Feedback Literacy Concepts and Practices: Toward Academic Feedback Literacy
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| Title: | Feedback Literacy Concepts and Practices: Toward Academic Feedback Literacy |
|---|---|
| Language: | English |
| Authors: | David Carless (ORCID |
| Source: | Change: The Magazine of Higher Learning. 2025 57(5):5-11. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Feedback (Response), Multiple Literacies, Interpersonal Communication, Teacher Improvement, Educational Benefits, Interpersonal Relationship, Positive Reinforcement, Negative Reinforcement, Coaching (Performance), Evaluation, Performance Based Assessment |
| DOI: | 10.1080/00091383.2025.2539038 |
| ISSN: | 0009-1383 1939-9146 |
| Abstract: | Feedback information of different forms, such as peer feedback, teacher feedback, or generative artificial intelligence (GenAI) feedback, represent a potentially rich stimulus for development. Feedback literacy fuels improvement in academia, the workplace, and daily life. Academic feedback literacy is important because higher education staff need to develop continuously for their own professional growth and to meet the intensifying demands of academia. This article summarizes key feedback literacy concepts, focuses on the underexplored dimension of academic feedback literacy, and illustrates it through an example of how feedback literacy can inform teaching enhancement. |
| Abstractor: | ERIC |
| Entry Date: | 2026 |
| Accession Number: | EJ1501775 |
| Database: | ERIC |
| Abstract: | Feedback information of different forms, such as peer feedback, teacher feedback, or generative artificial intelligence (GenAI) feedback, represent a potentially rich stimulus for development. Feedback literacy fuels improvement in academia, the workplace, and daily life. Academic feedback literacy is important because higher education staff need to develop continuously for their own professional growth and to meet the intensifying demands of academia. This article summarizes key feedback literacy concepts, focuses on the underexplored dimension of academic feedback literacy, and illustrates it through an example of how feedback literacy can inform teaching enhancement. |
|---|---|
| ISSN: | 0009-1383 1939-9146 |
| DOI: | 10.1080/00091383.2025.2539038 |
