Education

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

S. W. Chong and S. Mason

This research delves into the insightful feedback practices of two award-winning peer reviewers in education. Through an innovative autoethnographic-ecological lens, the study reveals how these reviewers navigate the complexities of feedback design, responsibilities, and journal standards while considering various contextual influences. Conducted by Sin Wang Chong and Shannon Mason, this work offers valuable implications for peer reviewer support and future research.

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Playback language: English

Index

Abstract

This study explores the feedback practices and experiences of two award-winning peer reviewers in education, using an autoethnographic-ecological lens and a feedback literacy framework. Findings illuminate how the reviewers design feedback for uptake, manage responsibilities, reflect on experiences, and understand journal standards, considering micro, meso, exo, macro, and chrono contextual influences. Implications for peer reviewer support and future research are discussed.

Publisher

Humanities and Social Sciences Communications

Published On

Nov 12, 2021

Authors

Sin Wang Chong, Shannon Mason

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