Writing a Literature

Review

Dr. Jan van Aalst

The University of Hong Kong

The research processA simple model

Identifying the problemIdentifying the problem

Review the literatureReview the literature

Design the studyDesign the study

Collect the dataCollect the data

Analyze the dataAnalyze the data

Draw conclusionsDraw conclusions

Identify implicationsIdentify implications

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In practice It’s not this linear.

Research is more reflexive and iterative … findings may lead you to collect additional data or read more literature.

Identify the problem

Describe the educational problemDescribe the educational problem

What questions are suggested by this problem?What questions are suggested by this problem?

What type of research would be needed to What type of research would be needed to answer or address these questions?answer or address these questions?

Theoretical or empiricalTheoretical or empirical

Explanation-seeking versus other typesExplanation-seeking versus other types

Specific or generalizableSpecific or generalizable

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Review the literature

Systematically review what has been investigated Systematically review what has been investigated in the area of your problemin the area of your problem

Identify strengths & weaknessesIdentify strengths & weaknesses

Identify gaps in knowledgeIdentify gaps in knowledge

Find out how scholars think about your problemFind out how scholars think about your problem

Fine-tune your questionsFine-tune your questions

Develop an argument why your study will be Develop an argument why your study will be important (rationale)important (rationale)

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Review the literatureHierarchy of research reports

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High impact peer reviewed high-impact journal articleswhole books

Medium impact articles in medium impact journalschapters in edited bookspapers in conference proceedingstheses

Low impact other conference papersweb sites

Writing the literature review

Start with breadth to show the general areaStart with breadth to show the general area

See Boote and Bell (2005)See Boote and Bell (2005)

Accurate representation over timeAccurate representation over time

The majority of papers should be from after 2000 The majority of papers should be from after 2000

But donBut don’’t ignore important earlier work from 1980s t ignore important earlier work from 1980s and 1990sand 1990s

Develop a focus on a well-defined problemDevelop a focus on a well-defined problem

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Writing the literature review Work backwards

Start with the conclusion: the need for research Start with the conclusion: the need for research that you understandthat you understand

Then explain everything the reader needs to know Then explain everything the reader needs to know to be persuaded of this conclusionto be persuaded of this conclusion

Relate the need for research Relate the need for research to the fieldto the fieldUse your understanding of the literature to Use your understanding of the literature to build an build an argument argument for the conclusionfor the conclusion

Finished paper should start broad to show Finished paper should start broad to show knowledge of the field but ends with a clear knowledge of the field but ends with a clear conclusionconclusion

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Common Problems

Too brief, too long, out of proportion Too brief, too long, out of proportion

Missing important literature Missing important literature

Biased, unbalanced selections or opinions Biased, unbalanced selections or opinions

Close paraphrasing and plagiarismClose paraphrasing and plagiarism

Too descriptive, lacking insightToo descriptive, lacking insight

Linkage between parts and coherenceLinkage between parts and coherence

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On plagiarism

Using the work of others without proper Using the work of others without proper acknowledgementacknowledgement

Be careful with lifting sentences or Be careful with lifting sentences or more from your sources more from your sources –– even if you even if you cannot express it bettercannot express it better

ItIt’’s better to write your argument from s better to write your argument from what you know and use citations and what you know and use citations and quotes to support your argumentquotes to support your argument

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An example of plagiarismClose paraphrasingThe between subgroup interconnectivity referred to The between subgroup interconnectivity referred to

the phenomenon that factors in different the phenomenon that factors in different subgroups were interrelated to each other. For subgroups were interrelated to each other. For example, one of the internal factors, example, one of the internal factors, acknowledging values of participation, was related acknowledging values of participation, was related to the three outcome factors: helping novice to the three outcome factors: helping novice teachers become confident educators, assisting in teachers become confident educators, assisting in overcoming teacher isolation, and meeting overcoming teacher isolation, and meeting teachersteachers’’ individual needs. The acknowledgment of individual needs. The acknowledgment of these outcome values encouraged members to these outcome values encouraged members to more actively participate in the community. more actively participate in the community. (Hur & (Hur & Hara, 2007)Hara, 2007)

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Further reading

Machi, L. A., & McEvoy, L. A. (2009). The Machi, L. A., & McEvoy, L. A. (2009). The literature review: 6 steps to success. Thousand literature review: 6 steps to success. Thousand Oaks, CA: Corwin Press/SAGE.Oaks, CA: Corwin Press/SAGE.

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