Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers

Sin Wang Chong, Shannon Mason

Research output: Contribution to journalArticlepeer-review

12 Downloads (Pure)

Abstract

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.
Original languageEnglish
Article number266
Number of pages11
JournalHumanities and Social Sciences Communications
Volume8
Publication statusPublished - 12 Nov 2021

Fingerprint

Dive into the research topics of 'Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers'. Together they form a unique fingerprint.

Cite this