In this paper we investigate photo sharing practices among young people on the ephemeral social media platform Snapchat. What kind of photos are exchanged amongst 12–17 year olds via this app where pictures are elicited after up to 10 seconds? How is the content of the photos perceived by the young people themselves? We employ an Internet-mediated mixed methods approach. The primary empirical material consists of an online survey focusing on photo-elicitation practices on the two platforms Snapchat and Instagram conducted in 2015 and 2016 amongst Danish young people. Our results suggest that Snapchat is a site for intimacy in that pictures of double chins, ugliness and self-exposure are shared. These activities of photo-sharing and photo-communication bind young people in closeness and friendships. In this respect Snapchat differs from, for instance, Instagram where the pictures shared tend to be more polished, neat and perfect. The intimacy shared and maintained on Snapchat does, however, also cover nudes, dickpics and tarnished pictures. In this respect, intimacy entails both the comfort of sharing and the dramas of disruptions.

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This paper develops a concept of liminal hotspots in the context of i) a secondary analysis of a cyberbullying case involving a group of school children from a Danish school, and ii) an altered auto-ethnography in which the authors 'entangle' their own experiences with the case analysis.These two sources are used to build an account of a liminal hotspot conceived as an occasion of troubled and suspended transformative transition in which a liminal phase is extended and remains unresolved. The altered auto-ethnography is used to explore the affectivity at play in liminal hotspots, and this liminal affectivity is characterised in terms of volatility, vacillation, suggestibility and paradox.

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In this article, we investigate the power of prevailing definitions within the research field of cyberbullying. We address how these definitions, mostly deriving from developmental psychology, have had a problematic influence on the way researchers, policymakers, practitioners working with interventions, and children and young people themselves approach the challenge of understanding and preventing cyberbullying and its consequences. We analyse how the definition of cyberbullying stemming from developmental psychology is inadequate in addressing the complexities of technologically mediated exclusionary processes in educational- and peer-group settings. The dominant research paradigm has suppressed such complexity by deeming irrelevant the extensive experience with cyberbullying of many children and young people. Thus, we argue that it is necessary for the research field to refine definitional work. Research on cyberbullying needs to draw on a broad spectrum of empirical data and incorporate multiple and diverse theoretical perspectives.