The purpose of our correlational, quantitative study was to determine if time spent using digital media (i.e. text messaging and social media) influences students' media writing self-perceptions (MWSPs). We measured students' perceived writing ability using the MWSP scale and their time spent using digital media with the social networking time use scale (SONTUS). Correlations between students' MWSP scores and SONTUS scores were statistically insignificant, suggesting that time spent using digital media does not negatively influence their perceived writing abilities. However, results from further analyses indicated that as students' social media use increased, so did their ability to recognise the difference between writing for social media and writing for professional publications. We also found that the more students text the more they use social media and vice versa. We present directions for future research and practice.