Annotated Bibliography And Literature Review

This module has been designed to deliver effective learning and teaching to you both as a student but also an individual working in practice. The 200 notional hours are delivered by a number of strategies that are effective and popular with our students. These include classroom work with formal lecturers incorporating discussion and debate in addressing core concepts, interactive learning activities and problem based learning. The sessions will be structured around a variety of teaching and learning methods such as reading exercises, discussions, critical thinking activities, web-based learning, amongst others, to provide input to help you develop your critical reading and writing skills.

You will be expected to prepare for classes by completing activities set by your tutors, this may include prior reading. The University’s Virtual Learning Environment (VLE) will provide access to weekly materials as well as links to additional resources such as academic journals and useful websites to aid your learning. In addition, the University’s Library pages provide access to a host of online resources such as e-journal and e-book repositories.

The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However responses will be longer in holiday periods.

The purpose of this module is to support you in developing an understanding and appreciation of the process of conducting a literature review in a thorough and critical manner. Gathering and interpreting appropriate evidence is of great importance in the areas of early Childhood studies, health and social care and community development and Youth Studies. Retrieval of information, critical analysis and evaluation, alongside the ability to clearly communicate through writing are some of the skills developed in this module. You will have an opportunity to review a specific area of research in either early childhood studies, health and social care or community development and youth studies according to your programme of study.

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including seminar activities, discussion groups and tutorial sessions and does not contribute to the final module mark. Formative assessment is intended to support you with producing your final piece of writing for this module.

Aveyard, H. (2014) Doing a Literature Review in Health and Social Care (3rd Ed.) Open University Press, Berkshire.

Bowling, A. (2009) Research Methods in Health (3rd Ed.) Buckingham, Open University Press.

Casey, D., Liz Clark, L. and Hayes, S. (2018) Study Skills for Master's Level Students. Second edition: A reflective approach for health and social care. Banbury, Lantern Publishing.

Denscombe, M. (2017) The Good Research Guide for small-scale social research projects. Sixth Edition. Maidenhead: Open University Press.

Easterby-Smith, M., Thorpe, R., Jackson, P.R. (2008) Management Research. London: Sage.

Greenhalgh, T. (2014) How to read a paper: the basics of evidence-based medicine (5th Ed ) Malden, Mass. BMJ Books/Blackwell.

Holloway, I. Wheeler, S. (2010) Qualitative Research in Nursing and Healthcare (3rd Ed.) Wiley-Blackwell, Chichester.

Neale, J. (Ed) (2009) Research Methods in Health and Social Care. Palgrave MacMillan, Basingstoke.

Parahoo, K. (2014) Nursing Research: Principles, Process and Issues (2nd Ed.) Palgrave MacMillan. Basingstoke.

Polit, D.F., Beck, C.T., Tatano, C. (2010) Essentials of Nursing Research: appraising evidence for nursing practice (7th Ed.) Lippincott Williams & Wilkins, Philadelphia

Robson, C. (2011) Real World Research. Third Edition. Chichester: Wiley.

Wallace, M. & Wray, A. (2016) Critical Reading and Writing for Postgraduates. Third Edition. London: Sage.

1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.

2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.

3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices). Where a word limit is specified, the following penalty systems applies:

· Up to 10% over the specified word length = no penalty

· 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

· More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

Learning Outcomes Assessed:

LO1: Conduct a small scale literature review and identify key studies and contemporary issues in your specific discipline (EY, SCHWB, CDYS)

LO2: Critically evaluate a range of relevant research journals and draw valid conclusions

LO3: Synthesise complex theories and practices in a complex way

Assessment Brief

You are required to submit a 4000 word literature review focused on a specific issue within your discipline (early childhood studies, social care health and wellbeing, or youth and community studies).

Minimum Secondary Research Source Requirements:

Level HE7 - It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include four refereed academic journals and five academic books.

Learning Outcomes Assessed:

LO4: Process and present information in an appropriate format

Assessment Brief

You are required to submit an annotated reference list in addition to your literature review. The reference list should be in accordance with the minimum secondary research source requirements detailed above and match sources referenced in your literature review.

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 15)

Distinction (70% and above):

Students will provide an excellent critique of key literature sources on their chosen topic resulting in clear and logical conclusions. The literature review will demonstrate excellent knowledge of the subject area and confident use of appropriate theoretical models. Creative and well justified recommendations will be made as to how problems within the field may be addressed in practice. Extensive research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be excellent.

Merit (60-69%):

Students will provide a satisfactory appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate an adequate knowledge of the subject area and understanding of appropriate theoretical models. Recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be fair.

Fail (49% and below): Students who do not meet the requirements of a pass class grade will not successfully complete the assessment activity.

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