The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

Gravett, Karen and Kinchin, Ian M. and Winstone, Naomi E. and Balloo, Kieran ORCID: https://orcid.org/0000-0002-1745-4653 and Heron, Marion and Hosein, Anesa and Lygo-Baker, Simon and Medland, Emma (2019) The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review. Assessment and Evaluation in Higher Education, 45 (5). pp. 651-665. ISSN 0260-2938

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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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 01 Mar 2022 00:08
Last Modified: 23 Mar 2022 05:38
Uncontrolled Keywords: concept mapping; Feedback literacy; peer review; publication
Fields of Research (2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Fields of Research (2020): 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation
39 EDUCATION > 3903 Education systems > 390307 Teacher education and professional development of educators
39 EDUCATION > 3903 Education systems > 390303 Higher education
Identification Number or DOI: https://doi.org/10.1080/02602938.2019.1686749
URI: http://eprints.usq.edu.au/id/eprint/46271

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