Literature Review and Research Presentation compiled by D. Hui

1. Literature Review and Research Presentationcompiled by D. Hui

2. OutlinePart I. Elements of an Effective Literature Review by D. Grant Allen, Pulp & Paper, University of TorontoPart II. 5 steps to Conduct a Literature Review by Dr. Marcelo CastroPart III. Source of literature by Bob Brown , University of Ulster / Newry and Mourne HSSTPart IV. How to Give an Effective Presentation by Sue McCormick

3. Part I. Elements of an Effective Literature Review D. Grant Allen Some of the slides are modified by D. Hui

4. Literature Reviews Why? What? When? How? & How Not?

5. “Researchers almost never conduct a study in an intellectual vacuum: their studies are undertaken within the context of an already existing knowledge base. Researchers generally undertake a literature review to familiarise themselves with that knowledge base”. (Polit and Hungler, 2000)

6. Why Conduct a Literature Review? • Avoid “reinventing the wheel” • Learn from others in/outside your area • Know the ‘leading edge’ • Help define your objectives & hypotheses • Source for research idea, research approach • Justify significance (science, engineering...) • Is your work asking/answering the best questions? • Put your work in context within the field • Link in discussion section of thesis • Agreement/disagreement..lead to conclusions

7. What’s In a Literature Review? • Critical review of the “State of the Art” relevant to your objectives • Synthesisof relevant literature • Organized in appropriate topics • Not a sequence of abstracts!

8. Literature Review Steps • First step, on day 1 of thesis (paper) • Define your objectives (broadly) to know what you are looking for • Collect literature of relevance • Cast a ‘wide net’…go outside the obvious • Look to supervisor, theses, computer search, library, main journals in your field • Find good keywords from articles • Read title, abstract, paper, reread

9. Literature Review Steps • Take notes on articles, make a table • Table has columns with paper, main topics of interest to you (e.g. methods, conditions, organism etc.), main findings, comments • Update and review regularly!! • Review main journals monthly • Broaden as thesis direction evolves

10. Writing the Review • Start with notes/table • Brainstorm main thoughts/points • Organize points (not papers) • Logical groupings and order • Points help form the ‘Topic Sentences’ for each paragraph in the review • Write, Review, Edit, Review…. • Show to others • Review with supervisor

11. Topic Sentences • State the controlling idea of a paragraph • Rest of paragraph supports and develops topic sentence with related details • Can come anywhere but is normally the first sentence • Attention to topic sentences is a simple tool that can improve writing • Remember one topic per paragraph!!

12. Plagiarism • “To appropriate of pass off (the ideas or words of another) as one’s own”1 • Growing problem with internet • An academic offence • Citing the reference at the end of a copied (or mostly copied) phrase/paragraph is still plagiarism • Use your own words 1The New Penguin English Dictionary, Penguin, 1986

13. References • Cite the original reference, not the reference that cited the original reference • Go to the source article so you know what it said • Be current and go back in time!!! • The 90’s..80’s…70’s…….20’s…

14. Concluding Remarks • Get started on the review and never stop • Cast a wide net • Revise objectives….let them evolve so you will make a significant contribution • Be critical and synthesize • Remember topic sentences • Spending time on review is essential • Basis for high quality questions (objectives/hypotheses) & answers • Saves lab time in the long run

15. Part II. Creswell’s 5 steps to Conduct a Literature Review • Step 1: Identify Key Terms or “Descriptors” • Extract key words from your title (remember, you may decide to change the title later) • 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

16. Creswell’s 5 steps to Conduct a Literature Review (cont’d) • Step 2: Locate Literature • Use academic libraries, do not limit your search to an electronic search of articles • Use 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 Qualitative Research

17. Step 2: Locate Literature(cont’d) • It is “best to report mostly primary sources” (p. 82) • 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 Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

18. Creswell’s 5 steps to Conduct a Literature Review (cont’d) • Step 3: Critically Evaluate and Select Literature • Rely on journal articles published in national journals • 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 Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

19. Creswell’s 5 steps to Conduct a Literature Review (cont’d) • Step 4: Organize the Literature • 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 (type the title so that you can later copy-paste this into the References section of your paper) • Source: journal article, book, glossary, etc. Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

20. Step 4: Organize the Literature (cont’d) • 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 topics or areas which can then become the different sections of your review Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

21. Creswell’s 5 steps to Conduct a Literature Review (cont’d) • Step 5: Write a Literature Review • 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. Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

22. Step 5: Write a Literature Review(cont’d) • 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 Qualitative Research

23. Part III. Sources of literature • Own Books or Journals • Library Books • Library Journals e.g. - Jour. Of Adv.. Nursing, Advances in Nursing Science, Applied Nursing Research, Clinical Nursing Research, IMAGE: Journal of Nursing Scholarship - Nursing Times Research, Quality in Health Care - Nurse Researcher, Nurse Education Today - Nursing Standard • Abstracts from other disciplines • Search sources e.g. MEDLINE and CINAHL, CancerLit, PsychInfo

24. Identifying potential sources of research with key terms and search opportunities • Your starting point – Library http://www.tnstate.edu/interior.asp?mid=71 • http://www.tnstate.edu/library/milcat/mildata.htm (databases)

25. On-line literature search key sites • www.windsor.igs.net/~nhodgins/literature_searches.html (Online Literature Search Workshop) • Web of science • Google scholar

26. Part IV. What is an Effective Presentation and How to Give an Effective Presentation Sue McCormick

27. Why Do You Give a Presentation • Present your work • Communicate your ideas • Inform your audience

28. What is an Effective Presentation • Effectively present your work • audience understands the work • Effectively communicate your ideas • audience understands your interpretations • Effectively inform your audience • audience remembers

29. How to Give an Effective Presentation

30. Steps to an Effective Presentation • Analyzing the basics • Preparing the presentation • Giving the presentation

31. Analyzing The Basics • Audience background • Purpose of your presentation • Time

32. Analyzing The Basics • Audience background • Terminology and Concepts • Introduction • Content and focus of presentation • Purpose of your presentation • Time

33. Analyzing The Basics • Audience background • Purpose of your presentation What do you want to tell your audience Why are you giving this presentation • Time

34. Analyzing The Basics • Audience background • Purpose of your presentation • Time • Range of presentation • Depth of presentation • Do not go over!

35. Steps to an Effective Presentation • Analyzing the basics • Preparing the presentation • Giving the presentation

36. Preparing Your Presentation • Outline presentation • Prepare visual aides • Write talk • Practice presentation

37. Preparing Your Presentation • Outline presentation • Introduction • Methods • Results • Conclusions • Future Work • Prepare visual aides • Write talk • Practice presentation

38. Outline Presentation • Introduction • Present background information that: • Briefs the audience • Peaks their curiosity • Explains concepts and terminology • Method • Results • Conclusions • Future Work

39. Outline Presentation • Introduction • Methods • How you did the experiments • Outline of procedure • Diagrams of special equipment • Results • Conclusions • Future work

40. Experimental design 250 ppm 370 ppm 5 m 370 ppm 500 ppm Subambient CO2 tunnel Elevated CO2 tunnel

41. Outline Presentation • Introduction • Methods Results • Analyzed Data • What does it mean Conclusions Future work

42. Outline Presentation • Introduction • Methods • Results • Conclusions • Bottom line for each experiment • Future work

43. Outline Presentation • Introduction • Method • Results • Conclusions • Future Work • How you will continue your research

44. Preparing Your Presentation • Outline presentation • Prepare visual aides • Write talk • Practice presentation

45. Prepare Visual Aides (Guidelines for Making Slides) • Color scheme • Visible when projected ? • Fonts • 2 is the limit • style – Arial, Times New Roman • size – 36, 32 • Be consistent

46. Prepare Visual Aides (Guidelines for Making Slides) (Cont.) • Title on every slide • Topic of slide • Brief statements • No more than 7 lines of text • Use bullets • Presentation of data • Numbers vs graphs

47. Preparing Your Presentation • Outline presentation • Prepare visual aides • Write talk • Practice presentation

48. Write Talk • As you write your talk: • Adjust outline and slides as necessary • Will the audience understand the presentation? • Am I saying what I think I am?

49. Preparing Your Presentation • Outline presentation • Prepare visual aides • Write talk • Practice presentation

50. Practice Presentation • Practice, Practice, Practice, Practice out loud • Don’t need to memorize your talk • Modify text and slides as necessary • Point to slide • Turn laser on and off • Do not wave the laser around • Look at audience