According to the Joint Information Systems Committee (JISC) framework for digital capabilities (JISC, 2013), Information Communication Technology (ICT) proficiency is only one of the elements necessary to equip Higher Education (HE) students to fully engage with today's digital world. On its own, however, it is not enough. As ICT users, students should be encouraged not solely to use digital technologies proficiently, but also to reflect on the digital world and on their experience of it, by considering the impact of ICT in their life as well as in their learning. In this article, I will explain how digital technologies and competences can be used in the Italian language class as a topic. In order to do so, I will focus on a second year module for ex-beginner Italian students--Common European Framework of Reference for languages (CEFR) B1/B2--, describing how, while developing all 'canonical' linguistic skills, students can improve transferable skills, such as working on self-development, shaping their digital identity and reputation, and approaching media literacies and learning. After a brief description of the context, including students' levels and needs, and of the objectives of the proposed teaching unit, I will outline how I designed the activities and approached the topic with the class, analysing the students' responses and outcomes. [For the complete volume, "Using Digital Resources to Enhance Language Learning: Case Studies in Italian," see ED585224.]