Today's undergraduate social work students subsist in environments that offer 24-hour access to news, one another, and the curation of their own metanarratives (as well as both a worldwide audience and the means to construct and share their perspectives) but a finger swipe away. An ever-growing body of research considers the interplay between our media-infused sociocultural climate, our undergraduate classrooms, and the diverse experiences of students therein. Incredible potential rests in harnessing available technologies, means of media production, and young people's digital acumen within our teaching to support students' meaningful learning and emergent practice as social workers. Our students' unprecedented access to media and its machines, to telling stories and being seen, make the strategic integration of particular media arts forms, conceptualized here as documentary work, into our classrooms both timely and effective. This teaching note explores the application of documentary efforts, as a specific body of work in the media arts, as a conduit for discourse and an essentially dialectical enterprise that demands critical self-awareness and sophisticated attention to context and relationship. It joins the current conversation about social work pedagogy as it explores how undergraduate faculty might honor and employ students' digital proficiency in particularly incisive ways.
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