The development of academics’ feedback literacy: experiences of learning from critical feedback via scholarly peer review

The emerging literature related to feedback literacy has hitherto focused primarily on students’ engagement with feedback, and yet an analysis of academics’ feedback literacy is also of interest to those seeking to understand effective strategies to engage with feedback. Data from concept map-mediated interviews and reflections, with a team of six colleagues, surface academics’ responses to receiving critical feedback via scholarly peer review. Our findings reveal that feedback can be visceral and affecting, but that academics employ a number of strategies to engage with this process. This process can lead to actions that are both instrumental, enabling academics to more effectively ‘play the game’ of publication, as well as to learning that is more positively and holistically developmental. This study thus aims to open up a dialogue with colleagues internationally about the role of feedback literacy, for both academics and students. By openly sharing our own experiences we seek to normalise the difficulties academics routinely experience whilst engaging with critical feedback, to share the learning and strategies which can result from peer review feedback, and to explore how academics may occupy a comparable role to students who also receive evaluation of their work

Flexible, Phase-Transfer Catalyzed Approaches to 4-Substituted Prolines

A range of 4-substituted prolines can be rapidly synthesized from a protected glycine Schiff base in only four steps and in 27–55% overall yield. Phase transfer catalysis allows direct access to both enantiomeric series, and the relative stereochemistry at the 4-position is readily controlled (>10:1 dr) through the choice of hydrogenation conditions

Russian Poetry and Cold War politics

This is the author accepted manuscript

The Art of Accommodation: Literary Translation in Russia

This collection of essays is a seminal contribution to the establishment of translation theory within the field of Russian literature and culture. It brings together the work of established academics and younger scholars from the United Kingdom, Russia, the United States, Sweden and France in an area of academic study that has been largely neglected in the Anglophone world. The essays in the volume are linked by the conviction that the introduction of any new text into a host culture should always be considered in conjunction with adjustments to prevailing conventions within that culture. The case studies in the collection, which cover literary translation in Russia from the eighteenth century to the twentieth century, demonstrate how Russian culture has interpreted and accommodated translated texts, and how translators and publishers have used translation as a means of responding to the literary, social and political conditions of their times. In integrating research in the area of translated works more closely into the study of Russian literature and culture generally, this publication represents an important development in current research