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SCIL Works 2013: The peer review process as performance art

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Mary Ann Naumann
Mary Ann Naumann

This document describes how to turn the peer review process into a classroom performance called a "peer review play." It involves finding an open access article with reviewers' comments, printing them out to create a script. Students are assigned roles as the authors, reviewers, and narrator. The play is performed for the class, followed by a discussion. The creator has found it engages students in a unique way and sparks insightful comments. It can help students better understand the peer review process.

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The Peer Review Process as Performance Art Mary Ann Naumann Research & Reference Librarian Pepperdine University Libraries
Peer Review Play • What my hack is • How you can do it too • What I’ve learned so far
Two interests collide …
… or perhaps happily converge
Open Peer Review • Reviewers' names are included on the peer review reports • If the manuscript is published, the reports are made available online along with the final version of the manuscript BioMed Central’s Definition
SCIL Works 2013: The peer review process as performance art
Reviewer Delia West’s Comments
The Peer Review Play Hacks Three Things: • Repurposes something freely available (the article, reviewers’ comments, authors’ responses) into a unique teaching tool • Shifts the tempo of my class • Changes up my and my students’ roles in the class
Creating a Peer Review Play • Find an open access, open peer review article (try BioMed Central and BMJ Open) • Print out copies of the abstract, reviewers’ comments, and authors’ responses • Consider what commentary you, as the narrator, would like to interject during the play • Highlight and number the printouts to create a script • Research the authors and reviewers to create mini-bios for use as introductions to your play • Create a PowerPoint presentation with images from the script so the audience can easily follow along
Performance of the Peer Review Play • Solicit volunteers from class to form your cast • Provide a brief description of what your play is about and what your cast will be doing • Introduce the characters (using bios with an emphasis on credentials) • Let the action begin! • Follow play with discussion of what has been learned
What I’ve Learned So Far It’s fun! Students got it & were engaged Unexpected & insightful student comments and questions
For more information and links to resources: infoguides.pepperdine.edu/peer-review-play

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SCIL Works 2013: The peer review process as performance art

  • 1. The Peer Review Process as Performance Art Mary Ann Naumann Research & Reference Librarian Pepperdine University Libraries
  • 2. Peer Review Play • What my hack is • How you can do it too • What I’ve learned so far
  • 5. Open Peer Review • Reviewers' names are included on the peer review reports • If the manuscript is published, the reports are made available online along with the final version of the manuscript BioMed Central’s Definition
  • 8. The Peer Review Play Hacks Three Things: • Repurposes something freely available (the article, reviewers’ comments, authors’ responses) into a unique teaching tool • Shifts the tempo of my class • Changes up my and my students’ roles in the class
  • 9. Creating a Peer Review Play • Find an open access, open peer review article (try BioMed Central and BMJ Open) • Print out copies of the abstract, reviewers’ comments, and authors’ responses • Consider what commentary you, as the narrator, would like to interject during the play • Highlight and number the printouts to create a script • Research the authors and reviewers to create mini-bios for use as introductions to your play • Create a PowerPoint presentation with images from the script so the audience can easily follow along
  • 10. Performance of the Peer Review Play • Solicit volunteers from class to form your cast • Provide a brief description of what your play is about and what your cast will be doing • Introduce the characters (using bios with an emphasis on credentials) • Let the action begin! • Follow play with discussion of what has been learned
  • 11. What I’ve Learned So Far It’s fun! Students got it & were engaged Unexpected & insightful student comments and questions
  • 12. For more information and links to resources: infoguides.pepperdine.edu/peer-review-play