Narratives are a complex and vast form, thereby rendering this resource only one limited framework within which to begin learning about narratives. That is why we would suggest the following links, resources and information for one's own pursuance and to add depth to one's understanding of learner narratives.

Online Video Links:

Digital Story from the Experiment in Mongolia

Literacy, ELL, and Digital Storytelling: 21st Century Learning in Action, Life Academy, Oakland

Nick Grasso's Digital Story from Experiment in Chile

Interview with Lost In Translation author Eva Hoffman

Digital Storytelling Toronto-
An interactive space where people upload and share their digital stories.

An example from this website, one woman's story about moving to Toronto (and within Toronto)

Multiliteracy Project:

ELL Students Speak for Themselves: Identity Texts and Literacy Engagement in Multilingual Classrooms

Print Resources to use as a class:

Translation: Bilingual Writers on Identity and Creativity- Isabelle De Courtivron

Cooper's Lesson- Sun Yung Shin Mung-Mung! (Multilingual Edition) - Linda Sue Park

From Far Away- Robert Munsch

The Name Jar - Xangsook Choi

Homer for the Holidays: The Further Adventures of WIlson the Pug- Wilson the Pug with Nancy Levine
(Often it is difficult for learners who are refugees to talk about their stories, however using a family pet (could be a fictional pet) or an inanimate object takes the pressure off the learner and puts the feelings that they may not be ready to express onto the animal or object thus alleviating some of the pressure the learner may feel)

I Hate English! - Ellen Levine


Let's Talk About Race- Julius Lester
(This book is written from an American perspective and discusses American notions about race that are not representative of Canadian ones)

Note to teachers:
When selecting books for your class, remember that all sources can be good learning materials if they are contextualized and used critically. The source of the country where the book was written will give different perspectives on topics that may or may not be representative of those occurring in the places the students are currently living, or perhaps clash with previous beliefs and practices. There is the issue of political reception to many topics that differs from country to country. Race is viewed differently in the United States than it is elsewhere; likewise the concept of multiculturalism that Canada supports officially isn't always de facto; these are things that learners should be made aware of.
We've added books geared toward younger learners as we hadn't really incorporated them into our narrative resource and thought that books would be a good way to bridge the gap. In addition they are not limited for the use in primary schools, because secondary level students can learn complex topics through children's books and can even use them as examples to create their own. The possibilities are endless.

Academic Online Reading Links have ben embedded throughout this resource but we've added a few more here.

Learners' Lives: A Narrative Analysis
Heather J. Richmond
The Qualitative Report, Volume 7, Number 3 September, 2002

Culture, Curriculum, and Identity in Education H. Richard Milner (Ed.) (2010). NY: Palgrave Macmillan.