Developing Feedback Literacy for Academic Journal Peer Review
Routledge (Verlag)
978-1-032-43091-1 (ISBN)
This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors and experienced reviewers to develop the concept of ‘feedback literacy’ in academic peer review contexts.
This novel collection of research uses personal reflections, disseminations of good practices, research syntheses and small-scale primary studies to highlight implications for feedback practices, demonstrating how academics’ capacity, disposition and skills in providing and engaging with constructive, professional and actionable feedback are crucial to ensure a comprehensive and worthwhile process. Chapters draw attention to the need for academics to develop feedback literacy, both at the ECR level and for more experienced peer reviewers, journal editors and authors, furthering discussion on improvement strategies and solutions to current feedback practices.
Reimagining journal peer review as an inclusive and sustainable participatory system, this book will appeal to scholars and researchers working in higher education and educational assessment. There will be particular interest among postgraduate students and ECRs across the Arts, Humanities and Social Sciences disciplines for whom journal peer review has a particular relevance.
Sin Wang Chong is Director of Impact and Innovation at the International Education Institute, University of St Andrews, and Professor, Head of Evidence Synthesis and Chair of Research Ethics at the National Institute of Teaching in London. Aurora Lixinhao Gao is a doctoral candidate in Applied Linguistics at the University of Cambridge, UK. Prior to her PhD, she earned a Master of Philosophy degree with distinction from the University of Cambridge. Aurora serves as Research Assistant at the Research for Equitable Access and Learning Centre, University of Cambridge, UK, and is a Fellow of the Higher Education Academy (FHEA).
Part 1: State-of-play of journal peer review feedback research and practice
Introduction
Academics’ feedback literacy for journal peer review
Chapter 1
A critical review of scholarly peer review research from 2000 to 2021
Part 2: Editors’ perspectives
Chapter 2
Interpreting the review process in applied linguistics research
Chapter 3
Encouraging publication of two-year faculty through a collaborative, open peer review process
Part 3: Authors’ perspectives
Chapter 4
Perception of academics in non-western countries towards paper submissions/ publishing in international peer review journals
Chapter 5
The role of peer review in developing my dual educator-researcher identity
Part 4: Early career researchers’ perspectives
Chapter 6
Developing early career researcher feedback literacy: Reflective learning as a catalyst
Chapter 7
Developing novice academics’ feedback literacy: a workshop approach
Part 5: Future directions
Conclusion
Feedback in journal peer review: The way forward
| Erscheinungsdatum | 18.10.2024 |
|---|---|
| Reihe/Serie | Routledge Research in Higher Education |
| Zusatzinfo | 6 Tables, black and white; 9 Line drawings, black and white; 1 Halftones, black and white; 10 Illustrations, black and white |
| Verlagsort | London |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 453 g |
| Themenwelt | Sozialwissenschaften ► Pädagogik ► Bildungstheorie |
| ISBN-10 | 1-032-43091-5 / 1032430915 |
| ISBN-13 | 978-1-032-43091-1 / 9781032430911 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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