Comparative Mythology as a Transnational Enterprise: Friedrich Max Müller’s Scholarly Identity through the Lens of Angelo De Gubernatis’s Correspondence 1

Author(s):  
Pascale Rabault-Feuerhahn
Keyword(s):  
2020 ◽  
pp. 107780042091889
Author(s):  
Erin Leach

This autoethnographic poetry collection provides an entry into the socialization of part-time doctoral students by centering the lived experience of the author, a part-time doctoral student employed full-time at the university where she studies. In the writing of this poetry collection, the author sought to enter into conversation with the doctoral socialization literature and to uncover the various parts of her fractured identity. Through an examination of her own fractured identity, the author engages with the places where scholarly identity formation is stalled in part-time doctoral students especially in comparison with their full-time peers and considers affective dimensions of the work of scholarly identity formation.


2014 ◽  
Vol 77 (1) ◽  
pp. 31-33
Author(s):  
Chance W. Lewis ◽  
Jerlando F. L. Jackson

2016 ◽  
Vol 11 (2) ◽  
pp. 87 ◽  
Author(s):  
Kathleen Reed ◽  
Dana McFarland ◽  
Rosie Croft

Objective – In order to inform a library service related to creating and maintaining online scholarly profiles, we sought to assess the knowledge base and needs of our academic communities. Participants were queried about use, issues, and attitudes toward scholarly profile and altmetric tools, as well as the role librarians could play in assisting with the curation of online reputation. Methods – Semi-structured interviews with 18 scholar-practitioners and 5 graduate students from two mid-sized universities. Results – While all participants had Googled themselves, few were strategic about their online scholarly identity. Participants affirmed the perception that altmetrics can be of value in helping to craft a story of the value of their research and its diverse outputs. When participants had prior knowledge of altmetrics tools, it tended to be very narrow and deep, and perhaps field-specific. Participants identified time as the major barrier to use of scholarly profile and altmetrics tools. Conclusions – Librarians are well-placed to assist scholar-practitioners who wish to curate an online profile or use altmetrics tools. Areas of assistance include: personalized support, establishment of goals, orientation to specific tools, orientation to altmetrics and scholarly promotion landscape, preparing users for potential difficulties, discussing copyright implications, Open Access education, and guidance with packaging content for different venues and audiences.


Author(s):  
Cecile Badenhorst

While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized as part of the graduate student writing journey. Many students experience writing anxiety, particularly when receiving feedback on dissertations or papers for publication. Feedback on writing-in-progress is crucial to meeting disciplinary expectations and developing a scholarly identity for the writer. Yet many students are unable to cope with the emotions generated by criticism of their writing. This paper presents pedagogical strategies—free-writing, negotiating negative internal dialogue, and using objects to externalize feelings—to help students navigate their emotions, while recognizing the broader discursive context within which graduate writing takes place. Reflections on the pedagogical strategies from nineteen Masters and PhD students attending a course, Graduate Research Writing, were used to illustrate student experiences over the semester. The pedagogical strategies helped students to recognize their emotions, to make decisions about their emotional reactions and to develop agency in the way they responded to critical feedback. By acknowledging the emotional nature of writing, students are more open to creativity, originality, and imagination.


2016 ◽  
Vol 39 (1) ◽  
pp. 23-48 ◽  
Author(s):  
Jennifer Riedl Cross ◽  
Stephen J. Bugaj ◽  
Sakhavat Mammadov
Keyword(s):  

Author(s):  
Leah Chang

Philosopher, translator, fiction writer, and editor: it is virtually impossible to pin down one authorial or scholarly identity for Marie de Gournay (b. 1565–d. 1645). Over the course of an extraordinary career that spanned over forty years, the autodidact Gournay created an extensive body of work, remarkable both for its range of genre and subject and for the painstaking care with which she returned repeatedly to her texts, reworking them and recasting them in different editorial contexts for different publics. Gournay is increasingly studied and valued by scholars for the writings of her late career, particularly for her work on gender and equality, on moral philosophy, on language and poetry, and for her monumental editions of her collected works. But for most of the 350 years since her death, she was known principally as the editor of Michel de Montaigne’s Essais. Gournay did much to foreground her identity as Montaigne’s fille d’alliance (or “covenant daughter”), which is a term meant to capture a friendship between the two writers —the older, male essayist, and the younger female one—that appears to have been as historically founded as it was textually cultivated. Until the late 20th century, popular and scholarly opinion has generally been unkind to Gournay. Although during her career she had her supporters and correspondents (Montaigne himself, it appears, and, notably, scholars such as Justus Lipsius and Anna Maria Von Schurman), during her lifetime Gournay was also mocked as a bluestocking, made the butt of various pranks, and ridiculed in print. Scholarly disdain for Gournay continued into the 19th and early 20th centuries. With the rediscovery of the “Bordeaux Copy” of Montaigne’s Essais in the early 19th century—with additions and comments in Montaigne’s hand that differed from those that appeared in Gournay’s 1595 edition—Gournay’s reputation as a “faithful” editor was called into question. Critics also cast doubt on the mutuality of the friendship with Montaigne and suggested that Gournay was little better than an obsessive fan. This disdainful attitude toward Gournay has altered radically in the last thirty years. Gournay’s essays and treatises, in addition to her work on the Essais, have become the subject of several volumes of essays and monographs as scholars have increasingly made Gournay-as-author the subject of critical inquiry; in addition, scholars have sought greater purchase on the mutually informative relation between her editorial work and her writing. Gournay’s complete works have also been reproduced carefully in excellent critical editions. Strikingly, the debate over her work on Montaigne’s Essais has also come full circle, as the 1595 text has been re-adopted as the definitive version of the Essais for the recent Pléiade edition. The quickened scholarly interest in Gournay over the past twenty years—much of which defends her as editor and author—no doubt played a role in that editorial decision.


2020 ◽  
Vol 76 (6) ◽  
pp. 1233-1260
Author(s):  
Marie L. Radford ◽  
Vanessa Kitzie ◽  
Stephanie Mikitish ◽  
Diana Floegel ◽  
Gary P. Radford ◽  
...  

PurposeScholarly identity refers to endeavors by scholars to promote their reputation, work and networks using online platforms such as ResearchGate, Academia.edu and Twitter. This exploratory research investigates benefits and drawbacks of scholarly identity efforts and avenues for potential library support.Design/methodology/approachData from 30 semi-structured phone interviews with faculty, doctoral students and academic librarians were qualitatively analyzed using the constant comparisons method (Charmaz, 2014) and Goffman’s (1959, 1967) theoretical concept of impression management.FindingsResults reveal that use of online platforms enables academics to connect with others and disseminate their research. scholarly identity platforms have benefits, opportunities and offer possibilities for developing academic library support. They are also fraught with drawbacks/concerns, especially related to confusion, for-profit models and reputational risk.Research limitations/implicationsThis exploratory study involves analysis of a small number of interviews (30) with self-selected social scientists from one discipline (communication) and librarians. It lacks gender, race/ethnicity and geographical diversity and focuses exclusively on individuals who use social networking sites for their scholarly identity practices.Social implicationsResults highlight benefits and risks of scholarly identity work and the potential for adopting practices that consider ethical dilemmas inherent in maintaining an online social media presence. They suggest continuing to develop library support that provides strategic guidance and information on legal responsibilities regarding copyright.Originality/valueThis research aims to understand the benefits and drawbacks of Scholarly Identity platforms and explore what support academic libraries might offer. It is among the first to investigate these topics comparing perspectives of faculty, doctoral students and librarians.


2008 ◽  
Vol 28 (1) ◽  
pp. 43-53 ◽  
Author(s):  
Janet K. Schulenberg ◽  
Marie J. Lindhorst

Academic advising has emerged as a distinct interdisciplinary field and profession, but the description of its role has recently relied on analogies and metaphors. While helpful in clarifying practice, their continual use obscures the uniqueness of academic advising and masks the importance of the scholarship that underlies its practice. We use the development of archaeology as a distinct profession and scholarly field to highlight critical developments in academic advising and draw examples of key aspects in the professionalization of academic advising from The Pennsylvania State University. The scholar-practitioner model must be nurtured for all who engage in academic advising and for a distinct scholarly identity to be established within higher education. Efforts must proceed at national and local levels. Relative Emphasis: theory, practice, research


Author(s):  
María Francisca Llantada Díaz

In The Pilgrimage of Dorothy Richardson (2000), Joanne Winning negotiates her claim to credibility in the world of Richardson’s studies when introducing a theory that goes against the grain. The study of boosters, hedges and other rhetorical strategies in its introduction and afterword will be of key importance to show how Winning conciliates her self-assurance about her proposal with her deference to other researchers. Researchers are able to convince their colleagues if they have full command of rhetorical strategies to present their findings in an acceptable way. Thus, this article will analyse how boosters, hedges and the coexistence of self-mention with impersonalization strategies help Winning create an adequate scholarly identity for herself that guarantees her inclusion in the literary critical scene.


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