Problematizing Peer Review: Academic Librarians’ Pedagogical Approaches to Peer Review
Bibliographic record
Abstract
INTRODUCTION This study is the first to consider how academic librarians’ understanding of and participation in the peer review process influences their information literacy pedagogy and practice. METHODS This mixed-methods study uses a modified sequential explanatory design, beginning with a survey of academic librarians in the United States and Canada, followed by interviews with interested study participants. RESULTS & DISCUSSION The researchers find that academic librarians frequently teach about peer review, but approaches vary widely, and though some have adapted the Framework to fit their instruction about peer review, there are no best practices. Instructor demands, the length of instructional sessions, and student level influence whether and how academic librarians contextualize the peer review process. While some academic librarians draw from their personal experience in the peer review process as authors, reviewers, and/or editors in their teaching, academic librarians do not consistently report their personal experience as an influence on their teaching of the peer review process to students. CONCLUSION This article argues that academic librarians should consider the place of peer review in information literacy instruction, including interrogating how scaffolding instruction about peer review may provide a disservice to students from an equity perspective. The authors urge academic librarians who have it to draw on personal experience to contextualize their instruction about peer review.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.002 | 0.063 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".