How can sociology instructors provide high-quality education in the sociology of sexualities that captures both the increasing need for digital pedagogical tools and sociology’s continued drive for theoretically rich course content? We present digital storytelling as a highly adaptable instructional tool that is appropriate for a range of undergraduate sociology courses. We outline one specific application of digital storytelling—a staged, semester-long assignment in which students create multimedia presentations to tell stories about how they were socialized into some gendered or sexual role. We also discuss three key learning outcomes from the digital storytelling project: (1) developing students’ sociological imagination and intersectional thinking by connecting their own lived experience to social theory, (2) developing transferable technological skills, and (3) learning to apply sociological concepts outside of the classroom. We close our discussion with potential assignment modifications to improve accessibility.

社会学教师如何提供高质量的性社会学教育，既能满足对数字教学工具日益增长的需求，又能满足社会学对理论丰富课程内容的持续推动？我们将数字故事讲述作为一种适应性强的教学工具，适用于一系列本科社会学课程。我们概述了数字讲故事的一个具体应用——一个分阶段的、为期一学期的作业，学生在其中创建多媒体演示文稿来讲述他们如何被社会化为某种性别或性别角色的故事。我们还讨论了数字讲故事项目的三个关键学习成果：（1）通过将学生自己的生活经验与社会理论联系起来，培养学生的社会学想象力和交叉思维，(2) 发展可转移的技术技能，以及 (3) 学习在课堂外应用社会学概念。我们以潜在的分配修改结束我们的讨论，以提高可访问性。