Bridget R. Deemer
Renee M. van Dorst
Mary R. Gradoville
2022
<p><span>Scholarly peer review is critical to the scientific process, yet there are limited resources available for students, postdocs, and other early career researchers (ECRs) to learn how to perform effective and time-efficient review. The ASLO Raelyn Cole Editorial Fellows have developed several peer review training resources, including a webinar (</span><a class="linkBehavior" href="https://www.youtube.com/watch?v=utntl1VGy5g" data-mce-href="https://www.youtube.com/watch?v=utntl1VGy5g">https://www.youtube.com/watch?v=utntl1VGy5g</a><span>), editorial (Gradoville and Deemer </span><span>2022</span><span>), and review (Falkenberg and Soranno </span><span>2018</span><span>). One key issue identified in our webinar is that English language issues present significant challenges, both for authors and for reviewers. Indeed, the use of English as the primary language of science is a source of inequity (Ramírez-Castañeda </span><span>2020</span><span>) that can lead to disadvantages for English as a second language (ESL) authors and reviewers.</span></p>
application/pdf
10.1002/lob.10529
en
Association for the Sciences of Limnology and Oceanography (ASLO)
Peer review by and for non-native English speakers: Interacting across international limnology societies
article