Storytelling has long been a fundamental mode of transmitting knowledge, values, and cultural memory within communities. In the field of folklore studies, storytelling functions not only as a cultural practice but also as an important pedagogical method. Through narratives, myths, legends, folktales, and personal experiences, communities communicate their social norms, historical consciousness, and collective wisdom. In the context of folklore scholarship, storytelling as a pedagogical method reflects the dynamic interaction between canon formation, multimedial expression, interdisciplinary perspectives, and social epistemology. It provides an experiential and participatory mode of learning in which knowledge is not merely transmitted but actively constructed and interpreted by both the storyteller and the audience. Within folklore studies, storytelling operates as a bridge between tradition and pedagogy. Traditionally, folklore was preserved and transmitted orally through generations. Elders narrated stories to younger members of the community, teaching them about moral values, social behavior, cultural identity, and survival strategies. This informal educational system demonstrates how storytelling functioned as a natural pedagogical tool long before formal educational institutions emerged. Through repetition, performance, and participation, listeners internalized cultural knowledge embedded within the narrative structure. In the classroom setting, storytelling continues to serve this pedagogical role by allowing students to engage with cultural narratives in ways that stimulate imagination, emotional connection, and critical reflection. The concept of canon in folklore studies refers to the selection and recognition of certain texts, narratives, or traditions as representative or authoritative within a cultural or academic framework. Storytelling contributes to the formation and questioning of folklore canons. When educators use storytelling as a teaching method, they often introduce canonical folktales such as myths, legends, or epic narratives that have historically shaped cultural identity. However, storytelling also challenges the rigid boundaries of the canon by allowing alternative voices and marginalized narratives to emerge. Through storytelling practices, students can encounter diverse versions of traditional stories, revealing how folklore is continuously reshaped by social contexts and cultural experiences. This pedagogical approach encourages learners to critically analyze which stories become canonical and why certain voices are privileged while others remain underrepresented. Multimediality plays an important role in contemporary storytelling pedagogy within folklore studies. Traditionally, storytelling relied on oral narration supported by gestures, facial expressions, music, and ritual performance. In modern contexts, storytelling has expanded into various media forms including visual arts, theater, digital storytelling, films, podcasts, and interactive platforms. As a pedagogical method, storytelling now incorporates these multimedia elements to create a more engaging learning environment.