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Part IV. Storytelling and Learning in the 21" Century ] 131 that breaks with the knowledge transfer approach of previous paradigms: it posits knowledge as an individual construction rather than a reflection of the objective world (Nahalka, 2002). According to the constructivist view, pedagogical management is the task of pedagogical communities, consisting of students, teacher(s), and family members. The process of creating narratives through digital tools can be understood in terms of the epistemological principles of constructivism, as it takes place within a community in which knowledge is not transmitted in a top-down manner from teacher to student but in a more democratic, horizontal process. It is not the teacher who transfers the knowledge vertically, but the students construct knowledge within the subject. The dominance of the teacher is reduced, placing them in the role of an effective facilitator in the teaching-learning process, managing students’ creative and interactive work, as well as their experiential and emotional involvement. Narratives created with digital tools, be they interactive digital stories, memes, infographics, dashboards, or even digital stories, are artifacts that can be imagined in a constructivist learning environment. The creation of digital narratives can take different forms of learning organization. However, whether these products are produced individually or in small groups, the instructor provides the content and formal framework for students to express themselves creatively. Methods related to digital narrative construction, especially DST, are processes through which a constructivist learning environment can be implemented in the classroom (Smeda et al., 2014; Lanszki, 2016a). All the characteristics of a constructivist approach to learning can be found in such methods. In the preparatory phase, the instructor explores the students’ prior knowledge of the topic: whether they have anchored knowledge elements that can be further enriched with new information or whether a conceptual shift is necessary in case of misconceptions. In addition, the teacher's task is to create a learning environment in which the students individual, internal, and constructive processes are given room to unfold. In their research, students discover their own sources and put together fragments according to their own internal logic. In order to do this, the students must become acquainted with the interdisciplinary aspects of the topic and then write the text of the narrative, drawing on their personal experiences and opinions based on their prior knowledge and adding new knowledge. Students use the narrative schema to organize the fragments, construct a specific logic based on the principle of causality, and formulate a conclusion based on the narrative arc. The digital narratives are (re)constructions, projections ofthe cognitive and emotional state of the authors. The videos show which elements of a set of information are considered relevant by each student and the logic that was behind the organizing principle of the narrative was. The whole creative process is accompanied by an evaluative reference dialogue with the teacher, who, with his or her expertise, is the reference point
