Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract
In today's society, working models and participation in community life require a more careful interpretation and a reconsideration of the methods of using personal, relational and group skills. In the School, in addition to disciplinary knowledge, it is necessary to give students the skills to manage complexity, uncertainty and less predictability (Callari, 2003; Ceruti, 2009, 2014, 2018). Furthermore, the diffusion of technologies, which widens the possibilities of the mind (Clark, 2003), opens to transformations already underway in the government of action (Ciappei & Cinque, 2014). The demand to master Soft Skills emerges more and more in the labor market; workers are required to possess skills such as creativity, dialogue, storytelling and collaboration. It is evident, therefore, that the relationship between learning, knowledge and skills, the purpose of basic training, and educational planning is called to identify educational activities that place Soft Skills at the center of attention and how they can be acquired. One of the innovative teaching methods that can help them mature is Digital Storytelling (DST). This, thanks to its procedural and methodological characteristics, can help students observe and develop Soft Skills to be used in the world of work. In this contribution the results of a didactic experience conducted in a primary school of Calabria are presented, to detect some Soft Skills through the DST methodology.
