Oldal 39 [39]
38 | Digital Media and Storytelling in Higher Education
constantly create images of themselves (Kamper, 1994). While access to images
was somewhat limited until the mid-20" century, man looked upon images
with a need for meaning. Following the advent of the moving image and the
photograph, the communication and manipulation of visual content became
natural for humanity. This tendency has been particularly pronounced in the
era of digitalization. Sauerlander (2004) argues that Andy Warhol’s pop-art
was the boundary where the line between the visual narratives of art and
media became blurred. Since media images have an influencing function,
they are capable of deceiving, and therefore the flood of images is no longer
an aesthetic but also a socio-economic issue.
This plurality is seen in the digital multimedia narratives of the 21* century,
as individual stories are brought into a global electronic media environment.
The narrator of our time can be both homo oralis, creating a narrative through
social interactions and discourse, homo typographicus, through applying an
analytical and synthesizing approach to the search for sources, and homo
interneticus, being able to create multimedia products that function as means
of self-expression and communication in virtual space. The medium can be
the message itself, as we receive narratives through different interfaces in
different ways, such as the news through a television set, a novel in book
form, or a holiday video shared on social media. By the beginning of the 21*
century, new forms of communication emerged whereby people communicate
their own experiences and their own research findings through images and
narrative structure in the digital media environment.