1
Storytelling and Young Adults: An
Overview of Contemporary Practices
Sujin Huggins
The importance of storytelling for younger children is a widely accepted con-
cept and a staple of school and public library programming in most, if not all,
children’s departments and libraries. Much has also been written about the
use of storytelling in the classroom and its benefits to literacy development
and the sharing of cultural experiences.1 However, when the focus is shifted
to young adults, the mandate and benefits are less specific. Adolescents are
perceived as a more tenuous and elusive group with whom there is some-
times a general degree of uncertainty as to what truly constitutes best prac-
tice. As a result, the trend is to move away from the practices of childhood
and to ensure that exposure to technology in all of its manifestations, as well
as an emphasis on skill-building activities, tend to be at the forefront of ser
vices and programming. However, as is the theme throughout this book,
storytelling remains a beneficial staple in the repertoire of activities. The
chapter examines the extent to which that is acknowledged and incorporated
into practice.
Gail de Vos, in her book, Storytelling for Young Adults: A Guide to Tales
for Teens, identifies 13 reasons why young adults need and listen to stories.
The reasons cited included emotional responses (“individual contempla-
tion,” “the creation of bonds,” “encourages emotional release), psychologi-
cal advantages (“aids in the search for identity,” “aids in developing value
systems”), and intellectual development (“aids in the developing the imagi-
nation, listening skills, language skills, and discrimination/critical think-
ing”), as well as sociocultural awareness (“establishing a sense of belonging”
and “preserving traditions and cultures”).2 As it appears, the International
