Storytelling as an Educational Tool for Identity Development in Youth Literacy Programs

Article Summary
This article examines storytelling as an instructional strategy for supporting identity development within youth literacy programs. The study explores how narrative-centered literacy practices enable students to connect writing development with personal expression and cultural experience. Using a practitioner-based qualitative approach informed by observations in youth literacy workshops, classroom storytelling activities, and community writing programs, the analysis considers how guided narrative prompts, reflective writing exercises, and collaborative sharing practices influence learner engagement. The discussion is framed through scholarship in narrative theory, culturally relevant pedagogy, and social-emotional learning, highlighting the role of storytelling in creating inclusive literacy environments that validate student voice and lived experience. The findings suggest that storytelling-centered instruction can strengthen writing development while supporting self-awareness, confidence, and belonging among young learners. The article contributes to educational practice by outlining how narrative-based pedagogy may enhance literacy instruction in youth-focused learning contexts.

Publisher’s Note
This work is published by the Catholic Open University – Research & Study Center as part of its Research and Publishing Program. All published materials undergo editorial review to ensure academic integrity, originality, and compliance with ethical research and publishing standards. Each publication is assigned a persistent digital identifier (DOI) to support long-term accessibility, citation, and global scholarly dissemination.

Availability

Official article page:
https://www.catholicopenuniversity.org/articles/storytelling-youth-identity

Catholic Open University Digital Library:
https://www.catholicopenuniversity.org/publications