Feedback literacies as sociomaterial practice

Feedback remains a fundamental and challenging aspect of higher education policy and practice. Increasingly research has sought to understand how to more effectively develop students' feedback literacy in order to improve individuals' engagement with assessment feedback. To date, work within this area has been underpinned by cognitive and affective conceptions of feedback literacy, and feedback is commonly conceptualised as a binary, dialogic, relationship between feedback giver and recipient, within a humanist perspective. Drawing upon a rich literature that foregrounds the value of social, materialist, and posthuman perspectives in order to look again at educational contexts and practices, this article explores a wider re-conceptualisation of feedback literacy and of learning and teaching interactions. Moving forward from both a transmission-focused depiction of feedback, and a student as proactive recipient conception, I suggest that students' engagement with feedback is a sociomaterial practice, and that students' agency is complicated by factors that exist beyond a human to human interaction. As such, this article offers a new and alternative viewpoint that deviates from mainstream discussions of feedback literacy, and ends with a consideration of what a sociomaterial perspective can offer researchers and practitioners in order to progress work within this key area.

Automated summary

This article explores a broader re-conception of feedback literacy and learning and teaching interactions, drawing upon social, materialist, and posthuman perspectives. It argues that students' engagement with feedback is a sociomaterial practice and that their agency is influenced by factors beyond human-to-human interaction.