Lecture 3 Critically reviewing the literature

Lecture 3Critically reviewing the literature

Reasons for reviewing the literature • To conduct a ‘preliminary’ search of existing material • To organise valuable ideas and findings • To identify other research that may be in progress • To generate research ideas • To develop a critical perspective

The literature review process Source: Saunders et al. (2003) Figure 3.1 The literature review process

The Critical Review (1) Approaches used Deductive - Develops a conceptual framework from the literature which is then tested using the data Inductive - Explores the data to develop theories which are then tested against the literature

The Critical Review (2) Key purposes • To further refine research questions and objectives • To discover recommendations for further research • To avoid repeating work already undertaken • To provide insights into strategies and techniques appropriate to your research objectives Based on Gall et al. (2006)

Adopting a critical perspective (1) Skills for effective reading • Previewing • Annotating • Summarising • Comparing and contrasting Harvard College Library (2006)

Adopting a critical perspective (2) The most important skills are • The capacity to evaluate what you read • The capacity to relate what you read to other information Wallace and Wray (2006)

Adopting a critical perspective (3) Questions to ask yourself Why am I reading this? What is the author trying to do in writing this? How convincing is this? What use can I make of this reading? Adapted from Wallace and Wray (2006)

Content of the critical review You will need to • Include key academic theories • Demonstrate current knowledge of the area • Use clear referencing for the reader to find the original cited publications • Acknowledge the research of others

Is your literature review critical? Complete the checklists to evaluate your literature review Saunders et al. (2009)

Checklist 1 - Evaluate the content of your critical literature review • Have you ensured that the literature covered relates clearly to your research question and objectives? • Have you covered the most relevant an significant theories in the area? • Have you covered the most relevant and significant literature? • Have you included up-to-date relevant literature? • Have you referenced all the literature used?

Checklist 2 - Evaluate whether your literature review is critical • Have you contextualized your own research showing how your research question relates to previous research reviewed? • Have you assessed the strengths and weaknesses of the previous research reviewed? • Have you been objective in your discussion and assessment of other people’s research? • Have you included references to research that is counter to your own opinion? • Have you distinguished clearly between facts and opinions? • Have you made reasoned judgements about the value and relevance of others’ research to your own? • Have you justified clearly your own ideas?

Checklist 2 - Evaluate whether your literature review is critical • Have you highlighted those areas where new research (yours!) is needed to provide fresh insights and taken these into account in your arguments. In particular: • where there are inconsistencies in current knowledge and understanding? • where there are omissions or bias in published research? • where research findings need to be tested further? • where evidence is lacking, inconclusive, contradictory or limited? • Have you justified your arguments by referencing correctly published research?

Checklist 3 - Evaluating the structure of your literature review • Does your literature review have a clear title which describes the focus of your research rather than just saying ‘literature review’? • Have you explained precisely how you searched the literature, and the criteria used to select those studies included? • Does your review start at a more general level before narrowing down? • Is your literature review organised thematically around the ideas contained in the research being reviewed rather than the researchers? • Are your arguments coherent and cohesive – do your ideas link in a way that will be logical to your reader? • Have you used sub-headings within the literature review to help guide your reader? • Does the way you have structured your literature review draw your reader’s attention to those issues which are going to be the focus of your research? • Does your literature review lead your reader into subsequent sections of your project report?

Structure of the literature review Three common structures • A single chapter • A series of chapters • Throughout the report

Structuring the literature review • Better to have a clear title which describes the focus of your research rather than just saying ‘literature review’. • You may use subheadings within the literature review to help guide your reader. • Start at a more general level before narrowing down to specific research question • Provide a brief overview of key ideas and themes

Structuring the literature review • Summaries, compare and contrast the research of key authors. • You may organize your literature thematically around the ideas contained in the research being reviewed rather than the researchers? • Narrow down to highlight previous research work most relevant to your own research. • Highlight those aspects where your own research will provide fresh insight.

The key to a critical literature review • Demonstrate that you have read, understood and evaluated your material • Link the different ideas to form a cohesive and coherent argument • Make clear connections to your research objectives and the subsequent empirical material Saunders et al. (2009)

Categories of Literature Sources • Primary (published and unpublished) • Secondary • Tertiary Detailed in Tables 3.1 and 3.2Saunders et al. (2009)

Main secondary and primary literature sources

Literature sources available Literature sources available Saunders et al. (2009) Figure 3.2 Literature sources available

The literature search strategy (1) Write down • parameters of your search • key words and search terms to be used • databases and search engines to be used • criteria for selection of relevant and useful studies And Discuss these with a tutor (if possible)

The literature search strategy (2) • Define the research parameters • Generate key words • Discuss your research • Brainstorm ideas • Construct Relevance trees - use computer software

Conducting a literature search (1) Approaches can include • Searching tertiary literature sources • Obtaining relevant literature • Scanning and browsing secondary literature • Searching using the Internet

Conducting a literature search (2) Searching using tertiary literature • Ensure key words match controlled index language • Search appropriate printed and database sources • Note precise details used – including search strings • Note the FULL reference of each search found

Conducting a literature search (3) • Printed sources • Databases – use of Boolean logic and free text searching • Scanning and browsing • Searching the Internet Saunders et al. (2009)

Conducting a literature search (4) Searching the Internet Saunders et al. (2003) Figure 3.3 Searching the Internet

Conducting a literature search (5) Searching the Internet Saunders et al. (2003) Figure 3.3 Searching the Internet (Continued)

Evaluating the literature • Define the scope of your review • Assess relevance and value • Assess sufficiency

Recording the literature Make notes for each item you read Record – • Biographic details • Brief summary of content • Supplementary information Sharp et al. (2002)

Plagiarism Four common forms • Stealing material from another source • Submitting material written by another • Copying material without quotation marks • Paraphrasing material without documentation Adapted from Park (2003), cited in Easterby-Smith et al.(2008)

NOTE: Read our Referencing Guide and Avoiding Plagiarism tips – ask us by writing on info@cmls-global.com

Lecture 3 Critically reviewing the literature