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Part II. Storytelling in the Information Age ] 83 In autobiographical narratives, the author interprets and formulates his or her own family, social, or political relations (Lanszki & Horvath, 2017). In this sense the author engages in identity construction, relaying the events of the individual's life that are considered the most suitable for narration at the given moment (Ban & Nagy, 2016). In the educational context, subject content is thematized through digital stories adopting a narrative form of organization. After analyzing and synthesizing external sources and personal experiences, students construct their texts based on their own logic and present them in an audiovisual form in their digital story. Such cases of DST reflect an individual reworking of a topic. Overall, the significance of DST is the impact of the process and the communicative and resource value of the artifact, the digital story. The process promotes acceptance and positive attitudes among members of heterogeneous groups, and in the case of homogeneous groups, it promotes mutual support and the formation of group identity. A digital story is a compact form of human expression, and its digital and film-like format allows for easy sharing on Web 2.0 platforms. The video contains visual elements, but at its core is a text formulated by the creator which is a unique combination of verbal and written modality. Digital stories can be representative on several levels: they reflect the linguistic, autobiographical, and cognitive characteristics of the author, but also represent his or her narrower cultural environment; from a more global perspective, digital stories are narrative documents representing a particular time and social context.
