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This paper argues that developing and practicing well-being language enables awareness, reflection, and metacognitive thinking that support mindful scholarly writing. Well-being literacy is framed as the capacity to understand and employ wellbeing for personal, collective, and global flourishing, while safeguarding individuals, groups, and systems. Using trioethnography, the authors examine vulnerability, relationships, and meaning within academic becoming.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/well-being-literacy-in-the-academic-landscape-trioethnographic-inquiry-into-scholarly-writing-journal-article-2024/595242/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/well-being-literacy-in-the-academic-landscape-trioethnographic-inquiry-into-scholarly-writing-journal-article-2024/595242.png","ImageObject",300,407,{"name":92,"@type":93},"Blitz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is well-being literacy in the context of this paper?","Question",{"text":112,"@type":113},"Well-being literacy is the capacity to understand and employ well-being language across contexts with the intention of maintaining or improving the well-being of oneself, others, and the world.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper study well-being literacy and scholarly writing?",{"text":117,"@type":113},"It uses trioethnography, utilizing the authors themselves as the research site and comparing interpretative, participant-centred vignettes that arise during the research.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the study aim to reveal about academic writing and writers?",{"text":121,"@type":113},"It explores the emotional experiences of academic writers and examines becoming an academic writer through vulnerability, relationships, and meaning, linking these to metacognitive well-being literacy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595242,1792190239,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},24464137899374,"https://us-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Well-Being Literacy in the Academic Landscape: Trioethnographic Inquiry Into Scholarly Writing  \nA journal of educational research and practice 2024 Vol. 33 (1) 27−48  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nNarelle Lemon 1* , Jacqui Francis2 , Lisa M. Baker2  \n1 School of Education, Edith Cowan University  \n2 Centre for Wellbeing Science, Faculty of Education, The University of Melbourne  \nAbstract  \nWriting well and being well as academic writers is rarely spoken about, often hidden , and at times evaded. We believe that developing, maintaining, and growing well-being literacy not only engages the act but also allows awareness, reflection , and metacognitive thinking that enable mindful writing for well-being. Well-being literacy, the capacity to understand and employ wellbeing language for personal, collective, and global well-being, intrigues us. It encompasses nurturing, sustaining, and safeguarding well-being for individuals, groups, and systems to thrive. As scholars delving into well-being literacy, we, a diverse collective from across higher education career trajectories, investigate its role in scholarly writing and our academic realities. Our focus lies in unraveling the paradoxes inherent in higher education, particularly as researchers and writers. In this paper, we examine our own stories as a trioethnography and the impact of our writing practices on our own professional and personal lives. By doing so, we reveal the place of vulnerability, relationships , and meaning in who we are and are becoming as academic scholars. Guiding principles are shared with peers and colleagues in how they might cultivate writing practices while valuing and embodying well-being in the higher education space.  \nKeywords: well-being literacy, trioethnography, academic well-being , writer well-being , vulnerability, meaning , relationship  \n* [n.lemon@ecu.edu.au](n.lemon@ecu.edu.au)  \nIntroduction  \nValuing your well-being and self-care as an academic in the higher education context can be difficult. The culture of overwork and dismissing the needed well-being resources that value who we are and what we do has been problematic for a sustained period (Eager, 2021; Lemon, 2021 b) . There exists a battle between what you know is good for you personally and the tension that emerges from the dominant professional rhetoric around academic success, creating knowledge, and career advancement (Fang, 2021) . Reflecting on this culture, these systematic flaws can impact us negatively. It is impossible to sustain a healthy work environment with continual and continuing rankings, one size fits all measuring , and external pressures of scholarly production causing anxiety (Bergen et al. , 2020) . For those who value both personal and professional well-being, the ability to stay grounded, centred, and true to oneself can be a challenge.  \nAs scholars who research well-being literacy, we come together as a collective , representing different career trajectories and lived experiences in higher education. We seek to explore wellbeing literacy in the context of scholarly writing and the reality of our academic lives. Well-being literacy is the capability to comprehend and compose well-being language across contexts with the intention of using such language to maintain or improve the well-being of oneself, others, orthe world (Oades et al. , 2021) . As a capability both for and about well-being, well-being literacy embraces the building, maintaining, and protecting of well-being in order for individuals, collectives, and systems to flourish. We are interested in the paradoxes that are contextualized for us in higher education , particularly from the perspective of being researchers and writers.  \nThis paper employs trioethnography (Le et al. , 2021) to explore the emotional experiences of academic writers. Utilizing ourselves as the research site, we compare our reflections, focusing on interpretative, ","cbCaikkyhQn2dtR8","https://ap.wps.com/l/cbCaikkyhQn2dtR8","pdf",227775,22,"English","# Abstract\n# Introduction\n## Well-being in Higher Education\n## Well-Being Literacy and Scholarly Writing\n## Trioethnography Method\n## Vignettes and Metacognitive Skill\n# Conclusion and Guiding Principles","[{\"question\":\"What is well-being literacy in the context of this paper?\",\"answer\":\"Well-being literacy is the capacity to understand and employ well-being language across contexts with the intention of maintaining or improving the well-being of oneself, others, and the world.\"},{\"question\":\"How does the paper study well-being literacy and scholarly writing?\",\"answer\":\"It uses trioethnography, utilizing the authors themselves as the research site and comparing interpretative, participant-centred vignettes that arise during the research.\"},{\"question\":\"What does the study aim to reveal about academic writing and writers?\",\"answer\":\"It explores the emotional experiences of academic writers and examines becoming an academic writer through vulnerability, relationships, and meaning, linking these to metacognitive well-being literacy.\"}]","Well-Being Literacy in the Academic Landscape: Trioethnographic Inquiry Into Scholarly Writing - Journal Article 2024 | PDF",1792080695,55]