The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review
Article
Article Title | The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review |
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ERA Journal ID | 19964 |
Article Category | Article |
Authors | Gravett, Karen (Author), Kinchin, Ian M. (Author), Winstone, Naomi E. (Author), Balloo, Kieran (Author), Heron, Marion (Author), Hosein, Anesa (Author), Lygo-Baker, Simon (Author) and Medland, Emma (Author) |
Journal Title | Assessment and Evaluation in Higher Education |
Journal Citation | 45 (5), pp. 651-665 |
Number of Pages | 15 |
Year | 2020 |
Place of Publication | United Kingdom |
ISSN | 0260-2938 |
1469-297X | |
Digital Object Identifier (DOI) | https://doi.org/10.1080/02602938.2019.1686749 |
Web Address (URL) | https://www.tandfonline.com/doi/full/10.1080/02602938.2019.1686749 |
Abstract | The emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively ‘play the game’ of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work. |
Keywords | concept mapping; Feedback literacy; peer review; publication |
Contains Sensitive Content | Does not contain sensitive content |
ANZSRC Field of Research 2020 | 390402. Education assessment and evaluation |
390307. Teacher education and professional development of educators | |
390303. Higher education | |
Public Notes | The accessible file is the accepted version of the paper. Please refer to the URL for the published version. |
Byline Affiliations | University of Surrey, United Kingdom |
Institution of Origin | University of Southern Queensland |
https://research.usq.edu.au/item/q6zq0/the-development-of-academics-feedback-literacy-experiences-of-learning-from-critical-feedback-via-scholarly-peer-review
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