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

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 exper...

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Autores principales:	Sin Wang Chong, Shannon Mason
Formato:	article
Lenguaje:	EN
Publicado:	Springer Nature 2021
Materias:	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
Acceso en línea:	https://doaj.org/article/09653cd06adc4a719bbf8d7de1596ae3
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spelling	oai:doaj.org-article:09653cd06adc4a719bbf8d7de1596ae32021-11-14T12:28:51ZDemystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers10.1057/s41599-021-00951-22662-9992https://doaj.org/article/09653cd06adc4a719bbf8d7de1596ae32021-11-01T00:00:00Zhttps://doi.org/10.1057/s41599-021-00951-2https://doaj.org/toc/2662-9992Abstract 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.Sin Wang ChongShannon MasonSpringer NaturearticleHistory of scholarship and learning. The humanitiesAZ20-999Social SciencesHENHumanities & Social Sciences Communications, Vol 8, Iss 1, Pp 1-11 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	History of scholarship and learning. The humanities AZ20-999 Social Sciences H
spellingShingle	History of scholarship and learning. The humanities AZ20-999 Social Sciences H Sin Wang Chong Shannon Mason Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
description	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.
format	article
author	Sin Wang Chong Shannon Mason
author_facet	Sin Wang Chong Shannon Mason
author_sort	Sin Wang Chong
title	Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
title_short	Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
title_full	Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
title_fullStr	Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
title_full_unstemmed	Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
title_sort	demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers
publisher	Springer Nature
publishDate	2021
url	https://doaj.org/article/09653cd06adc4a719bbf8d7de1596ae3
work_keys_str_mv	AT sinwangchong demystifyingtheprocessofscholarlypeerreviewanautoethnographicinvestigationoffeedbackliteracyoftwoawardwinningpeerreviewers AT shannonmason demystifyingtheprocessofscholarlypeerreviewanautoethnographicinvestigationoffeedbackliteracyoftwoawardwinningpeerreviewers
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Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers

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