This edited volume showcases first-hand accounts of crafting and handling feedback during the peer review process from early career researchers (ECRs), journal editors, and experienced reviewers to develop the concept of ‘feedback literacy’ in academic peer review contexts.

This novel collection of research uses personal reflections, disseminations of good practices, research syntheses, and small-scale primary studies to highlight implications for feedback practices, demonstrating how academics’ capacity, disposition, and skills in providing and engaging with constructive, professional, and actionable feedback is crucial to ensure a comprehensive and worth-while process. Chapters draw attention to the need for academics to develop feedback literary, both at the early-career-researcher level as well as for more experienced peer reviewers, journal editors and authors, furthering discussion on improvement strategies and solutions to current feedback practices.

Reimagining journal peer review as an inclusive and sustainable, participatory system, this book will appeal to scholars and researchers working in higher education and educational assessment. There will be particular interest amongst postgraduate students and early career researchers across the Arts, Humanities and Social Sciences for whom peer review has particular relevance.