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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.
