Conceptualizing feedback literacy: knowing, being, and acting

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.