Page 168 [168]
Part V. Digital Media and Storytelling in University Courses ] 167
audience and decision-makers. Ihe aim of publishers and media companies
is to encourage the audience to spend as much time as possible in front of a
data-driven story, and to get them to click on it. In order to achieve these goals,
the data-driven story must be reliable, understandable, memorable, engaging
and disseminable (i.e., shareable across as many platforms as possible) (Amini
et al, 2018). Although newsrooms are building their (nowadays mostly
dynamic and responsive) dashboards through complex research and creative
teamwork, students can still try out applications to create data-driven stories
at an amateur level during their university studies. There are a number of open
source applications that can be used to create infographics®? and animations.
Google Data Studio, Microsoft Power BI and Jupyter" can be used for data
analysis and visualization.
The Web 2.0 turn has also transformed traditional media into a space
for social communication. Infotainment and show programs now include
transmedia and social media extensions, and news portals now feature both
the content of professional journalists and posts from amateur bloggers.
The BBC’s bilingual project Capture Wales® published the digital stories of
Welsh individuals on television and online. Journalists visited communities
in Wales and ran DST workshops with the aim of showing local values
through everyday stories. The editors also upheld the journalistic code of
ethics, assuring that the digital stories of vulnerable persons would not be
broadcast. All the stories have been transferred to the BBC Video Nation
archive“ and the National Museum of Wales” (Lewis & Matthews, 2017).
The Research Center for Minor Media/Culture at Eötvös Loránd Unversity
in Budapest researches the media representation and self-representation of
minority groups, especially the Roma population in Hungary. Participatory
filmmaking is both a self-presentation of disadvantaged and marginalized
young people as well as a narrative community action in which the
participants create, learn and participate in democratic action with members
of the majority group (i.e., with students). Within the framework of action
research, the students carry out the analysis from a media anthropological
perspective. The videos can then be shared on social media as an authentic
media representation of the minority group (Milner, 2020). Community
filmmaking can be supported by DST, which Alexandra (2017) describes
as a medium between a documentary photo essay and an ethnographic
film. The former is an audiovisual work made from still images, while the
latter is a video-based reflective annotation accompanying anthropological
fieldwork (Poécsik, 2012). The journalist can personalize a narrative based on
www.canva.com
® https://pivotanimator.net/
4° https://jupyter.org/
® https://www.bbc.co.uk/wales/audiovideo/sites/galleries/pages/digitalstorytelling.shtml
https://www.bbc.co.uk/videonation/archive/
7 https://storytelling.research.southwales.ac.uk/