample stories authored by Niemi, Ellis, and others who expound on the choices they made in shaping them.

For storytellers, ministers, therapists, social workers, human service professionals, lawyers and teachers—indeed, all readers who deal with those in crisis and confusion.

Norfolk, B. and Norfolk, S. (1999). The Moral of the Story: Folktales for Character Development. Little Rock, AR: August House Publishers.

Throughout history, traditional cultures have recognized the role of storytelling in teaching values to children. Yet existing curricula indicates most educators have not fully capitalized on the connection between storytelling, folktales, and character education.

The Moral of the Story provides a user-friendly, hands-on approach to using storytelling and folktales in character education. In addition to providing a rationale for this approach, the Norfolks include twelve stories that are fun, time- and audience-tested, and accessible to a wide range of listeners, from preschool to high school.

Each tale is followed by suggested activities or informal lesson plans for extending and enhancing the character education experience. Extensive bibliographies lead the reader to additional sources of folktales suitable for such curricula.

The Moral of the Story shows that, through the use of folktales and storytelling, character education can be fun, enjoyable, and non-didactic–and remarkably effective.

Owen, N. and DeLozier, J. (2001). The Magic of Metaphor. Norwalk, CT: Crown House Publishing.

The Magic of Metaphor presents a collection of stories designed to engage, inspire and transform the listener and the reader. Some of the stories motivate, some are spiritual, and some provide strategies for excellence. All promote positive feelings, encouraging confidence, direction and vision. The stories contained in The Magic of Metaphor focus on values, responsibility, and leadership in all its forms. Specially selected to promote change in people's ideas, attitudes, beliefs, visions and behaviours they act as reframes, challenging and disturbing our existing frames of reference, recharting our accustomed maps of the world, and shifting us away from our limited thinking towards new learning and discovery through the use of effective metaphor. Containing sixteen suggestions (or tips) for effective story telling, advice on organisation, style and story telling skills, and a selection of stories that can be adapted and developed, The Magic of Metaphor is an inspirational sourcebook for counsellors, health workers, psychologists, professional speakers, managers, leaders and NLP practitioners, as well as for teachers, trainers, therapists. Providing tools that assist people in making beneficial changes in their lives, the stories contained in this book will bring pleasure and power to all those that listen to or read them.

Paradiz, V. (2005). Clever Maids: The Secret History of the Grimm Fairy Tales. New York, N.Y.: Basic.Books.

The famous fairy tales of the Brothers Grimm - stories like Snow White, Red Riding Hood, and Rumplestiltskin - are know to millions of people around the world and are deeply embedded in the collective psyche. In this charming account, writer and scholar Valerie Paradiz reveals the true story of how the fairy tales came to be. Jacob and Wilhelm Grimm, collectors and editors of more than 200 folk stories, were major German intellects of the nineteenth century, contemporaries of Goethe and Schiller. But as Paradiz reveals here, the romantic image of the two brothers traveling the countryside, transcribing tales told to them by peasants, is a far cry from the truth. In fact, more than half the fairy tales the Grimm brothers collected were actually contributed by their educated female friends from the bourgeois and aristocratic classes. While German folkloric scholars-all of them male-fancied themselves the keepers of the cultural flame, it was a handful of women who ensured that millions would know the stories of Sleeping Beauty and Cinderella by heart. Set against the backdrop of the chaotic Napoleonic wars and the years of high German romanticism, Clever Maids chronicles one of the most fascinating literary collaborations in European history and brilliantly captures the intellectual spirit of the men and women of the age. Even more, it illuminates the ways in which the Grimm tales, with their mythic portrayals of courage, sacrifice, and betrayal, still speak so powerfully to us today.

Pellowski, A. (1991). The World of Storytelling: A Practical Guide to the Origins, Development, and Applications of Storytelling. New York: H. W. Wilson.

Both a practical guide and a background reference for those who want to tell stories to children in libraries or schools. Reviews the practice of the art in many lands and historical periods. Most traditions are referred to in the past tense. Pellowski, who worked with UNICEF before becoming a storytelling consultant, also considers style, format, musical and pictorial aids, and the training of storytellers. (

Rodari, G., Kohl, H. and Zipes, J. (translator). (2000). The Grammar of Fantasy: An Introduction to the Art of Inventing Stories. New York: Teachers & Writers.

A classic Italian work on fantasy & folktales.

Roney, R. C. (2001). The Story Performance Handbook. Mahwah, N.J.: L. Erlbaum Associates.

The audience for this practical guide is not aspiring professional storytellers, but teachers, librarians, parents, or clergy members who wish to grow in competence and confidence. The lessons progress from reading aloud (picture books, chapter books, and poetry) to storytelling (with and without props) to story performance programs. The text includes analyses and selection criteria of picture books, chapter books, and stories to read or to tell; the necessity for careful preparation; and guidelines to develop original story ideas into personal tales. The writing is clear and the author supplies numerous well-selected examples that are easy to follow. The text is appropriate for college classrooms and for workshops, yet the principles are suitable for teaching children and young adults. Roney's techniques and tips for success will lead beginners in reading aloud or in telling toward greater skill.-Judy Sokoll, Florida Storytelling Association, Naples. (Copyright 2001 School Library Journal, Cahners Business Information, Inc.)

Rooks, D. (2001). Spinning Gold out of Straw: How Stories Heal. St. Augustine, FL: Salt Run Press.

Spinning Gold out of Straw: How Stories Heal is a candid, honest look at the journey back to wholeness following the loss of a child. A master storyteller, Diane Rooks found healing in the stories she heard and told. Pulling from extensive interviews and research, combined with her own rich insights, she reveals how stories can repair even the most shattered lives. Filled with stories from folklore and personal experiences, this book clearly illustrates how to find a life of growth and meaning on the other side of significant loss.

Salans, M. (2004). Storytelling With Children in Crisis: Take Just One Star - How Impoverished Children Heal Through Stories. London: Jessica Kingsley Publishers.

Describing her therapy sessions as they happened, Molly Salans puts the children in the context of their lives and recounts her sessions, the folk and fairy stories she told and the ones they developed themselves. In doing so, she shows how storytelling and listening, thinking about characters in the stories and talking about alternative endings inspires the imagination, compassion and way of thinking needed to cope with such emotionally difficult lives.

Schimmel, N. (1992). Just Enough to Make a Story: A Sourcebook for Storytelling (3rd ed). CA: Sisters' Choice Press.

For parents, teachers, librarians, group leaders, and people who just like to tell stories, this is a first rate introduction to the art, based on Schimmel's years of professional storytelling and teaching...Just Enough To Make A Story contains an amazing amount of useful material.

Seeger, P. (2000). Pete Seeger's Storytelling Book. New York: Harcourt.

Pete Seeger brings more than fifty years of performing folksongs to the art of storytelling in this unique collection of tales, ideas, and music. He and Paul Jacobs have put together fresh versions of familiar tales; stories based on songs, family histories, and America's past; as well as entirely new tales created just for this book. Each section describes the origins of the stories and there are suggestions for retelling and personalizing the tales to turn them into family favorites for bedtime or family time. And in keeping with the theme that a story never really ends-in fact gets better and better each time it is told-the book concludes with some beginnings, story openers to get you going on the path to creating your own storytelling tradition.

Sierra, J. and Kaminski, R. (1991). Multicultural Folktales: Stories to Tell Young Children. Westport, CT: Greenwood Publishing Group, Inc. Oryx Press (Oryx Press).

Take your students on thrilling journeys around the world through the magic and enjoyment of language and literature. Renowned authors and storytellers Judy Sierra and Robert Kaminski have collected 25 folktales representing the peoples and cultures of North America (including Hispanic and African American stories), Europe, Asia, Latin America, and Africa. The authors share their years of storytelling experience and techniques and recommend other helpful publications for additional information and suggestions. These distinguished and popular authors have also included full-sized traceable figures for you to use in creating flannel board characters and puppets!

Sima, J. and Cordi, K.. (2003). Raising Voices: Youth Storytelling Groups and Troupes. Westport, CT: Greenwood Publishing Group.

Anyone who wants to start a youth storytelling group or troupe will find a wealth of practical information and inspiration in this guide. Written by two veteran storytellers and storytelling group leaders, this book takes you step by step through the entire process of planning, starting, managing, and growing your storytelling group-even up through taking the show on the road. Complete instructions for teaching storytelling skills and performing are accompanied by dozens of reproducible activities and practical tips-from how to recruit members and how to adapt stories for telling to what to wear when performing, and fundraising ideas. Storytelling is a powerful teaching and learning tool. It increases literacy and language skills, builds creativity and imagination, instills confidence, encourages cooperation and collaboration-and it's great fun for everyone! Share the gift of storytelling with young people and watch them grow. Grades 4-12.

Simmons, A. (2002). The Story Factor: Inspiration, Influence, and Persuasion Through the Art of Storytelling. New York: Perseus Publishing.

Simmons reminds us that the oldest tool of influence is also the most powerful. She illustrates how a story can be used to persuade, motivate, and inspire in ways that cold facts, bullet points, and directives can't. This book will guide and inspire you to become a more effective communicator.

Sobol, J. (1999). The Storytellers' Journey: An American Revival. Chicago: University of Illinois Press (Pro Ref).

From Library Journal:
The first storytelling festival in this country took place in Jonesborough, TN, in 1973, establishing it as the "capital of the storytelling world." Sobol presents a detailed, scholarly yet readable examination of the movement-from the vision and drive of Jimmy Neil Smith and a handful of fledgling tellers to the present. Dozens of interviews with storytellers give an intimate look at the personalities and issues-cohesive and/or divisive-that challenge the growing and changing National Storytelling Association. Students of culture, folklore, anthropology, and mythology will find an in-depth study of this aspect of American folk culture and performing arts. A useful addition to public library collections, and a must for storytellers. Judy Sokoll, formerly at Fairfax County Public Library, VA. Copyright 1999 Reed Business Information, Inc.

Stotter, R. (1996). About Story: Writings on Stories and Storytelling. Stinson Beach, CA: Stotter Press.

About Story contains a collection of articles by folklorist and storyteller, Ruth Stotter. The articles cover a myriad of topics including helping children to become storytellers, Coyote in American Indian folktales, storytelling as an interdisciplinary study. The 1996 revised edition includes an additional article: Truth and Lies: Manipulation of the Truth in oral Narratives (1996).

Stotter, R. (2002). More About Story: Writings on Stories and Storytelling 1995-2001. Stinson Beach, CA: Stotter Press.

This book is a sequel to About Story: Writings on Stories and Storytelling 1980-1994. Filled with information about the value of storytelling and story analysis it is especially recommended for storytelling classroom and workshop instructors.

Torrence, J., Bradford, P. (ed) and Pateman, M. (photo). (1998). Jackie Tales: The Magic of Creating Stories and the Art of Telling Them. Little Rock, AR: August House Publishers.

School Library Journal:
Seeing Jackie Torrence perform in person, watching her on video, and just listening to her storytelling tapes are unique and pleasurable experiences. With her warm voice, her eloquent gestures, and her animated facial expressions, she truly brings a story to life. Jackie Tales is an attempt to transfer that vibrancy to the printed page. A selection of 16 jump tales, Jack tales, Br'er tales, family tales, and scary tales are presented. No source notes are provided, other than the occasional "this is a...Jump Tale from England" or "this is an old slave story that my grandpa told me." According to the forward, "stories are typographically phrased to match [Torrence's] speaking rhythms," but whether or not writing "Wheeeeeeere's myyyyyyyyyyyyyy diamond ring?" or "OoooommmOOOoooommaaHAAaaaaaaa" actually provides a clue as to how these words are to sound when spoken is doubtful and the technique becomes more annoying than helpful. Stage directions are provided, but in many cases are puzzling. The book is replete with dozens of black-and-white photographs of Torrence with myriad facial expressions, but they all have stark backgrounds that put her face partially in shadow. A few autobiographical anecdotes provide insight into both the stories and the woman herself. Novice storytellers would do better to spend their time and money on one of Torrence's tapes instead of this book, which fails to instruct or inspire. Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ

Van Schuyver, J. (1993). Storytelling Made Easy with Puppets. Westport, CT: Greenwood Publishing Group, Inc. (Oryx Press).

Want to use puppets in storytelling but think you lack the confidence or talent? Then this is the book for you! Jan VanSchuyver explains how you can enliven storytelling and book sharing without fancy productions or complicated puppets. Her "hands-in" approach includes scripts and ideas for group activities accompanied by tried and true techniques for creating and using puppets to introduce books, lead songs, and tell stories. Problems with and solutions to working with children, whose reactions are often unpredictable, are an integral part of this resource.

Walsh, J. (2003). The Art of Storytelling: Easy Steps to Presenting an Unforgettable Story. Chicago: Moody Press.

Whether speaking in front of a small gathering or a large congregation, public speaking strikes fear into the heart of the bravest person. Plagued by stuttering and resultant school problems, John Walsh still found himself called to be a preacher. He has written The Art of Storytelling to encourage and teach anyone with a fear of public speaking how to speak successfully, confidently, and compellingly. Especially relevant for anyone preparing any form of weekly Bible teaching.

Wolkstein, D. (1997). The Magic Orange Tree: and Other Haitian Folktales. New York: Schocken Books.

A collection of Haitian folktales for readers of all ages.

Wright, A. (1997). Creating Stories With Children. New York: Oxford University Press.

A wealth of imaginative ideas and resources for helping children to create their own stories, books, and plays while they become confident in their ability to speak and write in English.

Wright, A. and Maley, A. (1995). Storytelling With Children. New York: Oxford University Press.

This series gives the teacher a guide to the practice of key aspects of language teaching and considers some of the underlying concepts. In each book an introduction presenting important current issues in a key area is followed by examples and discussion of actual classroom materials and techniques. Stories motivate children to listen and learn, and help them to become aware of the sound and feel of English. This book contains a selection of ready-to-tell stories, with activities that can be used with any story.

Zipes, J. (1985). Fairy Tales and the Art of Subversion: The Classical Genre for Children and the Process of Civilization. New York: Routledge.

Jack Zipes develops a social history of the fairy tale and shows how educated writers purposefully appropriated the oral folk tale in the eighteenth century and made it into a discourse about mores, values, and manners.

Zipes, J. (1989). Don't Bet on the Prince: Contemporary Feminist Fairy Tales in North America and England. New York: Routledge.

This book contains an anthology of feminist fairy tales & critical essays which demonstrate how recent writers have changed the aesthetic constructs & social context of fairy tales in order to reflect changes in the roles of sex & gender.

Zipes, J. (ed). (1989). Victorian Fairy Tales: The Revolt of the Fairies and Elves. New York: Routledge.

This is an irresistible and unique anthology of fairy tales written by some of the most notable writers of the Victorian period, including Charles Dickens, Lewis Carroll, Oscar Wilde, Rudyard Kipling and Edith Nesbitt.

Zipes, J. (ed). (1993). The Trials & Tribulations of Little Red Riding Hood. New York: Routledge.

Jack Zipes presents the many faces of Little Red Riding Hood. Bringing together 35 of the best versions of the tale, from the Brothers Grimm to Anne Sexton, Zipes uses the tales to explore questions of Western culture, sexism and politics.

Zipes, J. D. (1995). Creative Storytelling: Building Community Changing Lives. New York: Routledge.

Jack Zipes has reinvigorated storytelling as a successful and engaging tool for teachers and professional storytellers. Encouraging storytellers, librarians, and schoolteachers to be active in this magical process, Zipes proposes an interactive storytelling that creates and strengthens a sense of community for students, teachers and parents while extolling storytelling as animation, subversion, and self-discovery.

Zipes, J. (1997). Happily Ever After: Fairy Tales, Children, and the Culture Industry. New York: Routledge.

In Happily Ever After, Jack Zipes addresses his ongoing concern with the socialization of children, the impact of the fairy tale on children and adults, and the future development of the fairy tale as film. As a result of analyzing the historical trajectory of storytelling and the literary fairy tale, the essays in Happily Ever After move from the sixteenth century to the present, between different cultures and societies, and from specific analyses to general syntheses. Zipes demonstrates how Straparola's 16th-century Puss in Boots tale is related to Disney's 1922 film version. He examines the narrative structure of Hansel and Gretel as a rationalization for child abuse, tracing the same theme in Collad's novel Pinocchio and its Disney film version. He concludes by examining how we have come full circle from the early oral tradition in light of the rise of storytelling throughout the world. Underscoring all these essays is the question that all fairy tales raise: what does it take to bring about happiness? Is happiness only to be found in fairy tales?

Zipes, J. (1998). When Dreams Came True: Classical Fairy Tales and Their Tradition. New York: Routledge.

For centuries fairy tales have been a powerful mode of passing cultural values onto our children, and for many these stories delight and haunt us from cradle to grave. But how have these stories become so powerful and why? Until now we have lacked a social history of the fairy tale to frame our understanding of the role it plays in our lives. With the publication of When Dreams Came True, Jack Zipes fills this gap and shifts his focus to the social and historical roots of the classical tales. With coverage of the most significant writers and their works in Europe and North America from the sixteenth century to the beginning of the twentieth century, When Dreams Came True is another important contribution by the master of fairy tales. From the French Charles Perrault to the American L. Frank Baum and the German Hermann Hesse, Zipes explores the way in which particular authors used the genre of the fairy tale to articulate their personal desires, political views and aesthetic preferences in their particular social context. At the core of this magical tour through the history of the fairy tale is Zipes' desire to elucidate the role that the fairy tale has assumed in the civilizing process--the way it imparts values, norms and aesthetic taste to children and adults. His journey takes us to the familiar and the exotic in the great classical tales by Perrault, the Brothers Grimm, and Hans Christian Andersen and in such fascinating works as Pinocchio, The Thousand and One Nights, The Happy Prince and The Wonderful Wizard of Oz. Throughout, Zipes reveals the historical dimensions of the tales and demonstrates their continuing relevance in our lives today.

Zipes, J. (2000). Sticks and Stones: The Troublesome Success of Children's Literature from Slovenly Peter to Harry Potter.  New York: Routledge.

Sticks and Stones argues that despite common American assumptions about children's books, our investment in children is paradoxically curtailing their freedom and creativity.

Zipes, J. (2002). Breaking the Magic Spell: Radical Theories of Folk and Fairy Tales. Lexington, KY: University Press of Kentucky.

Breaking the Magic Spell, first published in 1979, is considered a landmark of the field, and this revised, expanded, and updated edition will be invaluable to scholars and students.

Folk and fairy tales pervade the everyday world to such a degree that we are sometimes unaware of their enormous influence on our behavior. In seven essays collected in Breaking the Magic Spell, Zipes discusses historically and critically the evolution of folk tales as fairy tales, their influence on popular beliefs, the politics behind them, and the way they are used in mass media culture today. Zipes looks at how a wide range of authors, including the Brothers Grimm, Perrault, the German romantics, Hans Christian Andersen, Wilde, and Tolkien, used fairy tales as he assesses their enduring importance.

Zipes, J. and Rock, J. (illus). (2003). Beautiful Angiola: The Great Treasury of Sicilian Folk and Fairy Tales Collected by Laura Gonzenbach. New York: Routledge.

In one of the most startling literary discoveries of recent years, Jack Zipes has uncovered this neglected treasure trove of Sicilian folk and fairy tales. Like the Grimm brothers before her, Laura Gonzenbach, a talented Swiss-German born in Sicily, set out to gather up the tales told and retold among the peasants. Gonzenbach collected wonderful stories - some on subjects that readers will know from the Grimms or Perrault, some entirely new - and published them in German. Her early death and the destruction of her papers in the Messina earthquake of 1908 only add to the mystery behind her achievement.

Beautiful Angiola, a nineteenth-century collection of stories in the great tradition of fairy and folk tales now translated into English for the first time, is certain to become an instant classic. Gonzenbach delights us with heroines and princes, sorcery and surprise, the deeds of the brave and the treacherous, and the magic of the true storyteller. The Green Bird, The Humiliated Princess, Sorfarina, The Magic Cane, the Golden Donkey, and the Little Stick that Hits are titles destined to become new favorites for readers everywhere. Yet while the stories enchant us, the wry taglines with which they often end ("And so they remained rich and consoled, while we keep sitting here and are getting old") gently bring us back to earth.