CRADLE is a top contributor to feedback literacy research
24 October 2024
A recent bibliometric analysis of the term “feedback literacy” from 2012–2024 by X Liang et al. was undertaken using data collected from Scopus. The article highlighted David Carless and David Boud as the dominant global authors, with CRADLE and Deakin University ranking at the top with The University of Hong Kong. CRADLE authors, Fellows and our extensive network of global collaborators have a significant impact on feedback literacy.
Highly Cited Authors
CRADLE Researchers featured across the top 14 most prolific authors. The second-most influential author in the world is CRADLE Co-Director Deakin Distinguished Professor David Boud. Meanwhile CRADLE Senior Research Fellow Dr Joanna Tai is the fourth most influential author. Phill Dawson, Margaret Bearman and Rola Ajjawi are also in the top 14.
Professor David Boud
Dr Joanna Tai
Several of the top 14 authors are associated with CRADLE:
- Professor Naomi Winstone (University of Surrey and CRADLE Honorary Professor)
- Dr Edd Pitt (University of Kent and CRADLE Honorary Associate Professor)
- Associate Professor Karen Gravett (University of Surrey and CRADLE Honorary Associate Professor)
Other authors in the top 14 are well known collaborators with the CRADLE team, including Professor Elizabeth Molloy (University of Melbourne) and Professor David Carless (University of Hong Kong).
The journal article highlights:
a small but influential group of scholars, including Naomi Winstone, Joanna Tai, and Phillip Dawson, who have made significant contributions to the field of feedback literacy
Top 5 Most-Cited Publications
Of the five most cited articles on feedback literacy the top two involve CRADLE authors, illustrating our foundation role in shaping understanding of feedback literacy.
| Rank | Article | Citations |
|---|---|---|
| 1 | The development of student feedback literacy: enabling uptake of feedback (Carless & Boud, 2018) | 950 |
| 2 | Developing and learning-centred framework for feedback literacy (Molly, Boud & Henderson, 2020) | 235 |
| 3 | Teacher feedback literacy and its interplay with student feedback (Carless & Winstone, 2023) | 223 |
| 4 | Conceptualizing feedback literacy: knowing, being, and acting (Sutton 2012) | 213 |
| 5 | Designing effective feedback processes in higher education: A learning-focused approach (Winstone & Carless, 2019) | 196 |
Feedback Literacy Behaviour Scale
Just last year we were pleased to publish the Feedback Literacy Behaviour Scale (FLBS). It’s not the first instrument to measure feedback literacy, but it is the first one to focus on behaviour rather than primarily focus on beliefs, attitudes or understandings about feedback.
The paper and the scale are published under a Creative Commons Attribution license, which means you are free to download, share and use them in your work, and even make adaptations to them under the terms of the license.
You might even find it interesting to try it out yourself, and reflect on your own feedback literacy behaviours.
Summary
The outcomes of the analysis indicate the presence of a cooperative network centred around CRADLE researchers and key contributors David Carless and David Boud are pinpointed for their significant roles in the development of feedback literacy research. The analysis has also highlighted the leading scholars in feedback literacy research and we are delighted that Joanna Tai, Phillip Dawson, Margaret Bearman and Rola Ajjawi have made significant contributions from the higher education perspective.
The impressive result reflects the dominance of Deakin University and CRADLE as an international leader in research on feedback literacy. The analysis also identifies the new trends of feedback research. Areas such as scaling and conceptualising through ecological perspectives. Keep an eye on our research as we have plenty more to say on feedback literacy.
We’d like to thank the authors for their valuable work in analysing the trends in feedback literacy.
References
Xiaoting Liang, Siak Bie Soh, Nurul Huda Hamzah & Ping Wang (2024). Research impacts and trends in feedback literacy: a bibliometric analysis. Assessment & Evaluation in Higher Education. Advance online publication. https://doi.org/10.1080/02602938.2024.2407945
