This paper positions the photographic image of the self (the 'selfie') as the reflexive indicator on which students are prompted to reveal their learning behaviours, and uses this mode of reflexivity to construct a qualitative study of engagement in a higher education setting. The study leverages the intensified processes of self --reflection created by the novel forms of convergence across the social landscape in which the selfie is embedded, to reveal how oppositional and indexical selfie-reflective practices can operate to uniquely connect behaviours to learning in this sector.