Conceptualizing feedback literacy: knowing, being, and acting

被引：197
作者：
Sutton, Paul [1 ]
机构：
[1] Univ Coll Plymouth, Fac Educ Hlth & Welf, Plymouth, Devon, England
来源：
INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL | 2012年 / 49卷 / 01期
关键词：
feedback literacy; knowing; being; acting; educational identity; STUDENTS EXPERIENCES; HIGHER-EDUCATION;
D O I：
10.1080/14703297.2012.647781
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：31 / 40
页数：10
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