Feedback literacy and peer review experiences within library and information science journals

Abstract

The processes of giving and receiving feedback are woven into the work and scholarly publication pursuits of academic librarians. The competencies required to cultivate a meaningful feedback exchange have been explored in other disciplines under the term “feedback literacy,” and have recently been tied to the peer review process included in the scholarly publication cycle. This article presents the findings from an international survey to Library Science editors and the authors of LIS journal articles, seeking to evaluate author and editor experiences of peer review in LIS journals and to ascertain the amount of instruction or training the respondents received in regard to scholarly writing and the peer review process. The study found that there is little to no standard instruction within the LIS discipline on the peer review process.