CREATING A STORYTELLING CULTURE We suggest these storytelling activities be held, where possible, in com-fortable venues with space to break into small groups. The activities we describe are not presented in any order nor are they sacrosanct. It is up to educators and students to decide which activities to use and how to adapt them to meet specific learning needs. We do suggest, however, that educators attend to confidentiality matters with students and ensure that appropriate support is
provided. For detailed accounts of how we manage these aspects when using formalised storytelling processes, we direct readers to Chapters 8 and 9. In Chapter 10 we address ethical dilemmas from a general perspective. Storytellers may wish to familiarise themselves with this content prior to using the activities outlined in this chapter.