Demystifying the process of scholarly peer-review: an autoethnographic investigation of feedback literacy of two award-winning peer reviewers

Peer reviewers serve a vital role in assessing the value of published scholarship and improving the quality of submitted manuscripts. To provide more appropriate and systematic support to peer reviewers, especially those new to the role, this study documents the feedback practices and experiences of two award-winning peer reviewers in the field of education. Adopting a conceptual framework of feedback literacy and an autoethnographic-ecological lens, findings shed light on how the two authors design opportunities for feedback uptake, navigate responsibilities, reflect on their feedback experiences, and understand journal standards. Informed by ecological systems theory, the reflective narratives reveal how they unravel the five layers of contextual influences on their feedback practices as peer reviewers (micro, meso, exo, macro, chrono). Implications related to peer reviewer support are discussed and future research directions are proposed.

Automated summary

This study documents the feedback practices and experiences of two award-winning peer reviewers in the field of education, shedding light on how they design opportunities for feedback uptake, navigate responsibilities, reflect on their feedback experiences, and understand journal standards. Reflective narratives reveal the contextual influences on their feedback practices as peer reviewers across micro, meso, exo, macro, and chrono levels, informed by ecological systems theory. Implications related to peer reviewer support and future research directions are discussed.