Abstract
Critical media literacy needs to be seen as a central component of language teacher education, especially in the postdigital age. One underexplored dimension, however, is digital assessment literacy and in particular digital feedback literacy (Schluer, 2022a). Even though recent years witnessed a proliferation of digital technologies for feedback exchanges, pedagogical guidance for the use of digital feedback remains almost non-existent (but see Schluer, 2022a; 2023; 2024a). Theoretically, this paper connects the concept of Digital Feedback Literacies (DFL) to the frameworks of Critical Media Literacies (CML) and Postdigital Literacies (PDL). Empirically, it presents insights from research on digital peer feedback as well as partnership approaches in English language teacher education. Pedagogically, these approaches allow pre-service teachers to experience the complexities, benefits, and challenges of digital feedback literacy development from the dual perspectives of learners and teachers in their complementary roles as digital media (co-)producers and recipients.
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Recommended Citation
Schluer, J. (2025). Developing digital feedback literacies in language teacher education: Peer and partnership approaches in the postdigital age. Journal of Media Literacy Education, 17(3), 84-97. https://doi.org/10.23860/JMLE-2025-17-3-8
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