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dc.contributor.authorChong, Sin Wang
dc.identifier.citationChong , S W 2021 , ' Improving peer-review by developing reviewers’ feedback literacy ' , Learned Publishing , vol. 34 , no. 3 .
dc.identifier.otherPURE: 277616868
dc.identifier.otherPURE UUID: 965bddb2-a60e-418f-81ad-a4328c6aadb2
dc.identifier.otherBibtex: 0ab30e09edb34758939b8d95f1d13a33
dc.identifier.otherScopus: 85102862793
dc.identifier.otherORCID: /0000-0002-4519-0544/work/107287457
dc.description.abstractThere is a need to train journal peer reviewers to provide professional, constructive, and actionable feedback: i.e., develop their feedback literacy.Journals and publishers can improve the way they support peer reviewers' feedback literacy by raising awareness and providing guidance and exemplars of good practice.Existing online peer‐review training resources developed by major publishers only focus on content of feedback but neglect the socio‐emotional aspect of feedback.Resources to develop peer reviewers' feedback literacy should be formulated by adopting knowledge‐based, skills‐based, and community‐based approaches.
dc.relation.ispartofLearned Publishingen
dc.rightsCopyright © 2021 The Author. Learned Publishing published by John Wiley & Sons Ltd on behalf of ALPSP. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.en
dc.subjectLB2300 Higher Educationen
dc.titleImproving peer-review by developing reviewers’ feedback literacyen
dc.typeJournal itemen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. International Education Instituteen
dc.description.statusPeer revieweden

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