NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ955154
Record Type: Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 20
ISBN: N/A
ISSN: ISSN-1470-3297
Conceptualizing Feedback Literacy: Knowing, Being, and Acting
Sutton, Paul
Innovations in Education and Teaching International, v49 n1 p31-40 2012
In this paper I seek to reflect upon the process of becoming feedback literate. Feedback literacy is conceptualised as an integral component of a broader academic literacy that has three interrelated dimensions: the epistemological, the ontological and the practical. Learners experience and respond differentially to each of these dimensions which can render becoming feedback literate a complex and challenging process. The acquisition of feedback literacy, I argue, is also mediated by learners' perceptions of their university teachers' educational identities. (Contains 3 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Scotland)