Developing Feedback Literacy for Academic Journal Peer Review by Sin Wang Chong

Developing Feedback Literacy for Academic Journal Peer Review by Sin Wang Chong

Bought in 1925 by Dorothy and Leonard Elmhirst, the Devon estate of Dartington Hall earned itself a place in the annals of utopian schemes through the Elmhirsts' conviction that arts, education and work could all be integrated into an abundant life for the participation of everyone. From the perspective of the time, when dance was not necessarily given equality with other arts, they believed in dance as an art for the betterment of society. As early as 1932 a Dance School was built on the site. It offered professional training in modern dance, and acted as a base for community outreach. From the 1960s, Dartington College of Arts became a fulcrum for intercontinental exchanges and the Dartington Dance Festivals of the 1970s provided inspiration for a generation of independent and radical choreographers. After Dartington College of Arts moved from the estate in 2010, many dance artists were able to develop their work in the vacated studios. Schumacher College, Dartington's ecological education centre, meanwhile evolved degree qualifications that combined rigorous science with discovery methods deriving from the embodied training that dancers had been developing. This new edition of the book, first published in 2007, assesses Dartington's dance legacy in its centenary year, with insights into dance of the twenty-first century. For students of history, it provides a lens through which to view a century of change in dance and society. Enthusiasts of Dartington Hall will find here a compelling narrative about exceptional artists working within the often impossible demands of utopian dreams.

'This perspicacious volume emphasises the significance and complexity of feedback literacy in journal peer review in Education and Applied LinguisticsIt uniquely blends the experiences and insights of journal editors, authors, and early career researchers, offering a comprehensive exploration of the challenges and opportunities inherent in engaging with peer review feedback, as well as presenting pressing points for future directions of feedback literacy. Essential reading for researchers at all career stages, this volume provides invaluable perspectives on navigating the dynamics of academic publishing and feedback reception.'

Jim McKinley, Professor of Applied Linguistics, University College London, UK, and Editor of System

'Peer review is an integral part of scientific development and it triggers emotional reactions from all sides. Yet, scholars are rarely trained to constructively provide feedback or effectively engage with it. To this end, this book is undoubtedly a necessary resource for those involved in academic publishing including researchers, graduate students, journal editors, and publishers.'

Masatoshi Sato, Professor, Universidad Andrés Bello, Chile, and Editor of Language Awareness

'This is a book that will transform our thinking about literacy, feedback, (peer) review, and how the scholarship review of academic journals may develop its collective judgmental acumen. Its perspective(s), frameworks, and exposition offer scholars and students insights on how feedback literacy may be gleaned and enhanced from systematic review. If research is posited as systematic inquiry made public, then perhaps review may be appreciated for its potential to support assessment literacy through systematic informed judgement made accessible and educative for all learners.'

Kelvin Heng Kiat Tan, Associate Professor, National Institute of Education, Nanyang Technological University, Singapore

'The academic practice of peer reviewing for journals is frequently a process shrouded in mystery. Adopting the increasingly popular lens of feedback literacy, this book offers insights on peer review which should appeal to academics at all stages of their career. This book is valuable for those wishing to reflect upon and improve their own practice, to support others to participate in a core aspect of academic life, and to anyone involved in journal editing.'

Joanna Tai, Senior Research Fellow, Deakin University, Australia

Sin Wang Chong is Director of Impact and Innovation at the International Education Institute, University of St Andrews, and Professor, Head of Evidence Synthesis and Chair of Research Ethics at the National Institute of Teaching in London.

Aurora Lixinhao Gao is a doctoral candidate in Applied Linguistics at the University of Cambridge, UK. Prior to her PhD, she earned a Master of Philosophy degree with distinction from the University of Cambridge. Aurora serves as Research Assistant at the Research for Equitable Access and Learning Centre, University of Cambridge, UK, and is a Fellow of the Higher Education Academy (FHEA).

SKU	Unavailable
ISBN 13	9781032430928
ISBN 10	1032430923
Title	Developing Feedback Literacy for Academic Journal Peer Review
Author	Sin Wang Chong
Series	Routledge Research In Higher Education
Condition	Unavailable
Binding Type	Paperback
Publisher	Routledge
Year published	2026-05-22
Number of pages	162
Cover note	Book picture is for illustrative purposes only, actual binding, cover or edition may vary.