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36 | Digital Media and Storytelling in Higher Education oral to the written, ending with the audiovisual culture of electronic media. The latter, according to Ong (2010), represents a new kind of secondary verbalism compared to pre-literate, primary verbalism. By the end of the 20" century, secondary literacy had developed into a complex phenomenon, as the literacy provided by print periodicals, books, and encyclopedias and the literacy provided by telecommunications, telephone, radio, and television coexisted and intertwined, shaping public opinion, while the information they conveyed formed the subjects of oral interaction. Komenczi (2014) and Goldhaber (2004) emphasize the interdependent nature of human abilities and forms of communication throughout history and describe a permanent enrichment of mental processes related to the technological achievements and culture of each era. Following Donald’s logic, Komenczi presents a complex system of interfaces linked to different cultural epochs: in the era of the verbal, the cognitive functions for perceiving the environment were superimposed on a kind of secondary interface in the theoretical culture, the book page, followed by the tertiary interface and then the emblematic interface of the information society, the screen, which is also capable of performing operations. According to Goldhaber, this typical medium of the digital age influences human thinking, and can also lead to the emergence of new skills in human evolution. The homo oralis’ verbal skills are complemeted by homo typographicus’ ability to create and receive printed resources, complemented today by homo interneticus’ interactions in a virtual environment. From the second half of the 20" century, the press and mass communication lost its monopoly on narrative production. First family photography - and with the spread of VHS technology from the 1980s, family videos — enabled the everyday user to create a narrative. This trend has been further reinforced by the everyday use of digital devices and smartphones since the turn of the millennium. With the emergence and spread of the internet, interpersonal and mass communication has changed as well. From the 1990s to the turn of the millennium, the communication patterns of the second half of the 20" century were reproduced in the web 1.0 era. News portals followed the newspaper structure of the written press, chat rooms simulated the conversational nature of telephoning and text messaging, and the creation of e-mail accounts enabled private electronic mail, which was faster than telephony but had a narrative structure similar to conventional postal mail. However, the early 2000s saw a major change in the world of the Internet: the web 2.0 revolution. Websites were created that allowed for public online interaction between content creators and recipients. Blogs allowed any user to publish diary-like posts to which readers could respond with comments. Content-sharing portals also appeared where users could publish their own videos, presentations, and images. The third major change was the emergence of social media platforms that were both integrative and individualistic. The functions of these new
