Oldal 41 [41]
OCR
40 | Digital Media and Storytelling in Higher Education With the Web 2.0 turn, platforms such as blogs, social media, and contentsharing portals became available with simple IT tools that enabled anyone to express themselves. On the Internet, ordinary people did not use online platforms to share databases, but began to communicate with each other through visual and verbal narratives that took advantage of the hyperlinked, indexed nature of new media. Communication over networks has created a new language for storytelling, described by Szécsi (2016) as a metaphorical language based on the combined use of pictorial and conceptual categories. These narratives are the cultural products of the human mind, which can be stored and disseminated on the Internet using external memory technologies. In Donald’s terminology, the construction and interpretation of the narratives of networked communication activate all layers of human cognitive architecture. Communication over networks contains information compressed into a narrative, which is complemented by visual representation. In examining media use and everyday storytelling in the 21“ century, we cannot ignore the phenomenon of media convergence. The term refers to the co-existence of different technologies and tools for interpersonal communication and content delivery. On the other hand, the term media convergence also refers to the new situation that has emerged as a result of digitalization and the spread of the Internet, through which all the media in human history as well as new media coexist and are interconnected. In addition to digitized databases and books, narratives edited by journalists are also available in print and online media, radio and television alongside Web 2.0 content produced by ordinary people. Convergent broadcasting, according to Csigó (2009), means the synergistic linking of television content delivery with web communities through which the edited content of traditional television is combined with the content quality of the online environment and the active behavior of users. Television has also seen the emergence of time shifting with the advent of recordable television content as well as multitasking, or parallel and simultaneous media consumption (of TV and Internet). At the same time, the fragmentation of content, or modularity (e.g., series) and the professionalization of amateur content production (e.g., bloggers in TV cooking shows or vlogs on online news portals) are new phenomena (Csigö, 2009). The first two decades of the new millennium have been a period of media convergence. By the 2010s, the proliferation of mobile devices and Web 2.0 culture meant that media convergence no longer meant just the coexistence of different media, but also the interactivity of users and the interconnection of media.‘ + A live stream of a demonstration can be followed on social media, and parents can even watch their child’s graduation streamed online via YouTube, so that anyone who could not attend because of the COVID-19 pandemic could also take part. As predicted by Csigé (2009), Web 2.0 applications have not driven television out of the market, although video streaming services with quality content are
