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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/
