Aims of the session Explore what a literature review is and the purpose of it Critical reading to ensure critical writing Writing the review Structure Introductions conclusions Critical approaches to writing ID: 904849
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Slide1
Writing your literature review for your undergraduate dissertation
Slide2Aims of the session
Explore what a literature review is and the purpose of it
Critical reading (to ensure critical writing)
Writing the review:
Structure
Introductions
conclusions
Critical approaches to writing
Slide3Activity 1: Discuss on your tables
What is a literature review?
What is the purpose of the literature review in your dissertation/final year project?
Slide4What is the literature review?
A literature review summarises,
critically
analyses and evaluates previous research available on the subject, presenting this in an organised way. It should address a clearly articulated question or series of questions
It is NOT:
A descriptive list or summaries of books/articles etc
An exhaustive bibliography on everything ever written on the topic- you need to
make a decision
about what to include
Your arguments and ideas (like an essay)
Slide5Why do we write a literature review?
Demonstrate an in-depth understanding of your topic area including key concepts, terminology, theories and definitions
Identify who the major thinkers are
Identify what research has been done in that area
Find gaps in the research or current areas of interest to help you formulate your own research question
Identify the main research methodologies in your subject area
Identify main areas of agreement or controversy
convince the reader that your research questions are significant, important and interesting
convince the reader that your thesis will make an original contribution to the area being investigated.
Slide6Steps to complete the literature review
Find relevant literature on your topic and follow trails of references
Identify themes
/ideas/theories/approaches to the topic
that have emerged from reading
Introduce ideas
by themes/theory/approach/chronologically or any other appropriate structure but do not
just list different authors’ viewpoints
Introduce and explain each theme (or theory/approach), present evidence from readings (agreements/ disagreements), critically commentate and relate to your own research
Slide7Critical reading
Slide8Activity 2: The importance of critical reading
In your groups come up with at least 5 questions that you would ask yourself when critically analysing a text for your review
Slide9Critical questioning when reading
Who is the author?
What is the authors central point or main argument?
What findings and conclusions are made?
What evidence is used to support the conclusions?
Is the evidence relevant? What methodology has the author used? What are the strengths and limitations?
Does the author make any assumptions?
What is not being said?
Is there any explicit or hidden bias?
How is the text relevant to YOUR project or assignment?
How does this link with other texts that you have read?
Slide10Synthesising the information
(adapted from
Aysha
Divan, 2009)
Author(s), date
Aim of
paper
Type of study/information
Ke
y findings and conclusions
Strengths,
weaknesses, links to other sources
Hardy
(2007)
Assess
the future roles of subject librarians in the context of technological changes and financial pressure.
Questionnaires were used to collect data about the roles, relationships and competencies of 32 subject/liaison librarians supporting three disciplines in UK universities
.
Librarians undertaking a wide range of activities, with academic liaison and information literacy teaching as central tasks, Teaching skills are
needed to compliment more tradition librarianship skills
They
are still fulfilling a useful role in web based environment but further research needs to be undertaken
Study
limited to just 3 subject areas and non
respondants
may have skewed the results.
Conroy and
Boden
(2007) does support the evidence found here.
Slide11Synthesising the information
Adapt headings to your discipline/project:
Author
Year
Type of
study
Sample
Design
Data collection
approach
Key findings
Sciences/Experimental focus
Humanities/Theoretical
focus
Author
Year
Type of
work
Strengths
Weaknesses
Relevance
to own study
Taken from
The University of Adelaide Writing a literature review http
://www.adelaide.edu.au/writingcentre/learning_guides/learningGuide_writingLiteratureReview.pdf
Slide12What is the big picture?
photo by oddsock on Flickr
Slide13What is the big picture?
You might read first during which time you start to develop ideas for themes.
Ask yourself:
What ideas seem to come up in several articles?
Are the same ideas presented from the same or different perspectives?
Are there any major debates that need addressing
Does there seem to be a change in thought over time?
What ideas/themes are relevant to answer my question(s)
Are there different methodology being applied? (a review might evaluate different methods)
Slide14What is the big picture?
You might already have a “big picture” idea. Your reading may then either:
Confirm and support the structure of your initial plan
OR
Lead you to change your plan due to new ideas you’ve developed in your reading
Slide15What is the big picture?
Categorise the evidence into themes: topic/theory/methodology/
chronolgically
Themes
: topic/theory/methodology etc
Relevant references
Teaching role of the subject
librarian:
Important role
Not core role
Fielden
report (1993),
Morgan (1996), Bahr (2000),
Pinfield
(2001), Conroy and
Boden
(2007), Hardy (2007)
Asher (2003)
Pedagogy,
teaching skills and librarians
Morgan
(1996), Fry (1999),
Hepworth (2000) Allan (2000) Peacock (2001), Levy (2005),
Brophy
(2007), Sinikara (2008),
Teachin
g skills in the LIS curriculum
Cronin (1982),
Elkin (1994), Mitchell (2001), Bell (2004), Foster (2006), CILIP (2008)
Slide16Writing the review: The structure
Slide17Structuring your literature review
Introduction (scope and structure)
Your study/current research issues
Distantly related to your work
Research that is particularly pertinent to your work
Background, more to do with your topic area than your research question
Closer to what you’re doing but not match directly
Narrow categories you may deal with sources in more detail
Categories close to your research and you may find you are looking at a few key papers in detail
Slide18Topic (broad to narrow)
Second Homes:
Investigating Local Perceptions and Impacts on Communities
in Cornwall
2.1 Introduction
2.2 The Growth of Second Homes
2.3 The Emergence of British Second Homes in Literature
2.4 Defining Second Homes
2.5 The Impacts of Second-Home Ownership
2.5.1 Housing Demand and Local Housing Markets
2.5.2 Local Services, Employment and Economic Demand
2.5.3 Community Interactions
2.6 Conclusion and Gaps for Further Study
Slide19Structuring your literature review: Factors affecting cardiovascular health
Hereditary
Physical activity
Diet
Psychological
factors
Introduction
Conclusion
Slide20Chronological
A literature review on theories of mental illness might present how the understanding of mental illness has changed through the centuries, by giving a series of examples of key developments and ending with current theories and the direction your research will take.
Taken from
http://
www.smu.ca/administration/library/litrev.html
Slide21Writing the literature review
Slide22Activity 4: The introduction
Compare the two introductions on your handout and answer the questions underneath the extracts
Slide23Writing the literature review: the introduction
Could include:
Why the topic is important- is it an area of current interest?
The scope of the review- the aspects of the topic that will be covered
How the review is organised
Has the topic been widely researched? Or not?
Significant gaps in the research into your topic
Is there debate and controversy about the topic or a consensus?
Slide24Main body: General writing advice
“Provide the reader with
strong "umbrella" sentences
at beginnings of paragraphs,
"signposts" throughout
, and brief
"so what" summary sentences
at intermediate points in the review to aid in understanding comparisons and analyses”.
Use language to show confidence/caution:
e.g. There is
clearly
a link.../This
suggests
a
possible
link...
Use you own voice to comment on the literature
Slide25Critical writing in a literature review can include…
Comparing and contrasting different theories, concepts etc and indicating the position you are taking for your own work
Showing how limitations in others work creates a research gap for you.
Strategic and selective referencing to support the underpinning arguments which form the basis of your research
Synthesising and reformulating arguments from various sources to create new/more developed point of view
Agreeing with/defending a point of view or finding
Accepting current viewpoints have some strengths but qualifying your position by highlighting weaknesses
Rejecting a point of view with reasons (e.g. Lack of evidence)
Making connections between sources
Adapted from RIDLEY, D 2008.
The literature review: a step-by- step guide for students
. London: Sage
Slide26Can you identify these features in the literature review extracts?
Underline: Where the student has commented on the literature they are reviewing
Circle- Where the writer has used language to avoid a ‘black and white’, right/wrong type of judgement (showing caution/confidence)
Using the list on the Critical writing in a literature review slide decide how the writer has shown criticality by assigning a number 1-8 (can assign more than one number)
Slide27Academic writing tips:
Manchester academic
phrasebank
:
http://www.phrasebank.manchester.ac.uk/
“examples of some of the phraseological "nuts and bolts" of writing”
Referring to the literature
Being critical
Describing methods
And more...
Slide28Conclusions
Conclude your literature review with a statement which summarises your review and links this to your own research/current issues:
In conclusion, extensive research has shown space to be an important concept that vastly affects society. Definitions of public and private spaces are changing noticeably over time, in particular in Western cities such as the UK. An increasing withdrawal from public life can be observed as technology and other factors largely impact the way we live and experience otherness. These changes in public, private and electronic spaces do and will continue to greatly impact fundraising activities and giving behaviour. This research therefore fills an evident gap in charity and geographical research, bringing these two concepts together in an important investigation of space and charity.
Slide29Don’t forget about the referencing!
Keep a record of all the sources that you use!
Use the referencing style recommended by your School
Skills@Library
referencing pages
http://library.leeds.ac.uk/referencing
Slide30Reviewing your review
Checklist
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Slide31Grammar, spelling and punctuation
University of Bradford:
http://www.brad.ac.uk/learner-development/resources/study/GSP/
Slide32Further help
Online:
The
Final Chapter:
http
://library.leeds.ac.uk/tutorials/thefinalchapter
/
Skills@Library
writing pages:
http
://
library.leeds.ac.uk/skills-writing
Academic
Phrasebank
:
http://www.phrasebank.manchester.ac.uk/
Books:
RIDLEY, D. 2008.
The literature review: a step-by-step guide for students. London:SAGE. DIVAN, A. 2009. Communication skills for the biosciences: a graduate guide. Oxford:Oxford University Press. Aveyard, H. 2010. Doing a literature review in health and social care : a practical guide. Maidenhead: McGraw-Hill