Emerald Open Research Open Peer Review Any reports and responses or comments on the article can be found at the end of the article. OPINION ARTICLE Extending the concept of research impact literacy: levels of literacy, institutional role and ethical considerations [version 1; peer review: 1 approved] Julie Bayley , David Phipps 2 Research and Enterprise / College of Social Science, University of Lincoln, Lincoln, Lincolnshire, LN6 7TS, UK Research & Innovation Services, York University, Toronto, Ontario, M3J 1P3, Canada Abstract Building on the concept of ‘impact literacy’ established in a previous paper from Bayley and Phipps, here we extend the principles of impact literacy in light of further insights into sector practice. More specifically, we focus on three additions needed in response to the sector-wide growth of impact: (1) differential levels of impact literacy; (2) institutional impact literacy and environment for impact; and (3) issues of ethics and values in research impact. This paper invites the sector to consider the relevance of all dimensions in establishing, maintaining and strengthening impact within the research landscape. We explore implications for individual professional development, institutional capacity building and ethical collaboration to maximise societal benefit. Keywords Impact, research, literacy, institution, ethics, organisation, individual This article is included in the Education and gateway. Learning 1 2 1 2 Reviewer Status Invited Reviewers version 1 published 07 Jun 2019 1 report , Queen’s University, Amanda Cooper Kingston, Canada 1 07 Jun 2019, :14 ( First published: 1 ) https://doi.org/10.12688/emeraldopenres.13140.1 07 Jun 2019, :14 ( Latest published: 1 ) https://doi.org/10.12688/emeraldopenres.13140.1 v1 Page 1 of 12 Emerald Open Research 2019, 1:14 Last updated: 04 JUL 2019