Digital narratives of youth transition: Engaging university students through blended learning

Abstract

The rewriting of a first-year university sociology course provided the opportunity to introduce the use of digital narratives into the classroom. This technological change in course delivery led the authors to consider the ramifications of the 'digital native' debate in teaching university-level youth studies. The focus of this article is students' responses to and uptake of the process of applying digital technologies in the production of a higher-order digital project.