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

Sin Wang Chong; Shannon Mason

doi:10.1057/s41599-021-00951-2

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

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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 language	English
Article number	266
Number of pages	11
Journal	Humanities and Social Sciences Communications
Volume	8
DOIs	https://doi.org/10.1057/s41599-021-00951-2
Publication status	Published - 12 Nov 2021

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Chong-2021-Demystifying-scholarly-peer-review
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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.",

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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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