Some time ago, my daughter had to dress like Pipi Langkous for her teacher's birthday. Since she didn't like it (she has red hair and is sometimes already called Pipi) she refused to do so. She was the only child not dressed like Pipi but didn't care at all.
On Friday, I was flabbergasted when there was a discussion at the schoolforum about the information sheets that my daughter's school sends home to the parents. One person illustrated his argument against the sheet saying that one girl was not dressed like Pipi because her parents had lost the information sheet.
Though I'm not 100% sure, I think he was talking about my daughter. I'm always surprised how easily information gets twisted or used for somebody's own benefit and purpose. Another story: I had a problem with my foot in Kenya in 1989, I left Gem Rae for the Netherlands with the problem on my foot persisting. When I came back in 1990, the farmers were surprised to see me walking. The story had gone round that I lost my foot!
This brings me to my surprise about the strong advocates of story-telling. Stories are promoted as a way of capturing tacit knowledge. I agree with the fact that stories are powerful ways to convey ideas. On the other hand, stories in themselves are not good, holy or what ever. They can work to replicate or consolidate certain power relations. The content of the stories matters a lot.
So when can you use stories as an advisor for communities of practice? I get the impression people think that you are a good trainer or advisor when you use storytelling, its sounds cool and participatory. I think it is not as easy as that. It may be useful to be able to detect when stories get distorted and misused by the core group of a community of practice for instance. And you have to know when storytelling is not the right intervention. Who (mis-)uses stories and why is a good question though!
If you still want to use storytelling, here's a good storytelling guide developed by SDC.