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Abstract
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.
Notes
1. See Sutton and Gill Citation2010 for further details of the research method and analysis.
2. In a future research project, I intend to examine written feedback provided to learners in order to determine the extent to which it actually provides feedback for knowing.
3. I have argued elsewhere (Sutton, Citation2009) that making feedback more dialogic goes some way to overcome such barriers.
