Review Of The Literature 2008 Argosy University

Review Of The Literature 2008 Argosy Universityreview Of The Literatu

Review of the Literature © 2008 Argosy University Review of the Literature 2 Review of the Literature What is a Literature Review? · A literature review is an original work based on a critical examination of the literature on a topic (Pan, 2008, p. v). · An organized overview of the state of knowledge on a topic (Pan, 2008, p. v). · A written summary that describes past and current information (Creswell, 2005). Skills to Create a Literature Review · Evaluate – Available evidence – Relevant theories · Identify gaps – What is not addressed? – What is minimally discussed? · Synthesize – Creating a comprehensive overview Science and Art · Science – Evaluate original research through critical examination by · Searching for errors in research · Determining strength of evidence · Art – Subjective judgment to create cohesive synthesis · What to emphasize? · How to combine sources? · Where are the gaps? Methodological Orientations · Quantitative orientation – Statistics – Research methods · Qualitative orientation – Words, narratives – Lack of statistics, numbers · Meta-analysis – Quantitative orientation – Numerous studies combined mathematically to determine strength/direction of results Advanced Academic Study and Writing ©2008 Argosy University Review of the Literature 3 Preparing a Literature Review in Seven Steps (Pan, . Select a topic 2. Locate and read literature for an overview 3. Establish specific purposes 4. Evaluate and interpret the literature 5. Synthesize the literature 6. Plan and write the first draft 7. Have the first draft evaluated and revise it Step 1—Topic Selection · Of interest, passion to researcher · May arise from searching the literature · Often needs to be: – Narrowed or – Broadened or – Adjusted Step 2—Create overview from Literature · First, locate literature on topic – Identify relevant databases, journals, authors · As you read, guiding questions: – What are the main issues discussed? – What issues are minimally discussed? – What are the main concepts and principles associated with the topic? – Are there any controversies about the topic? – What theories are related to the topic? Step 3—Establish Specific Purposes · What are the primary concepts associated with the research topic? · Begin with initial written ideas about purposes, i.e. – How is topic defined? – What is associated with the topic? – Why is the topic worthy of examination? – What controversies exist about the topic? · Update/revise written purposes as you explore the literature. Step 4—Evaluate and Interpret the Literature · Read the abstract and then scan the individual article · Think about the following before highlighting, underlining, or making notes: · Is the article specifically related to your topic? · Does the article seem well written and well researched? Advanced Academic Study and Writing ©2008 Argosy University Review of the Literature 4 o What questions come to mind that you might not have thought about? · Seek literature that presents, tests, and/or builds on the theories related to your topic. Step 5—Synthesize the Literature · After reading articles/sources – Organize by similarities and differences – Consider why you think similarities and differences exist – Craft some tentative conclusions – Consider the implications that exist – Question what is not explained, or what is not explained well, i.e. suggestions for related (future) research Step 6—Writing the First Draft · Create an outline of primary topics and subtopics – Introduce the topic · Define key terms – Establish why the topic is important · What are the numbers associated with the topic? i.e. demographics, number of people affected – If extensive literature exists, what is not covered – What gaps exist, i.e. areas not found in literature – Identify consistent findings across studies, as well as discrepancies – Create a synthesis that organizes what is know n about the topic – Discuss possible implications and ideas for additional (future) research · How was literature searched, i.e. through databases – What are the major concepts associated with the topic, i.e. · I dentify the headings · Identify the subheadings • Why seek feedback? – After spending time working on a first draft, one’s objectivity is sometimes skewed · You may think what you have written makes no sense and has been fruitless · You may think that what you have written is so good that it cannot possibly be improved · Remember, a first draft is just that—the first of several drafts, resulting in continual improvement and fine tuning · Who can provide the most helpful feedback? – Your teacher Advanced Academic Study and Writing ©2008 Argosy University Review of the Literature 5 – Your student peers – A knowledgeable colleague Creating a Timeline · When is the final draft due? · Prepare a written timeline · Allocate 10% of available time for each of the 7 steps · Provide a “cushion†of 30% of your time, since some steps will take longer than anticipated References · Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall. · Pan, M. L. (2008). Preparing literature reviews: Qualitative and quantitative approaches. Glendale, CA: Pyrczak. Advanced Academic Study and Writing ©2008 Argosy University Online Programs

Paper For Above instruction

The development of a comprehensive and critical literature review is a foundational component of academic research, serving as a systematic synthesis of existing knowledge and identifying gaps that pave the way for future inquiry. This process is integral to establishing a researchable problem, framing research questions, and grounding new research within the existing scholarly discourse. By critically evaluating and synthesizing relevant literature, researchers can attain a nuanced understanding of their topics, ensuring their studies contribute meaningfully to their fields.

A literature review begins with a clear comprehension of what constitutes it. According to Pan (2008), a literature review is an original work grounded in the critical examination of the literature on a specific topic. It involves an organized overview of the current state of knowledge as well as a written summary of historical and contemporary findings, as Creswell (2005) emphasizes. The critical skills necessary for creating an effective review include evaluating available evidence, identifying research gaps, and synthesizing diverse sources into a cohesive narrative. Such synthesis requires both scientific rigor—through searching for errors, assessing the strength of evidence, and evidentiary evaluation—and artistic judgment, which involves arranging sources cohesively and emphasizing relevant themes or gaps.

Methodological orientations are central to understanding the different approaches within literature reviews. Quantitative reviews typically involve statistical analysis and research methodologies, while qualitative reviews rely on narrative descriptions and thematic analysis. Meta-analyses stand as an advanced form of quantitative synthesis, combining numerous studies mathematically to assess overall effect sizes and directions. Recognizing these orientations enables researchers to tailor their review process to align with their research paradigm.

Procedurally, creating a literature review involves a systematic seven-step process outlined by Pan (2008). The first step is selecting a topic that aligns with the researcher’s interests and passions; often, the topic must be refined for scope and clarity. The second step involves developing an overview by locating pertinent literature through relevant databases and journals and asking guiding questions about main issues, concepts, controversies, and theories involved. Establishing clear purposes and research questions follows, built upon initial exploratory reading and aligned with the literature’s thematic insights.

Evaluation and interpretation of literature are crucial. Researchers must determine the relevance of each article to their topic, assess the quality of the research, and consider how well the findings support their emerging framework. When synthesizing literature, organizing sources by similarities and differences is essential, along with recognizing gaps and inconsistencies. This synthesis informs the structure of the review, which should then be planned and drafted carefully, ensuring clarity of organization with headings and subheadings that reflect major themes.

Regarding the writing phase, creating an outline to organize themes and subthemes helps in constructing a coherent narrative. The draft should introduce the topic, define key concepts, and discuss the significance, demographic data, and gaps in current research. It is equally vital to seek feedback from peers and supervisors to refine the review. Developing a timeline ensures systematic progression through the steps, allocating appropriate timeframes for each task while including buffers for unforeseen delays. This meticulous planning enhances the likelihood of producing a comprehensive, scholarly review that supports subsequent research.

In conclusion, effective literature reviews serve as vital scholarly tools that synthesize knowledge, identify gaps, and inform the direction of new research. Whether employing quantitative, qualitative, or meta-analytical approaches, researchers must adhere to systematic procedures that emphasize critical evaluation, organization, and synthesis of sources. As Creswell (2005) and Pan (2008) underscore, mastery of these skills advances the quality and impact of academic research, ensuring that new studies are well-grounded in the existing body of knowledge and poised to make meaningful contributions to scholarly discourse.

References

• Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Pearson, Merrill, Prentice Hall.
• Pan, M. L. (2008). Preparing literature reviews: Qualitative and quantitative approaches. Glendale, CA: Pyrczak.
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