Pineda, Inmaculada2025-07-122025-07-122025-07-12978-84-09-71143-7https://hdl.handle.net/10433/24443This study explores digital identity construction by analyzing the juxtaposition of curated social media profile pictures with uncurated self-portraits among university students. Grounded in sociocultural theories of identity (Block and Corona 2020), Translanguaging theory (García and Wei 2014), Multimodal Communicative Competence (Royce 2006), and Critical Digital Literacies (Ilomäki et al. 2023), the research examines how students integrate translingual and transmodal strategies in online self-representation. 78 university students participated in an action-research project using Task-Based Learning, creating 1-minute video compilations of 30 unedited selfies taken over a month, accompanied by reflective texts. Thematic analysis reveals critical insights into identity negotiation, highlighting the role of language, multimodality, and digital literacy in shaping self-perception. Findings indicate high levels of multimodal competence and critical digital awareness, with identity themes spanning gender, academic, sexual, and group identities. Our study has clear implications for integrating digital literacies into higher education curricula.application/pdfenAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/Digital identityTranslanguagingMultimodal communicative competenceCritical digital literaciesbook partopen access