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Journal articles on the topic 'Self-authorship'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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1

Baxter Magolda, Marcia B. "Self-Authorship." New Directions for Higher Education 2014, no. 166 (June 2014): 25–33. http://dx.doi.org/10.1002/he.20092.

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2

Pizzolato, Jane Elizabeth. "Assessing self-authorship." New Directions for Teaching and Learning 2007, no. 109 (2007): 31–42. http://dx.doi.org/10.1002/tl.263.

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3

S Alkathiri, Mohammed. "Assessing Doctoral Student Development of Self-Authorship: The Epistemological, Intrapersonal, and Interpersonal Growths." International Journal of Doctoral Studies 14 (2019): 597–611. http://dx.doi.org/10.28945/4413.

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Aim/Purpose: The purpose of this study was to assess to what extent current doctoral students developed self-authored perspectives, as well as to assess whether or not there was an association between the number of years in the doctoral program and the development of three dimensions of self-authorship (i.e., Epistemological, Intrapersonal, and Interpersonal). Background: Self-authorship is a way of knowing that assists adults in the management of their lives in a way that helps them succeed in society. It is important to study the development of self-authorship in doctoral students because such development is necessary for individuals to overcome the challenges they experience in doctoral programs. The importance of this study rests on the fact that self-authorship development may prompt doctoral students’ ability to succeed in the completion of their doctoral degrees, as well as to meet the challenges of their future in academia. Methodology: Forty-five doctoral students in a Teaching and Learning program were surveyed on three constructs: Epistemological, Intrapersonal, and Interpersonal. The Doctoral Students’ Self-Authorship Questionnaire was developed by the author based on Baxter Magolda’s theory of self-authorship development. Three level-two constructs of self-authorship were conceptually and operationally defined. Contribution: There is no instrument available (i.e., a questionnaire) to assess the self-authorship perspectives of doctoral students. Although it is expected that people will develop self-authored perspectives as they get older, it is unknown to what extent current doctoral students develop self-authorship. No previous studies have assessed doctoral student self-authorship. Findings: The findings showed that participants had advanced levels in all three dimensions and continued to develop towards self-authorship. However, results showed a nonsignificant association between years in the doctoral program and self-authorship development. In other words, although doctoral students spend many years in certain programs, this spent time does not contribute significantly to their development of self-authorship. Recommendations for Practitioners: The current study suggested that doctoral programs should investigate their students’ development toward self-authorship and provide them with more opportunities to better improve their self-authorship. Recommendation for Researchers: The findings suggest further research into the developmental opportunities available for students within doctoral programs that assist students’ ability to develop self-authored perspectives. Impact on Society: The findings supported the importance of assessing doctoral students’ self-authorship as part of doctoral programs. Without the assessment of doctoral student development of self-authorship in their programs, less effort might be taken to address student needs in developing self-authorship. Future Research: Future research may continue the study of self-authorship for doctoral students from different disciplines or schools, especially where attrition rates are high.
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4

Golob, Sacha. "XIII—Self-Knowledge, Transparency, and Self-Authorship." Proceedings of the Aristotelian Society 115, no. 3 pt 3 (December 1, 2015): 235–53. http://dx.doi.org/10.1111/j.1467-9264.2015.00393.x.

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5

Wessels, Anke K., Sarah Brice, Kelsey Chan, Emily Desmond, Deana Gonzales, Chelsea Lee, and Ryan Stasolla. "Fostering Self-Authorship and Changemaking." Experiential Learning and Teaching in Higher Education 4, no. 2 (September 1, 2022): 8. http://dx.doi.org/10.46787/elthe.v4i2.3447.

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6

Johnson, Jessica L. "Self-Authorship in Pharmacy Education." American Journal of Pharmaceutical Education 77, no. 4 (May 13, 2013): 69. http://dx.doi.org/10.5688/ajpe77469.

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7

Baxter Magolda, Marcia B. "Three Elements of Self-Authorship." Journal of College Student Development 49, no. 4 (2008): 269–84. http://dx.doi.org/10.1353/csd.0.0016.

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8

Gunderman, Richard B., and Jakob A. Weaver. "Self-authorship in Radiology Education." Academic Radiology 25, no. 3 (March 2018): 403–4. http://dx.doi.org/10.1016/j.acra.2017.12.001.

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9

Welkener, Michele M., and Marcia B. Baxter Magolda. "Better Understanding Students’ Self-Authorship via Self-Portraits." Journal of College Student Development 55, no. 6 (2014): 580–85. http://dx.doi.org/10.1353/csd.2014.0057.

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10

Fallar, Robert, Basil Hanss, Roberta Sefcik, Lucy Goodson, Nathan Kase, and Craig Katz. "Investigating a Quantitative Measure of Student Self-authorship for Undergraduate Medical Education." Journal of Medical Education and Curricular Development 6 (January 2019): 238212051989678. http://dx.doi.org/10.1177/2382120519896789.

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Construct: In this study, the authors investigated the validity of a quantitative measure of self-authorship among medical students. Self-authorship is a cognitive-structural theory incorporating the ability to define one’s beliefs, identity, and social relations to operate in a complex, ambiguous environment. Background: Competency-based medical education (CBME) provides learners with the opportunity to self-direct their education at an appropriate pace to develop and exhibit required behaviors while incorporating functioning relationships with supervisors and trainers. Students must develop skills to adjust and succeed in this educational climate. Self-authorship is a theoretical lens that is relevant to identifying the development of the skills necessary to succeed in a CBME curriculum. Understanding the level of attained self-authorship by medical students can provide important information about which professional characteristics are more prevalent among those who are more self-authored and about how students succeed in medical school. Although there are calls in the extant literature for the application of self-authorship in medical education, there is no quantitative measure to assess its development among medical students. Approach: The authors developed a survey to measure self-authorship, including a free text question regarding the thought process around a hypothetical ethical situation during training. Data were collected in 2014 and 2015 from undergraduate medical students and analyzed using factor analysis and qualitative analysis of the free text. Validity evidence was sought regarding content, internal structure, and relationships to other variables. Results: Analysis supports the use of a 22-item instrument to assess 3 constructs of self-authorship: asserting independence and autonomy, knowledge processing, and sense of self in ethical situations. Content analysis of text responses supported the ability of the instrument to separate development, or a lack thereof, of self-authorship. Conclusions: The authors identified an instrument that measures multidimensional, higher-order characteristics that intersect with self-authorship. This instrument can be useful at a macro level for curricular and student assessment of self-authorship. Development of these characteristics can help foster success in a CBME environment and support curricular efforts in this regard. Understanding a student’s level of self-authorship can help identify areas for support as well as allow for comparisons of different student characteristics.
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11

Susser, Daniel. "Information Privacy and Social Self-Authorship." Techné: Research in Philosophy and Technology 20, no. 3 (2016): 216–39. http://dx.doi.org/10.5840/techne201671548.

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The dominant approach in privacy theory defines information privacy as some form of control over personal information. In this essay, I argue that the control approach is mistaken, but for different reasons than those offered by its other critics. I claim that information privacy involves the drawing of epistemic boundaries—boundaries between what others should and shouldn’t know about us. While controlling what information others have about us is one strategy we use to draw such boundaries, it is not the only one. We conceal information about ourselves and we reveal it. And since the meaning of information is not self-evident, we also work to shape how others contextualize and interpret the information that they have about us. Information privacy is thus about more than controlling information; it involves the constant work of producing and managing public identities, what I call “social self-authorship.” In the second part of the essay, I argue that thinking about information privacy in these terms reveals threats to privacy that the control approach neglects. Namely, information technology makes social self-authorship invisible and unnecessary by making it difficult for us to know when others are forming impressions about us and by providing others with tools for making assumptions about who we are which obviate the need for our involvement in the process.
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12

Kalliris, Konstantinos. "Self-Authorship, Well-being and Paternalism." Jurisprudence 8, no. 1 (December 11, 2015): 23–51. http://dx.doi.org/10.1080/20403313.2015.1116200.

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13

Magolda, Marcia B. Baxter. "Developing Self-Authorship in Graduate School." New Directions for Higher Education 1998, no. 101 (1998): 41–54. http://dx.doi.org/10.1002/he.10104.

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14

Bennett, Dawn, and Sophie Hennekam. "Self-authorship and creative industries workers’ career decision-making." Human Relations 71, no. 11 (March 5, 2018): 1454–77. http://dx.doi.org/10.1177/0018726717747369.

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Career decision-making is arguably at its most complex within professions where work is precarious and career calling is strong. This article reports from a study that examined the career decision-making of creative industries workers, for whom career decisions can impact psychological well-being and identity just as much as they impact individuals’ work and career. The respondents were 693 creative industries workers who used a largely open-ended survey to create in-depth reflections on formative moments and career decision-making. Analysis involved the theoretical model of self-authorship, which provides a way of understanding how people employ their sense of self to make meaning of their experiences. The self-authorship process emerged as a complex, non-linear and consistent feature of career decision-making. Theoretical contributions include a non-linear view of self-authorship that exposes the authorship of visible and covert multiple selves prompted by both proactive and reactive identity work.
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15

Davis, Ryan W. "Self‐Authorship and the Claim Against Interference." Pacific Philosophical Quarterly 102, no. 2 (February 16, 2021): 220–42. http://dx.doi.org/10.1111/papq.12336.

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16

Blum, Susan D. "The Internet, the Self, Authorship and Plagiarism." Anthropology News 49, no. 3 (March 2008): 8–9. http://dx.doi.org/10.1525/an.2008.49.3.8.

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17

King, Patricia M., Marcia B. Baxter Magolda, James P. Barber, Marie Kendall Brown, and Nathan K. Lindsay. "Developmentally Effective Experiences for Promoting Self-Authorship." Mind, Brain, and Education 3, no. 2 (June 2009): 108–18. http://dx.doi.org/10.1111/j.1751-228x.2009.01061.x.

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18

Creamer, Elizabeth G., and Anne Laughlin. "Self-Authorship and Women's Career Decision Making." Journal of College Student Development 46, no. 1 (2005): 13–27. http://dx.doi.org/10.1353/csd.2005.0002.

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19

Roskies, Adina L. "DON’T PANIC: SELF-AUTHORSHIP WITHOUT OBSCURE METAPHYSICS1." Philosophical Perspectives 26, no. 1 (December 2012): 323–42. http://dx.doi.org/10.1111/phpe.12016.

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20

Abes, Elisa S., and Ebelia Hernández. "Critical and Poststructural Perspectives on Self-Authorship." New Directions for Student Services 2016, no. 154 (June 2016): 97–108. http://dx.doi.org/10.1002/ss.20178.

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21

Garnett, Michael. "Ghostwritten Lives: Autonomy, Deference, and Self-Authorship." Ethics 133, no. 2 (January 1, 2023): 189–215. http://dx.doi.org/10.1086/722126.

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22

Pizzolato, Jane E. "Complex Partnerships: Self-authorship and Provocative Academic-Advising Practices." NACADA Journal 26, no. 1 (March 1, 2006): 32–45. http://dx.doi.org/10.12930/0271-9517-26.1.32.

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Self-authorship is an additional orientation to traditional college student, epistemological, development theories. Facilitation of self-authorship, via academic advising, may help students meet the desired outcomes outlined by the Council for the Advancement of Standards in Higher Education and integrate these abilities into their knowing and decision-making processes. Through investigation of 132 student narratives about advising and selection of academic majors, I examined advising practices that are consistent with Baxter Magolda's (2001) learning partnerships model for self-authorship development. Findings suggest that student decision-making and self-authoring abilities were enhanced by advising sessions that focused explicitly on goal reflection and associated volitional planning. Students benefited from advising in which nonacademic factors were addressed. Implications for practice are discussed. Relative emphasis: * theory, research, practice
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23

Moore, Niamh, Eric J. Fournier, Susan W. Hardwick, Mick Healey, John MacLachlan, and Jörn Seemann. "Mapping the Journey Toward Self-Authorship in Geography." Journal of Geography in Higher Education 35, no. 3 (August 2011): 351–64. http://dx.doi.org/10.1080/03098265.2011.563378.

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24

Beus, Yifen. "Authorship and criticism in self-reflexive African cinema." Journal of African Cultural Studies 23, no. 2 (December 2011): 133–52. http://dx.doi.org/10.1080/13696815.2011.637883.

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25

Shetty, Rebecca, Vivechkanand S. Chunoo, and Bradley E. Cox. "Self-Authorship in Student Affairs: A Developmental Paradox." Journal of Student Affairs Research and Practice 53, no. 2 (April 2, 2016): 131–45. http://dx.doi.org/10.1080/19496591.2016.1121147.

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26

Shumake, Jessica. "Mass Authorship and the Rise of Self-Publishing." Community Literacy Journal 12, no. 1 (2017): 100–103. http://dx.doi.org/10.1353/clj.2017.0015.

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27

Pedler, Caroline. "Sketchbook as therapist: Self-authorship and the art of making picturebooks." Journal of Illustration 7, no. 1 (August 1, 2020): 147–77. http://dx.doi.org/10.1386/jill_00029_1.

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To self-author means to have the capacity to make coherent and informed decisions based on one’s internal beliefs and to not rely on, or be swayed by, external sources; to trust one’s internal voice and identity. In this article, I look to self-authorship as a framework to enable the illustrator to better understand personal engagement and experience of practice and visual identity through critically informed decision-making based on one’s internal beliefs; using self-authorship as a phenomenological approach to practice, encouraging the exploration of and reflection on the individual facets of process and self with a more reflective and critical eye. Two case studies set the foundation of this article, and in case study one, I reflect on using personal sketchbooks created on a master’s degree and later during a period of great personal distress. As an established illustrator, I explore the way these sketchbooks have revealed the lengthy steps of redefinition of my practice over the past decade or more. Presenting a renewed ‘sense of identity’ for me as practitioner and for the work I create. Case study two is a prelude to the conclusion and sets in place a context for my own self-authorship as a picturebook maker. Building on Fauchon and Gannon’s Manifesto for Illustration Pedagogy, through personal exploration of self-authorship and the role of the sketchbook, this article presents the use and analysis of the sketchbook and mark making as a route to 'visual self-discovery' towards a more authentic picturebook practice.
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28

Okello, Wilson Kwamogi. "From Self-Authorship to Self-Definition: Remapping Theoretical Assumptions Through Black Feminism." Journal of College Student Development 59, no. 5 (2018): 528–44. http://dx.doi.org/10.1353/csd.2018.0051.

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29

Scott, Sara, Tracey L. Clancy, and Carla Ferreira. "Journey to Authentic Learning - Enacting Reciprocity in Nursing Graduate Education - A Reflective Writing Circle." Witness: The Canadian Journal of Critical Nursing Discourse 2, no. 1 (June 20, 2020): 111–21. http://dx.doi.org/10.25071/2291-5796.49.

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The transformative experience of engaged presence in teaching and learning fosters trust and supports learners and teachers to explore, learn, and grow in their understanding of who they are becoming. Enacting presence in teaching becomes an act of care and creates an embodied space for learners to engage in authentic learning and enter the realm of self-authorship. Self-authorship encourages the cultivation of one’s internal voice to construct beliefs, identity, and social relationships to be able to give up one way of making meaning to adopt a deeper meaning (Baxter Magolda, 2009, 2014). This reflective writing circle captures the essence of a master’s student and two educators’ transformative learning as they journey together in relationship towards a deeper understanding of their Indigenous and Settler identities and respond to the Calls to Action. Keywords: presence, authentic learning, self-authorship, Calls to Action, writing circle
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30

Mascadri, Julia, Jo Lunn Brownlee, Susan Walker, and Jennifer Alford. "Exploring intercultural competence through the lens of self-authorship." Early Years 37, no. 2 (June 9, 2016): 217–34. http://dx.doi.org/10.1080/09575146.2016.1174930.

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31

Glänzel, Wolfgang, and Bart Thijs. "Does co-authorship inflate the share of self-citations?" Scientometrics 61, no. 3 (2004): 395–404. http://dx.doi.org/10.1023/b:scie.0000045117.13348.b1.

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32

Bryant, Alyssa N. "Evangelical Christian Students and the Path to Self-Authorship." Journal of Psychology and Theology 39, no. 1 (March 2011): 16–30. http://dx.doi.org/10.1177/009164711103900102.

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33

Laquintano, Tim. "Sustained Authorship: Digital Writing, Self-Publishing, and the Ebook." Written Communication 27, no. 4 (September 14, 2010): 469–93. http://dx.doi.org/10.1177/0741088310377863.

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34

Pizzolato, Jane Elizabeth. "Creating Crossroads for Self-Authorship: Investigating the Provocative Moment." Journal of College Student Development 46, no. 6 (2005): 624–41. http://dx.doi.org/10.1353/csd.2005.0064.

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35

Pizzolato, Jane Elizabeth, and C. Casey Ozaki. "Moving Toward Self-Authorship: Investigating Outcomes of Learning Partnerships." Journal of College Student Development 48, no. 2 (2007): 196–214. http://dx.doi.org/10.1353/csd.2007.0019.

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36

Joan B. Hirt. "Self-Authorship: Advancing Students’ Intellectual Growth (review)." Review of Higher Education 32, no. 2 (2008): 278–80. http://dx.doi.org/10.1353/rhe.0.0050.

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37

du Toit, Nadia, and Luzelle Naudé. "Toward Self-Authorship: Postgraduate Psychology Students' Meaning-Making Journeys." Journal of College Student Development 61, no. 1 (2020): 84–102. http://dx.doi.org/10.1353/csd.2020.0005.

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38

Meszaros, Peggy S. "The journey of self-authorship: Why is it necessary?" New Directions for Teaching and Learning 2007, no. 109 (2007): 5–14. http://dx.doi.org/10.1002/tl.261.

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39

Laughlin, Anne, and Elizabeth G. Creamer. "Engaging differences: Self-Authorship and the decision-making process." New Directions for Teaching and Learning 2007, no. 109 (2007): 43–51. http://dx.doi.org/10.1002/tl.264.

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40

Baxter Magolda, Marcia B. "Self-authorship: The foundation for twenty-first-century education." New Directions for Teaching and Learning 2007, no. 109 (2007): 69–83. http://dx.doi.org/10.1002/tl.266.

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41

Coughlin, Carolyn. "Developmental Coaching to Support the Transition to Self-Authorship." New Directions for Adult and Continuing Education 2015, no. 148 (December 2015): 17–25. http://dx.doi.org/10.1002/ace.20148.

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42

Lang, Mengchen. "Conceptions of literary authorship in modern literary theories: history, issues, approaches." Frontiers of Narrative Studies 8, no. 1 (July 1, 2022): 78–100. http://dx.doi.org/10.1515/fns-2022-2015.

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Abstract The last three decades have seen a flourishing of theoretical discussions about the concept of literary authorship. This article is an attempt to scrutinise and engage with this thriving scene. Through a systematic review of conceptions of authorship in modern literary theories, I will outline historical shifts, disentangle current debates, and identify a range of approaches, with the aim of informing future studies of this concept. This article is divided into three parts. The first part offers a brief history of ideas of authorship in modern literary theories (ca. 1900 to the present). I trouble the narrative of the ‘death and resurrection of the author’ by showing that the concept of authorship has remained a constant concern, and by highlighting continuities between different theories. The second part identifies three main issues about the concept – agency/creativity, intention/authority, and self-presentation/self-construction. I illustrate how each of them has been addressed in recent discussions, focusing mainly on the last three decades, and point to potential directions for future research within each strand of debate. Finally, I provide a non-exhaustive typology of methodological approaches to the study of authorship. I will conclude with a brief consideration of the value of this concept for literary criticism.
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43

Bednarczuk, Beata. "Self-authoring characteristics of the Montessori School graduates." Kwartalnik Pedagogiczny, no. 67/1 (July 10, 2022): 93–109. http://dx.doi.org/10.31338/2657-6007.kp.2022-2.5.

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The modern world requires a new mindset for people to enable them to become self-evaluating human beings. Kegan (1994) termed this complex system of mind the self-authorship. This is the ability to generate belief systems and intrapersonal states internally. The self-authorship analyses are culturally diverse. This paper presents two theories, namely the concept of self-authorship by Baxter Magolda (1998, 2001) and Obuchowski’s (2000, 2006) theory of self-authoring personality. The latter remains a framework of the description of central psychosocial attributes for the self-authoring personality of Montessori School graduates. The self-authoring studies of diagnostic character aimed at qualification of the authoring personality standard as well as subjective denotations of authoring attributes of the Montessori School graduates. The study covered 69 former students (56.5% women, 43.5% men) of the state Primary Montessori School in Lublin. The self-authoring personality standard was qualified using The Self-Authoring Personality Questionnaire elaborated by Obuchowski and colleagues (Blachnio & Obuchowski, 2011). The personal denotations conferred on authoring attributes were examined by means of the questionnaire My Experiences based on the adaptation of Self-Confrontation Method by Hermans (1991). The level of self-authoring personality in female and male groups was high and characterised by similar values. In the personal statements the persons being examined described themselves as those who perceive themselves as a source of behaviour and the own aims were object of their projects designed for accomplishment in relation with the other people. As follows from the data, the participants of the study acquired skills indispensable for making individual decisions about themselves and the outer world.
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Suciu, Andreia Irina, and Mihaela Culea. "From Defoe to Coetzee’s Foe/Foe through Authorship." Baltic Journal of English Language, Literature and Culture 11 (2021): 121–37. http://dx.doi.org/10.22364/bjellc.11.2021.08.

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The article investigates the concept of authorship in the works of two authors separated by three centuries, namely, Daniel Defoe and J. M. Coetzee, both concerned, in different ways, with aspects regarding the origin and originators of literary works or with the act of artistic creation in general. After a brief literature review, the article focuses on Coetzee’s contemporary revisitation of the question of authorship and leaps back and forth in time from Defoe’s Robinson Crusoe (1719) to Coetzee’s Foe (1986). The purpose is that of highlighting the multiple perspectives (and differences) regarding the subject of authorship, including such notions and aspects as: canonicity related to the act of writing and narrating, metafiction, self-reflexivity and intertextuality, silencing and voicing, doubling, bodily substance and the substance of a story, authenticity, (literary) representation and the truth, authoring, the author’s powers, the relation between author and character or between narrator and story, authorial self-consciousness, agency, or ambiguity. The findings presented in the article show that both works are seminal in their attempts to define and redefine the notion of authorship, one (Defoe) concerned with the first literary endeavours of establishing the roles of professional authorship in England, while the other (Coetzee), intervenes in existing literary discussions of the late twentieth century concerning the postmodern author and (the questioning of or liberation of the text from) his powers.
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45

Jin, Yuqing. "On Borges' View of Authorship." BCP Education & Psychology 4 (May 31, 2022): 249–56. http://dx.doi.org/10.54691/bcpep.v4i.800.

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Borges' view of authorship contains complex connotations, including his own writing pursuit, his life value, and the significance of literature to human existence and development. Authors in Borges' writing as a whole can be summarized into three categories: creator, servant and discoverer. The different identities of authors as carriers of complex and profound ideas are characterized by his masterful writing skills. Borges' reflection and exploration of authorship reflects the reconstruction of the author's existence, the close relations between author's spiritual dilemma and self-transcendence from literary creation, and the rediscovery of the author in literary production. In summary, his view of authorship is important for enhancing the openness of literature and the author's sense of mission.
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46

Sandars, John, and Ben Jackson. "Self-authorship theory and medical education: AMEE Guide No. 98." Medical Teacher 37, no. 6 (February 20, 2015): 521–32. http://dx.doi.org/10.3109/0142159x.2015.1013928.

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47

Fisher, Kathleen, Richard Newton, and Kathryn McClymond. "Conversation: Student self‐authorship and the goals of higher education." Teaching Theology & Religion 22, no. 2 (April 2019): 130–42. http://dx.doi.org/10.1111/teth.12482.

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48

Blimling, Gregory S. "Creating Contexts for Learning and Self-Authorship: Constructive Developmental Pedagogy." Journal of Higher Education 73, no. 2 (March 2002): 307–9. http://dx.doi.org/10.1080/00221546.2002.11777149.

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49

Letizia, Angelo J. "Student Writing for Self-Authorship and Democracy: Engaging Students Critically." Journal of College Student Development 57, no. 2 (2016): 219–23. http://dx.doi.org/10.1353/csd.2016.0017.

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50

Pizzolato, Jane Elizabeth, and Avery B. Olson. "Exploring the Relationship Between the Three Dimensions of Self-Authorship." Journal of College Student Development 57, no. 4 (2016): 411–27. http://dx.doi.org/10.1353/csd.2016.0052.

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