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Dialogism in feedback literacies: a critical review.

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Title: Dialogism in feedback literacies: a critical review.
Authors: Myers, Tony1 (AUTHOR) drtonymyers@gmail.com, Buchanan, Jaime2 (AUTHOR)
Source: Assessment & Evaluation in Higher Education. Sep2025, Vol. 50 Issue 6, p846-860. 15p.
Subject Terms: *Higher education, *Educational objectives, *Student engagement, Dialogics, Sociocultural factors, Communicative action, Critical discourse analysis
Abstract: This critical review examines the evolving conceptualization of dialogue in feedback literacies within higher education, presenting a nuanced theoretical framework that challenges traditional understanding of feedback interactions. Through a systematic analysis of 74 peer-reviewed articles, predominantly from the past decade, the paper identifies and categorizes three distinct levels of dialogic engagement: clarificatory, questioning, and critical. These levels align with established models of academic literacies, progressing from basic study skills through academic socialization to transformative critique. Drawing on Bakhtinian concepts of heteroglossia and answerability, the review articulates how dialogue in feedback operates not merely as verbal exchange but as a complex sociocultural process. The paper proposes an integrated matrix that maps dialogue types against student roles and feedback functions, demonstrating how different forms of dialogue serve distinct pedagogical purposes. This reconceptualization expands our understanding of feedback dialogue beyond traditional teacher-student interactions. The findings suggest that effective feedback literacy requires a more nuanced deployment of dialogue types based on specific learning contexts and objectives, while acknowledging the transformative potential of critical dialogue in challenging established academic hierarchies. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Dialogism in feedback literacies: a critical review.
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. Sep2025, Vol. 50 Issue 6, p846-860. 15p.
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  Data: This critical review examines the evolving conceptualization of dialogue in feedback literacies within higher education, presenting a nuanced theoretical framework that challenges traditional understanding of feedback interactions. Through a systematic analysis of 74 peer-reviewed articles, predominantly from the past decade, the paper identifies and categorizes three distinct levels of dialogic engagement: clarificatory, questioning, and critical. These levels align with established models of academic literacies, progressing from basic study skills through academic socialization to transformative critique. Drawing on Bakhtinian concepts of heteroglossia and answerability, the review articulates how dialogue in feedback operates not merely as verbal exchange but as a complex sociocultural process. The paper proposes an integrated matrix that maps dialogue types against student roles and feedback functions, demonstrating how different forms of dialogue serve distinct pedagogical purposes. This reconceptualization expands our understanding of feedback dialogue beyond traditional teacher-student interactions. The findings suggest that effective feedback literacy requires a more nuanced deployment of dialogue types based on specific learning contexts and objectives, while acknowledging the transformative potential of critical dialogue in challenging established academic hierarchies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Sep2025
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