Demystifying the process of scholarly peer-review
An autoethnographic investigation of feedback literacy of two award-winning peer reviewers
Bibliographic Data
| ID | 22236404 |
|---|---|
| Authors | Sin Wang Chong (0000-0002-4519-0544, Queen's University Belfast, corresponding author), Sally Mason (0000-0002-8999-4448, Nagasaki University) |
| Year | 2021 |
| Volume | 8 |
| Issue | 1 |
| Publication date | 2021-11-12 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Humanities and Social Sciences Communications (JOURNAL) |
| Journal identifiers | ISSN: 2662-9992 • E-ISSN: 2662-9992 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1057/s41599-021-00951-2 |
| OpenAlex | W3206772829 |
| Language | EN |
| Citations received | 6 |
| References cited | 49 |
Peer reviewers serve a vital role in assessing the value of published scholarship and improving the quality of submitted manuscripts. To provide more appropriate and systematic support to peer reviewers, especially those new to the role, this study documents the feedback practices and experiences of two award-winning peer reviewers in the field of education. Adopting a conceptual framework of feedback literacy and an autoethnographic-ecological lens, findings shed light on how the two authors design opportunities for feedback uptake, navigate responsibilities, reflect on their feedback experiences, and understand journal standards. Informed by ecological systems theory, the reflective narratives reveal how they unravel the five layers of contextual influences on their feedback practices as peer reviewers (micro, meso, exo, macro, chrono). Implications related to peer reviewer support are discussed and future research directions are proposed
Conceptual framework · Literacy · Narrative · Pedagogy · Peer feedback · Peer review · Political science · Scholarship · Social science · Sociology · Technical peer review · Computer Science · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Psychology · Student Assessment and Feedback
Chinese Researchers’ Orientation Toward Peer Review Through the Lens of Engagement
Motivations of Novice and Experienced Female Chinese Applied Linguistics Researchers to Participate in Peer Reviews
Toward an understanding of doctoral students’ feedback literacy in academic publishing
Dancing in a red dress
Bringing light to a hidden genre
Feedback practices in journal peer-review
Composing ethnography
Designing Effective Feedback Processes in Higher Education
Assessment Literacy for the Language Classroom
Conceptualizing feedback literacy
Embracing the tension between vulnerability and credibility
Student feedback literacy and engagement with feedback
Teacher feedback literacy and its interplay with student feedback literacy
Eliciting, processing and enacting feedback
Understanding and expressing academic identity through systematic autoethnography
Ecology of the family as a context for human development
College students’ perception of e-feedback
‘Only true friends could be cruelly honest’
What feedback literate teachers do
The development of academics’ feedback literacy
Reconsidering student feedback literacy from an ecological perspective
Developing a learning-centred framework for feedback literacy
Nested or Networked? Future Directions for Ecological Systems Theory
Faculty Experiences with Bullying in Higher Education
Pursuing PhD by publication in geography
The development of student feedback literacy
Translating Autoethnography Across the Aera Standards
Qualitative Data Analysis
An Autoethnography on Learning About Autoethnography
A Nomenclature for Critical Autoethnography in the Arena of Disciplinary Atomization
Ethics in Autoethnography and Collaborative Autoethnography
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |