Developing early career researcher feedback literacy

Abstract

<p>Feedback literacy is crucial for productive feedback uptake and continuous improvement in professional practices. While research into student feedback literacy has proliferated, the advancement of early career researcher (ECR) feedback literacy is under-explored. This topic deserves attention because many ECRs lack mentoring support and acquire feedback literacy through reflecting on reviewers’ feedback independently. Yet, little is known about how reflective learning is operationalised in feedback literacy development. Drawing on an ECR’s experience of handling reviewers’ feedback in an autoethnography, this chapter discussed how reflective learning could aid ECR feedback literacy development. Analysis of selected feedback excerpts, a reflective essay and post-meeting reflection notes indicated three key stages in the ECR’s developmental trajectory, namely psychological discomfort by critiques, enhancement of evaluative judgements and transference from feedback recipience to provision. From the reflective learning lens, dialogue-with-others in the research community helped the ECR increase resilience to criticism, make judgements and provide constructive feedback. For implications, ECRs’ agency to use the affordances provided by institutions, journal reviewers and publishers could sharpen their affect management and judgement making skills. A longitudinal approach in combination with narrative data and critical analysis of feedback experiences is useful in tracing ECR feedback literacy development.</p>