“Death of the Author” and applied them to different domains of academic and instructional research. While specific projects vary, concerns across research construct theoretical frameworks that rely on Barthes's notion of emphasizing the reader's impressions in textual practices. However, viewed through a pedagogical lens, researchers regard encounters between students and texts as dialogic, empowering transactions that should draw on the student's knowledge to take on language's multiplicity. Along these lines, scholarship has explored broad and varied topics within pedagogy, such as information literacy instruction, critical thinking skills and literary interpretation, academic subjectivity, and writing pedagogies. For example, a model of information literacy instruction for librarians extends Barthes's idea of deemphasizing author-centered ways of understanding texts by promoting dialogues between librarians and students. The goal of this model is for the librarian to listen to the student's values and beliefs and move from being a “fact provider” and adopt a “learner-centered” approach. Additional research on developing critical thinking skills in interpreting literary texts extends this idea of shifting responsibility of learning onto the learner. Specific to the classroom environment, this research considers how literature can be used as a conceptual link for students to bridge the classroom content to the outside world. In a Barthesian tradition, its pedagogical aim stresses the students subjectivity by scaffolding literary questions that start at the surface but eventually rise to an interpretive level encouraging students to express their own views. Importantly, personal response is emphasized in this model over “right or wrong” answers. Other research has drawn on “Death of the Author” only to subvert its original ideas of disrupting the singularity of author-centered literary criticism and interpretation by suggesting collaborative methods of authorship that enable plural pathways of knowledge. For example, in a recent attempt to challenge the “individualist author model of scholarship in the humanities,” scholars experimented with forms of peer production and publishing by pursuing an authorial collaboration of writing among scholars. Although the model articulates an authorial stance, it advances Barthes's ideas of encouraging multiple perspectives, interpretations, and ideological positions through the use of language by rendering authorship a pursuit of collective intelligence that calls into question traditional norms of scholarship. Additional studies further this notion with nuanced attention to collective authorship. The first explores having a group of youth with disabilities convey their life-narratives through fictional stories, while the second looks at teacher candidates writing autobiographies with specific attention to