Seminar I Feedback literacy, feedback seeking and lifelong learning: Implications for doctoral education

Feedback literacy represents the capacities to make the most of feedback opportunities of different forms. Feedback seeking is a key aspect of feedback literacy and represents the pro-active search for information about performance. A starting point for this talk is that academics, students and teachers need feedback literacy as tool for academic achievement and for lifelong learning.

Feedback literacy research has spread rapidly in undergraduate education in the last five years but remains under-researched in doctoral education. The second part of the talk focuses on a recent interview-based study of doctoral supervisors’ understandings of feedback, and its enactment within the doctoral process. The concept of authentic feedback, representing practices that resemble those of the relevant workplace, is deployed to demonstrate how journal peer review facilitates the socialization of doctoral students into academic norms. Implications for feedback literacy and the role of feedback in doctoral education are discussed.