Interestingly, 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 their values about teaching. Both take up the idea of a text’s potential for dialogic engagement with its constructor of meaning, and how that dialogic process is essential for self-reflexivity and empowerment in the literacy process.