ARM Lecture 3

(1)

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The Literature Review

Lecture - 3

Advanced Research Methods (ARM)

(2)

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Recap

(3)

Is it a good research question?



(4)

Better



_{What is relationship between job}

_satisfaction

and job turnover among administrative staff and

teachers?

(5)

The Research Relationships

novelty

credibility

novelty

impressiveness

novelty

speed

novelty

pay-off = f(+impressiveness, -credibility)

NC

NI

NS

utility utility (hill of happiness) (hill of happiness)

(6)

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What is Literature

Review?

(7)

What is a Literature Review?

•

• _{According to Creswell (2005), a review of the}

_{According to Creswell (2005), a review of the}

literature “

literature “is a written summary of journal

is a written summary of journal

articles, books and other documents that

describes the past and current state of

information, organizes the literature into topics

and documents a need for a proposed study

and documents a need for a proposed study.”

.”

(pp. 79)

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating

Quantitative and Qualitative

(8)

•

A

A literature review

literature review



_{surveys scholarly articles, books and other sources}

(e.g. dissertations, conference proceedings) relevant

to a particular issue, area of research, or theory.



_{provides a short description and critical evaluation}

of

of work

work critical

critical to

to the

the topic.

topic.



_{offers an overview of significant literature}

published on a topic.

(Lyons, 2005)

Definitions of a Literature Review

(9)



_{Well-written analytical narrative that brings a}

reader up-to-dat

e on what is

known on a given

topic, but also provide fresh insights

that

advance knowledge



Resolve conflicts between studies



Identify new ways to interpret research results



(10)

How many articles?

•

• The LR should be e

The LR should be e

xhaustive and as current as

possible.

•

• How many articles?

How many articles?

•

• There is no set number. As long as the

There is no set number. As long as the

search is exhaustive and focused on the

research topic, the review will be

acceptable.

(11)

How far back should one search?

•

• A reasonable and widely accepted timeframe

A reasonable and widely accepted timeframe

includes research conducted during the past

10 years.

•

• Important studies (i.e., studies that had a

Important studies (i.e., studies that had a

significant impact on the field of study) should

also be mentioned even if these

go beyond the

mentioned timeframe.

(12)

What is not LR

•

• _{The LR is}

_{The LR is}

_{a summary of research: BUT it is not a}

“list” of found research

•

• _{The LR should be}

_{The LR should be}

_organized:

•

• A coherent and articulate account of past

A coherent and articulate account of past

and current

research findings

•

• The reviewer is a guide and should be able to provide

The reviewer is a guide and should be able to provide

readers with an in-depth and current status of

research in a given area.

•

• _{Suggestion: read 2 or 3 LRs i}

_{Suggestion: read 2 or 3 LRs i}

_{n order to become}

familiar with summary styles

•

(13)

What should LR do?

•

• _{The LR should document the need for a}

_{The LR should document the need for a}

proposed study:

•

• Studies should not duplicate research that has been

Studies should not duplicate research that has been

already done.

•

• Even in cases when research is duplicated (replicated

Even in cases when research is duplicated (replicated

is the appropriate term), one is

responsible for

documenting the need for replication, e.g., need to

explore the same methodology with a different group

or population, or need to change methodology with

the same group.

(14)

What is Preliminary Literature

Review



_{This succinct review of current literature should:}



Provide further contextual background



Reveal issues related to your study



Describe similar problems in other organizations



(15)

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Reasons for Conducting

Literature Review

(16)

Harlen and Schlapp’s (1998) say



_{a review of literature provides the context}

within which to interpret and report findings of

the new study when it is

undertaken, allowing

their relationship to previous knowledge to be

explored and possible future directions for the

study to be suggested. (p. 1)

(17)



_…

_{the literature review is often expected to lead}

to an establishment of a t

heoretical framework

for the study

(18)

1 1.. F

Fo

or a

r a re

rev

viieew p

w paap

peer

r

2. 2. For

For the

the introduction

introduction (and discu

(and discussion) of

ssion) of aa

research paper, masters thesis or dissertation

3. To embark on a new area

3. To embark on a new area of research

of research

4. For a research proposal

(Burge, 2005)

Reasons for Conducting Literature

(19)

•

Determine if proposed research is actually needed.



_{Even if similar research published, researchers might}

suggest a need for similar studies or replication

..

•

Narrow down a problem.



_{It can be overwhelming getting into the literature of a}

field of study

..

A literature review can help you

understand where you need to focus your efforts.

•

Generate hypotheses or questions for fur

Generate hypotheses or questions for further studies.

ther studies.

(Mauch & Birch, 2003) (Mauch & Birch, 2003)

Conducting a literature review

will help you:

(20)

•

Background knowledge of the field of inquiry



_Facts



_{Eminent scholars}



_{Parameters of the field}



_{The most important ideas, theories, questions}

and hypotheses.

•

Knowledge of the methodologies common to the

field and a feeling for their usefulness and

appropriateness in various settings.

(Mauch & Birch, 2003)

Conducting a literature review

will give you:

(21)

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Taxonomy of Literature

(22)

Classification # 1



_{Everyday knowledge: Newspapers, weekly}

magazines, …



_{Professional Knowledge}



(23)

Classification # 2



_{Primary publications: Scientific journals,}

books, theses/dissertations and internal reports



_{Secondary publications: handbooks,}

bibliographies, review articles



_{Tertiary Publications: Summaries of}

handbooks, bibliographies and reviews

(24)

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How to Conduct

Literature Review?

(25)

Important questions



_{What should I research?}



_{What should I read?}



_{Where can I find more on …?}



_{What have others done?}



_{Is there anything left for me to research?}



_{How do I know this hasn’t been done before?}



_{When should I start to write?}



_{What should I write about?}



(26)

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•

Research Tips

•

RefWorks/EndNote

How To Write A Literature Review

(27)

Meta Analysis



_a

_{meta-analysis}

_{combines the results of several}

studies that address a set of related research

hypotheses.



_{The first meta-analysis was performed by Karl}

Pearson in 1904, in an

attempt to overcome the

problem of reduced statistical power in studies

with small sample sizes

(28)

(29)

Creswell’s 5 steps to Conduct a

Literature Review

•

• _{Step 1: Identify Key Terms or}

_{Step 1: Identify Key Terms or}

_{“Descriptors”}

•

• Extract key words from your title (

Extract key words from your title (

remember,

you may decide to change the title later

)

•

• Use some of the words

Use some of the words

other authors reported in

the literature

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and

Qualitative Research

(30)

•

• Use the “Thesaurus of ERIC Descriptors to

Use the “Thesaurus of ERIC Descriptors to

look for terms that match your topic: go to

www.eric.ed.gov

and in “Search” select

“Descriptors (from Thesaurus)”

•

• Scan both electronic and library journals from

Scan both electronic and library journals from

the past 10 years and look for key terms in the

articles

(31)

•

• _{Step 2: Locate Literature}

_{Step 2: Locate Literature}

•

• Use academic libraries, do not limit

Use academic libraries, do not limit

your

search to an electronic search of articles

•

• Use all sources: primary, and secondary

Use all sources: primary, and secondary

sources. A “primary source” is research

reported by the researcher that

conducted the

study. A “secondary source” is research that

summarizes or reports findings that come

from primary sources

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Qualitative Research Qualitative Research Qualitative Research

(32)

•

• It is “best to report

It is “best to report

mostly primary sources”

(p. 82)

•

• Search different types of literature:

Search different types of literature:

summaries, encyclopedias, dictionaries and

glossaries of terms, handbooks, statistical

indexes, reviews and syntheses, books,

journals, indexed publications, electronic

sources, abstract series, and databases

•

• PsychINFO, Emerald

PsychINFO, Emerald

(33)

•

• _{Step 3: Critically Evaluate and Select}

_{Step 3: Critically Evaluate and Select}

Literature

•

• Rely on journal articles published in national

Rely on journal articles published in national

journals

•

• Prioritize your search: first look for refereed

Prioritize your search: first look for refereed

journal articles, then, non-refereed articles,

then

books, then conference papers, dissertations and

theses and then papers posted to websites

(34)

•

• Look for research articles and avoid

Look for research articles and avoid

as much

as possible “opinion” pieces

•

• Blend qualitative and quantitative research in

Blend qualitative and quantitative research in

your review

(35)

•

• _{Step 4: Organize the}

_{Step 4: Organize the}

_Literature

•

• Create a “file” or “abstract” system to

Create a “file” or “abstract” system to

keep track of

what you read. Each article you read should be

summarized in one page containing

Title (use APA to type the title so that you can later

copy-paste this into the References section of

your

paper)

Source: journal article, book, glossary, etc.

(36)

Research problem: one or two lines

will suffice

Research Questions or Hypotheses

Data collection procedure (a description of sample

characteristics can be very handy as well)

Results or findings of the

study

•

• Sort these abstracts into groups of related to

Sort these abstracts into groups of related to

pics or

areas which can then become the different sections of

your review

(37)

•

• _{Step 5: Write a Literature Review}

_{Step 5: Write a Literature Review}

•

• Types of Reviews:

Types of Reviews:

Thematic Review

: a theme is identified and studies

found under this theme are described. Major ideas

and findings are reported rather than details.

(38)

Study-by-study Review

: a detailed summary of

each study under a broad theme is provided. Link

summaries (or abstracts) using transitional

sentences. Must be organized and flow coherently

under various subheadings. Avoid string

quotations (i.e., lengthy chunks of text directly

quoted from a source)

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research Qualitative Research

(39)

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How to Carryout Literature

Search?

McMillan (1993) presents the idea by asking the

following questions: ‘Has the problem been

studied

before?

(40)

Literature Search



_{Perform a preliminary search of the literature.}



Search lit to see what other work in the area of interest

has already been published.

−

Gives a preview of the number of articles available on the topic.

−

If your topic is already written about, select

If your topic is already written about, select a slightly different topic

a slightly different topic

or modify the focus of the objective.



Recent journal issues in areas central to the topic may

provide leads to content that should be in the r

provide leads to content that should be in the review.

eview.



Develop a list of subject headings that relate to

Develop a list of subject headings that relate to themes

themes

of interest

(41)



Search across multiple databases and

Search across multiple databases and information

information

resources.



Read the literature throughout the search

Read the literature throughout the search process.

process.

−

What you read

What you read will guide your subsequent searches and refine

will guide your subsequent searches and refine

your topic.



Your search should help refine the

Your search should help refine the topic and objective of

topic and objective of

the overview being written.

(42)

Think ahead



_{The more one learns about a subject, the more questions}

come to mind.



_{Keep a list of questions and hypotheses that come to your}

mind or that are mentioned in what you read.



These questions will help guide you when you are

constructing your review



The questions will also guide you in discussing the

implications of your own findings and the additional

research directions your work supports or suggests.

(43)

•

Summarize individual studies or articles



Use as much or as little

Use as much or as little detail as each merits

detail as each merits

according to its comparative importance in the

literature



_{Length denotes significance.}



Don’t need to provide a lot

Don’t need to provide a lot of detail about the

of detail about the

procedures used in other studies.



Most literature reviews only describe the main

findings, relevant methodological issues, and/or

major conclusions of other research.

Construct The Literature Review

(University of Wisconsin, 2006) (University of Wisconsin, 2006)

(44)

•

Discuss major areas of agreement or

disagreement

•

Tie the study into the current body of

Tie the study into the current body of lit, make

lit, make

logical interpretations from the lit reviewed.



If there is no discussion of the relevance of

the overview to other work in the field, or if

there is no interpretation of the literature, it

may signal the author has not thoroughly

investigated the topic.

(45)

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Guidelines on Style,

Mechanics, and Language

Usage

(46)

Guidelines on Style, Mechanics, and

Language Usage



_{Does your draft follow the logic or}

_{idea that is}

presented in your intro and title?



_{Avoid overusing direct quotations, especially}

long ones



_{Check style manual for correct use of}

_citations



(Doe, 2005); Doe (2005); (Doe &

Smith, 2005); Doe

and Smith (2005); (Black, 2005; Brown, 2006;

Yellow, 2007)

(47)



_{Avoid using synonyms for}

_{recurring words}



This is not creative writing and stay consistent with

terminology



_{Spell out all acronyms when first using}

_them



Traditional - American Psychological Association

(APA)



Non-traditional - Collective Efficacy (CE)



_{Coined terms should be set off by quotes e.g.}

seth

(48)



_{Avoid the following:}



Slang – “cool”



Colloquialisms (

col·lo·qui·al·ism)

– “thing” >>

"gonna" or "wanna



Idioms – “rise to the pinnacle” >> “to become

prominent”



(49)

Activity



_{Please Read an Research Paper. Then answer}

the following questions.

A.

A. Have the reviewers clearly identified the topic of

Have the reviewers clearly identified the topic of

review? Have they indicated its delimitations?

Does it deal only with

certain aspects of the

problem

B.

B. Have the reviewers writing a cohesive essay that

Have the reviewers writing a cohesive essay that

guides you thorough the literature from subtopics

to subtopic? Explain.

C.

C. Have the reviewers interpreted and critique the

Have the reviewers interpreted and critique the

literature, or have they merely summarized it?

D.

D. Overall, do you think the reviewers make an

Overall, do you think the reviewers make an

important contribution to knowledge through

their synthesis of the literature? Explain.

(50)

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Processing of Literature

Review

(51)

Processing the Literature



_{Briefly and accurately summarize the essence of}

the findings



_{Provide an overview of various authors’}

standpoints and the results of empirical research



_{Discuss findings critically and compare them in}

terms of their agreements and

disagreements



_{Indicate to what extent the}

_{literature summary is}

complete

(52)

Introduction to the lit review

 Content - what is coveredContent - what is covered

 Structure - how it is organizedStructure - how it is organized

 Boundaries - what is outside of its scopeBoundaries - what is outside of its scope

Body of the Lit Review

SECTION 1 SECTION 1

The most important topic or a key concept The most important topic or a key concept

 discussed and evaluateddiscussed and evaluated

 summarized and related to your researchsummarized and related to your research project

project

Conclusion

From each of the section summaries, From each of the section summaries,

 highlight the most relevant pointshighlight the most relevant points

 relate these back to the need for researchrelate these back to the need for research

 reiterate what these mean for the researchreiterate what these mean for the research design

design

Organization of the Review

SECTION 2 SECTION 2

The next most important The next most important topic or a key concept topic or a key concept

 discussed and evaluateddiscussed and evaluated

 summarized and related tosummarized and related to your research project

your research project

ADDITIONAL SECTIONS ADDITIONAL SECTIONS

 Follow the same patternFollow the same pattern

(Golden-Biddle & Locke, 1997)

(53)

•

Formulate a problem - which topic

Formulate a problem - which topic or field is being

or field is being

examined and what are its component issues?

•

Search the literature for materials relevant to the

subject being explored.

 searching the literature involves reading and

searching the literature involves reading and

refining your problem

•

Evaluate the data - determine which literature makes a

significant contribution to the understanding of the

significant contribution to the understanding of the topic

topic

•

Analyze and interpret - discuss the findings

Analyze and interpret - discuss the findings and

and

conclusions of pertinent literature

•

Format and create bibliography

(Lyons, 2005) (Lyons, 2005)

Outline of Review Process

(54)

What needs to be included in the

Literature review.



_{Provides contextual background}



_{Reveals related issues}



_{Reviews similar problems elsewhere}



_{Provides significance to your approach to the}

study



_{Includes major/seminar research articles}

pertaining to study



_{Written in an integrated manner}



_{Uses peer-reviewed research}



(55)

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Tips for Conducting LR

(56)

Standards



_{Structural corroboration/validation (Eisner,}

1991),



_{trustworthiness (Glesne and Peshkin, 1992)}



_Adequacy

_{(Connelly and Clandinin, 1990) and}



_{credibility (Guba and Lincoln, 1989; Kincheloe,}

1991)

(57)

Two sins



_{Two sins authors may commit when citing}

published sources are those of



(a) overloading their review of the literature



(b) failing to keep complete, accurate

bibliographic information, and then

attempting to fill in missing information by

guess.

perhaps many - hate to leave out any item that

they unearthed during their search. feel it a

shame to omit any reference that took them

hours to locate and digest.

(58)

How To Read the Material

•

Reading for the big picture



Read the easier works first



_{Skim the document and identify major concepts}



_{After you have a broad understanding of the}

10 to 15 papers, you can start to see

patterns:

−

Groups of scientists argue or disagree with other

Groups of scientists argue or disagree with other groups. For

groups. For

example

,,

Some researchers think

Some researchers think x causes y,

x causes y, others that x is

others that x is only a

only a

moderating variable

(Carroll, 2006) (Carroll, 2006)

(59)

Narrow your focus



_{Start from new material to}

_{Start from new material to old, general to specific}

_{old, general to specific}



starting with general topic will provide leads

starting with general topic will provide leads to specific areas of interest and help d

to specific areas of interest and help develop

evelop

understanding for the interrelationships of research



Note quality of journal, output of author



As you read and become more informed on the topic, you will probably need to

go back and do more focused searches



_{Think, analyze, and weed out}



Arrange to spend some review time with

Arrange to spend some review time with an experienced researcher in the field

an experienced researcher in the field

of study

of study to get

to get feedback and

feedback and to talk through

to talk through any problems encountered

any problems encountered

(60)

Read the Material Closer



_{Step 1: read the abstract}



Decide whether to read the article in detail



_{Step 2: read introduction}



It explains why the study is im

It explains why the study is important

portant



It provides review and evaluation of relevant literature



_{Step 3: read Method with a close, critical eye}



Focus on participants, measures, procedures



_{Step 4: Evaluate results}



Do the conclusions seem logical



Can you detect any bias on th

Can you detect any bias on the part of the researcher?

e part of the researcher?



_{Step 5: Take discussion with a grain of salt (}

_{Step 5: Take discussion with a grain of salt (suspicious}

_suspicious))



Edges are smoothed out



Pay attention to limitations

(Carroll, 2006) (Carroll, 2006)

(61)

•

What do we already know

What do we already know in the immediate area concerned?

in the immediate area concerned?

•

What are the characteristics of the key concepts or

What are the characteristics of the key concepts or the main factors or

the main factors or

variables?

•

What are the relationships between these key concepts, factors or

variables?

•

What are the existing theories?

•

Where are the inconsistencies or other shortcomings in

Where are the inconsistencies or other shortcomings in our knowledge

our knowledge

and understanding?

•

What views need to be (

What views need to be (further) tested?

further) tested?

•

What evidence is lacking, inconclusive, contradictory or too limited?

•

Why study (further) the research problem?

•

What contribution can the present study b

What contribution can the present study be expected to make?

e expected to make?

•

What research designs or methods seem un

What research designs or methods seem unsatisfactory?

satisfactory?

(Asian Institute of Technology) (Asian Institute of Technology)

Questions To Consider In Your Review

(62)

Be accurate and thorough

•

Your review acts as a guide of your topic for others.

•

Take care to make your review:



_{Accurate: e.g., Citations correct, findings}

attributed to authors correct.

−

Make sure someone can track down

the article and that you have provided

a reliable representation



_{Complete: i.e., include all important papers}

(not every paper written on the topic).

(63)

Other suggestions



_{Begin with tertiary and secondary literature in order}

to acquire a broad overview of the research field and

to ascertain important authors and historical

controversies in this field



_{Then start searching for primary publications}



_{Map out terminology concerning the topic}



_{Search for the abstracts}



_{Snowball method}



_{Maintain a complete reference list. Use}

_softwares

like

(64)

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Common mistakes

(65)

Common mistakes



_{Literature reviewed lacks focus}



_{Presentation of only summaries of}

_{the literature}



_{Literature loosely integrated with design of the}

study

(66)

•

Places each work in the context of

Places each work in the context of its contribution to the

its contribution to the

understanding of the subject under review

•

Describes the relationship of each work to

Describes the relationship of each work to the others under

the others under

consideration

•

Identifies new ways to interpret, and shed light on any gaps

in, previous research

•

Resolves conflicts amongst seemingly contradictory previous

studies

•

Identifies areas of prior scholarship to

Identifies areas of prior scholarship to prevent duplication of

prevent duplication of

effort

•

Points the way forward for further research

•

Places one's original work (in the

Places one's original work (in the case of theses or

case of theses or

dissertations) in the context of existing literature

(Lyons, 2005)

An Effective Literature Review

(67)

References



 _{Asian Institute of Technolog}_{Asian Institute of}_Technology._{y. Writing up research: Using the literature.}_{Writing up research: Using the literature. Retrieved 1/22/2009,}_{Retrieved 1/22/2009,}

2009, from

2009, from http://www.languages.ait.ac.th/EL21LIT.HTMhttp://www.languages.ait.ac.th/EL21LIT.HTM 

 _{Burge, C., 7.16 Experimental Molecular Biology: Biotechnology II, Spring 2005}_{Burge, C.,}_{7.16 Experimental Molecular Biology: Biotechnology II, Spring 2005 .}_{. (Massachus}_{(Massachusetts}_etts

Institute of Technology: MIT OpenCouseWare), Retrieved 12/15/2008, from http://ocw.mit.edu. Institute of Technology: MIT OpenCouseWare), Retrieved 12/15/2008, from http://ocw.mit.edu. License: Creative Commons BY-NC-SA

License: Creative Commons BY-NC-SA



 _{Carrol, J., 15.301 Managerial Psychology, Fall 2006}_{Carrol, J.,}_{15.301 Managerial Psychology, Fall 2006. (Massachusetts Institute of}_{. (Massachusetts Institute of Technolog}_{Technology: MIT}_{y: MIT}

OpenCouseWare). Retrieved 12/15/2008, from http://ocw.mit.edu. License: Creative Commons OpenCouseWare). Retrieved 12/15/2008, from http://ocw.mit.edu. License: Creative Commons BY-NC-SA

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