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Feedback Literacy Concepts and Practices: Toward Academic Feedback Literacy

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Bibliographic Details
Title: Feedback Literacy Concepts and Practices: Toward Academic Feedback Literacy
Language: English
Authors: David Carless (ORCID 0000-0003-1449-5174)
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
FullText Text:
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  Data: 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
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  Data: 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.
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