Previous studies of the peer review experience give some indication that the experience of peer review and feedback literacy instruction may vary greatly per discipline. However, the literature is lacking in studies targeting the peer review and feedback literacy experiences of LIS professionals. This poster illustrates findings from an IRB-approved international study surveying editors of Library and Information Science (LIS) journals and published librarians and library professionals of the same journals on the amount of previous instruction they received on professional writing, peer review, and editing in the field as well as their experiences of the peer review and publication process. The study aimed to evaluate the current state of feedback literacy as it applies to peer review in the LIS discipline to determine a disciplinary need for feedback literacy instruction.
Learning Objectives:
Participants will be able to define the concept of feedback literacy as it applies to LIS research and publication.
Participants will identify needs for greater feedback literacy instruction and professional development for the LIS profession.
Participants will begin to identify possible solutions to address feedback literacy needs for LIS professionals.