Students embody themselves within social media platforms and (re)craft their identities within social media platforms. These interfaces enable students to think critically regarding human geographic issues online and raise awareness of their positionalities in using ever-changing technology. This paper analyses how social media research can be developed into pedagogy, in relation to research that uses WhatsApp and Twitter as research methods to explore issues around identity within Eurovision Song Contest fandom. It argues that higher education institutions need to be continuously aware of the increasing need for digital integration into undergraduate geography teaching, fieldwork and pedagogy.