Albury started her article by asking “when is sexting not sexting?” (pg.1734). To answer this question, she focused on different attitudes towards the practices of taking and sending ambiguous images, including private selfies, public selfies and joke selfies which all cannot be simply defined as “sexting” according to teenagers from 16 to 17. By analyzing the interview with three mixed-sex groups in Sydney, Australia in 2012, Albury evaluated the gap in understandings of taking and sending different categories of selfies between adults and teenagers. Albury analyzed that firstly adolescents were very rational about privacy. They knew some private selfies which could considered to be “sexual” are only taken for “self-reflection” rather than
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In order to investigate the practices and influences of sexting in college from individual perspectives, the authors adopted a qualitative research. Unlike how Albury (2015) focused on small-group interviews, Daniel and Elizabeth used online interface which offered question to volunteers who wished to share their personal thoughts and experiences. The narratives were collected from 85 undergraduates with the majority being female. The authors summarized different reasons for sexting compare to Albury (2015). Instead of “self-reflection” or “showing off”, they concluded that the common motivations for sexting on campus are “finding it excited” and “flirtation”. The authors didn’t see sexting as harmful, instead, they suggested that by communicating in this “flirtatious way”, the romantic relationship between young adults and their partner may be maintained. Similar to Albury (2015), Daniel and Elizabeth has also highlighted the concerns from young adults on the risks of their sexts being shared to unintended people. Other risks of sexting are explained as well, include bad choice of wording, and the misunderstanding from partners. They analyzed that people tend to minimize the risks by “keeping it fun”, “limiting explicitness” and making “plausible
In order to investigate the practices and influences of sexting in college from individual perspectives, the authors adopted a qualitative research. Unlike how Albury (2015) focused on small-group interviews, Daniel and Elizabeth used online interface which offered question to volunteers who wished to share their personal thoughts and experiences. The narratives were collected from 85 undergraduates with the majority being female. The authors summarized different reasons for sexting compare to Albury (2015). Instead of “self-reflection” or “showing off”, they concluded that the common motivations for sexting on campus are “finding it excited” and “flirtation”. The authors didn’t see sexting as harmful, instead, they suggested that by communicating in this “flirtatious way”, the romantic relationship between young adults and their partner may be maintained. Similar to Albury (2015), Daniel and Elizabeth has also highlighted the concerns from young adults on the risks of their sexts being shared to unintended people. Other risks of sexting are explained as well, include bad choice of wording, and the misunderstanding from partners. They analyzed that people tend to minimize the risks by “keeping it fun”, “limiting explicitness” and making “plausible