An Ongoing Journey of Digital Feedback Literacy Development

Abstract

This chapter narrates a personal academic journey of exploring and researching digital feedback, situated within the theoretical and pedagogical frameworks of reflective practice, collaborative learning, and literacy development. It underscores the multifaceted and evolving nature of digital feedback literacy and stresses the importance of critical reflection for continuous professional growth. The chapter presents both micro-level transformations in course design as well as macro-level processes of digital change, illustrated by examples from the author’s research projects on screencast feedback and curriculum redesign within the field of English language teacher education. Altogether, it highlights the dynamic interplay between technological innovation, pedagogical practice, language and cultural awareness. Considering emerging theoretical and methodological developments, the chapter concludes by emphasizing the necessity of continuous critical (re-)evaluations of feedback concepts and practices within ever-changing educational contexts.