cled 830 week one db

The Literature Review

Lawrence A. Machi; Brenda T. McEvoy

INTRODUCTION: DOING AND PRODUCING A LITERATURE REVIEW

An Overview

If I have seen further, it is by standing on the shoulders of Giants.

—Isaac Newton letter to Robert Hooke, 1675

Key Vocabulary

disposition: The tendency of someone to act in a certain manner under given circumstances; a prevailing tendency or inclination.

literature review: A written document that develops the case to establish a thesis. This case is based on a comprehensive understanding of the current knowledge of the topic. A literature review synthesizes current knowledge pertaining to the research question. This synthesis is the foundation that, through the use of logical argumentation, allows the researcher to build a convincing thesis case.

narrative literature review: A written document that critically reviews the relevant literature on a research topic, presenting a logical case that establishes a thesis delineating what is curretnly known about the subject.

problem identification review: A review that extends the work of the narrative review to identify and define an unanswered question requiring new primary research.

rational thinking: Acting based on logic, as opposed to impulse; using reason and logic.

reflective oversight: A contemplative thought process that critically regulates, assesses, and corrects the personal knowledge, skills, and tasks used to conduct the literature review.

topic: A research area refined by interest, an academic discipline, and an understanding of relevant key works and core concepts.

A literature review might be a class assignment, a thesis for a master’s degree, or the foundation research for a doctoral dissertation. Whether approaching this task for the first time or as an experienced researcher, completing a literature review should increase your skills and knowledge and your ability to learn, to share, and also to have the satisfaction of completing a successful project. To succeed, avoid the problem mentioned by a colleague of the authors: “Some people do not have the patience and foresight to do it right the first time, but have infinite patience and capacity to do it over, and over, and over again.”

The good news is that you do not need to depend on the trial and error approach. There are known procedures and skills to make this task easier and more efficient. This book provides a road map to guide you in producing a literature review that will contribute to your field. Conscientiously using this book will help you arrive successfully at your destination. Each chapter offers tips and tools from many sources, including ones from the authors’ experience. Using the six-step process offered here will make it possible to plan and complete a successful literature review without wasting time and effort.

INTRODUCTION OVERVIEW

This introduction presents the key concepts to be mastered to produce a quality literature review. They are procedure, disposition, and reflection. The chapter begins by defining what the basic literature review is, its purpose, and the procedure for doing a basic literature review. Simply knowing correct procedure will not guarantee success, however. How you are disposed to engage in this endeavor and how you are able to self-evaluate the quality and accuracy of the work are also necessary to produce success. This introduction presents the personal dispositions necessary to complete a project of this scope and outlines the reflection process used to manage and evaluate the quality and accuracy of the work. It concludes with a brief discussion on preparing to do a literature review process.

You will find that this and the following six chapters present the fundamental concepts and procedures for completing a basic literature review. These concepts and steps are also the fundamental building blocks for the advanced literature review types and the when using the literature review as a research method. Understanding and successfully conducting this basic review will provide the reader with the necessary foundation to successfully carry out a quality review, which can serve as a basis for taking part in advanced reviews. A brief introduction to these advanced reviews will be covered in Supplement B.

THE PURPOSE OF A LITERATURE REVIEW

As you begin, ask yourself, “Am I trying to present a position, a thesis, that defines the current state of knowledge about a topic, or am I using the current knowledge about a topic as the basis for arguing a thesis that defines a research problem for further study?”

Literature reviews have different purposes depending on the nature of the inquiry. If the purpose of the inquiry is to argue a position about the current state of knowledge on a topic, then the inquiry is a basic narrative literature review. The narrative review (Figure I.1) documents, analyzes, and draws conclusions about what is known about a particular topic. Its purpose is to produce a position on the state of that knowledge; this is the thesis statement.

If the purpose of the inquiry is to review the literature to uncover a research problem for further study, then it is a problem identification review.

The narrative review begins by selecting and identifying a research interest for inquiry. This is the preliminary study question. As you proceed, you will narrow and refine this interest into a research topic, based on an initial exploration of the literature. The research topic must be a clear and concise statement that defines and describes what will be researched. Its definition identifies and frames the scope of the literature review. The literature review canvasses the literature, documenting and cataloguing pertinent knowledge. From this information, it presents an evidence-based analysis of the present understanding of the topic. The product of the narrative review is a case that argues what is known about the topic. The case’s conclusion is a thesis statement that answers the question posed by the research interest. Many class research assignments and master’s degree thesis projects require a basic narrative literature review.

Figure I.1 The Basic Narrative Literature Review

The problem identification review (Figure I.2) has a different purpose and additional demands. It not only presents the current state of knowledge about a topic (the darkened four boxes of Figure I.2) but must also argue how this knowledge reasonably leads to a problem or to a question requiring original research.

In the problem identification review, the researcher first addresses the current state of knowledge about the study question. Then, based on these findings, the researcher proposes a thesis defining an issue for further study. This thesis becomes the problem or question of a new research study. The conclusions drawn not only define the research question, but also frame the appropriate methods to be used for conducting the research.

Advanced master’s theses and doctoral dissertations use the problem identification review as the basis for providing the background statements and the argument for the research study. The problem identification literature review is used to write Chapter 1 (“Introduction”) and Chapter 2 (“Review of the Literature”) of the standard five-chapter dissertation document. Not having a quality literature review in hand when developing these chapters will surely result in numerous unsuccessful attempts, “You can’t write what you don’t know.” The problem identification literature review is the starting point for research projects such as dissertations.

Description

Figure I.2 The Research Problem Identification Literature Review

While narrative reviews and problem identification reviews seek different outcomes, the manner in which they uncover knowledge and produce a thesis is similar.

THE LITERATURE REVIEW DEFINED

A literature review is a written argument that supports a thesis position by building a case from credible evidence obtained from previous research. It provides the context and the background about the current knowledge of the topic and lays out a logical case to defend the conclusions it draws. Here is the definition of a literature review:

A literature review is a written document that presents a logically argued case founded on a comprehensive understanding of the current state of knowledge about a topic of study. This case establishes a convincing thesis to answer the study’s question.

THE LITERATURE REVIEW PROCESS

Producing a literature review is an exercise in applied critical thinking.

Dewey, in his text How We Think (1909), codified the critical-thinking process in five steps: “(i) a felt difficulty; (ii) its location and definition; (iii) suggestion of possible solution; (iv) development by reasoning of the bearing of the suggestion; (v) further observation and experiment leading to its acceptance or rejection; that is the conclusion of belief or disbelief.” Dewey saw these five distinct steps as the process of reflective thought, what we call critical thinking.

Critically thinking is a deliberate process. Here are a couple of examples. You might recall learning the scientific method in a high school science class. Collect the facts. Construct the hypotheses. Do an experiment and test the hypotheses. Analyze the results. Draw a conclusion, and report your results. Or you might have used a formal problem-solving process as part of a decision-making activity in your workplace. Most likely, the following steps were used: develop a mindset; define the problem; create solution criteria; consider possible solutions; choose a solution; implement it; and evaluate it. Notice both the scientific method and problem-solving process align. They follow the same basic steps and sequence. Both processes are applications of Dewey’s critical-thinking process. This is also true for the literature review.

A literature review is an organized systematic way to research a chosen topic. First, the subject of the inquiry must be recognized. It must be clearly defined and described. Once a researcher has a clear definition of the subject in question, information can be collected about the topic. These data are catalogued and organized in such a fashion that some sense can be made of them. The data can then be interpreted and analyzed to build the evidence or reasons to form conclusions. The conclusions formed present the logical case for answering the question first inquired about. Finally, the argument is examined; the researcher looks for holes in the reasoning and weighs the conclusions drawn against competing alternatives. Once this process is completed, the answer can be shared with others.

Figure I.3 shows the steps for conducting a literature review, as matched to the applied critical-thinking process.

As with any critical thinking, doing a literature review is a developmental process in which each step leads to the next (Figure I.3). Following is a brief explanation of these six steps.

Description

Figure I.3 The Literature Review Is an Applied Critical-Thinking Process

Step 1. Selecting and Defining a Topic—Recognize and Define the Problem

Reflect for a moment. How do you feel when you are confronted with an uncertainty or a problem in your studies, workplace, or at home? Do any of the following seem familiar? Perhaps you feel a certain uneasiness of not knowing, a sense of cognitive dissonance? Is there a conscious recognition of the disconnect between what you know and

Step 1. Selecting and Defining a Topic—Recognize and Define the Problem

Reflect for a moment. How do you feel when you are confronted with an uncertainty or a problem in your studies, workplace, or at home? Do any of the following seem familiar? Perhaps you feel a certain uneasiness of not knowing, a sense of cognitive dissonance? Is there a conscious recognition of the disconnect between what you know and what you see? Is there mental discomfort signaling a lack of understanding of what is before you? If so, you have come to the realization that you know that you don’t know. You recognize you have a problem, an issue, or experience that needs to be resolved. A successful research topic is usually the offspring of this kind of recognition. Whether the topic springs from a problem occurring in the workplace or one that arises in the course of your studies, it now becomes an interest begging further inquiry. The interest statement is the broad recognition of a potential topic and, once recognized, must be reshaped appropriately. Its concept must be parsed and defined specifically. Its language must be converted from initial generic wording to specific academic parlance to allow the researcher to successfully identify the appropriate literature in the pertinent academic discipline. Refining the terms used, accurately framing the focus of the interest, and selecting the appropriate academic knowledge base are the tasks to be completed to define a research topic.

Step 1, selecting and defining the topic, is also the start of the writing process. Keeping a written journal of all progress begins here and is essential to comprehending and building knowledge. A journal helps to clarify ideas and to process learning. Writing helps clarify thoughts and ideas. The journal is an ideal place to establish an internal dialogue where reflection on learning can be wrestled with and understood. Journals also provide an excellent place for reviewing and planning work. For a detailed explanation on writing a journal, see Supplement C.

Step 2. Develop the Tools for Argument—Create a Process for Solving the Problem

Since a literature review must present a logically argued case founded on a comprehensive understanding of the current state of knowledge, then the rules and tools for building an informal argument must be employed. A credible case is not simply reporting about a collection of information or presenting an opinion about the topic. A credible case produces conclusions resulting from a logical presentation of supporting evidence. The tools for evidence building, argument development, and logical reasoning are the building blocks used to make a credible case.

A literature review uses two types of argument to build its case. The first argument builds the findings of the case. The second argument forms the case’s conclusions. The result is a well-argued thesis. Both arguments are based on sound reasoning and logical construction.

Step 3. Search the Literature—Collect and Organize the Information

A literature search determines the data to be included in the review. It does this by winnowing the research information to only the data that provide the strongest evidence to support the thesis case. A literature search should preview, select, and organize the data for study by using the skills of skimming, scanning, and mapping the data. Next, the researcher catalogues and documents the relevant data.

Step 4. Survey the Literature—Discover the Evidence and Build Findings

The literature survey assembles, organizes, and analyzes the data on the current knowledge about the topic. The data are logically arranged and patterned as evidence to produce a set of logically defensible findings about what is known concerning the topic.

Step 5. Critique the Literature—Draw Conclusions

The literature critique analyzes and interprets the findings gained from the survey of literature to produce a response to the research topic. The findings are logically arranged as conclusions to form the argument that justifies the thesis statement. The literature critique analyzes how current knowledge answers the research question.

Step 6. Write the Review—Communicate and Evaluate the Conclusions

Writing the review produces a document that communicates the results of the project. Through a process of composing and refining, the literature review document becomes a work that accurately conveys the results of the research to its intended audience. This composition requires writing, auditing, and editing over the course of multiple drafts to produce a polished final product—one that is accurate, complete, and understandable. Writing done in the first five steps of the literature review is used as the foundation for writing the review.

The preceding discussion, although condensed, relates the procedural steps necessary to complete a literature review as depicted in Fig. I.4. The following chapters will fully describe each step and will provide help in completing each of the tasks necessary for building a strong thesis case and conducting a good review.

Description

Figure I.4 The Literature Review Model

Next, consider the mental attitude necessary to complete a project. The following two sections of the introduction will discuss the personal dispositions required to take on this task and the reflection process used to manage and evaluate the quality and accuracy of the work.

MINDSET: PERSONAL DISPOSITIONS ON THINKING, DOING, AND DECIDING

Your mental and emotional frame of mind play a crucial role in the quality of your work. The choice to think critically when confronting a problem is not automatic. First reactions are emotional ones. You must choose to put your emotions in neutral in order to choose to think critically. A researcher must reflect, think rationally, and then move ahead. This mindset, or disposition, defines how you choose to be and to act before working on an analytical task, such as a literature review. Mindset provides the context and the venue for critical thinking.

You must be disposed to use a particular mindset to guide how you will behave, make decisions, and act. As depicted in Figure I.5, the critical thinker’s mindset is categorized into three disposition types: personal, action, and decision-making. Each disposition identifies the traits and behaviors of the critical thinker.

Description

Figure I.5 The Critical Thinker’s Mindset

Personal Dispositions

The personal dispositions describe the type of intellectual qualities and actions the individual uses when engaging in a task. The critical thinker is disposed to the following personal characteristics and behaviors.

Inquisitiveness. You must have an inquiring mind, a natural inquisitiveness, and a fundamental need to learn and to discover new ideas.

Skepticism. Proceed with skepticism and question everything.

Independence. Do not blindly accept the positions and conclusions of others but think for yourself. Be an active and independent learner.

Honesty. Value being truthful to yourself and to others. Hold yourself accountable for your bias, viewpoints, and the conclusions you make. Continually examine and reflect on the veracity of your positions, weighing them against new facts and ideas. Suspend judgment until all facts have been gathered and considered. Be able to adjust and reject your opinions and positions when new facts become known.

Action Dispositions

Intentions are one thing, but actions are another. When you are under pressure, when the stakes are high, when you are unsure and you must solve a problem in real time, what are you inclined to do? Do you give yourself time to carefully and calmly ensure that you have gathered all the relevant information necessary to have a complete understanding of the situation? Do you approach the question and your thought processes in an orderly fashion? Do you take the time to review all your information, and are you confident enough to share your thinking with a trusted colleague? Do you choose to act rationally or choose to act from emotions? Do you want to get it right or just get it done?

Decide to get it right the first time. You know you must accomplish this task in real time. Realize that solving problems can be a vexing and difficult experience, so come pre-armed to the problem. The action dispositions describe the qualities of the critical thinker when engaged in a task. Exhibit the following characteristics:

Persistence. Be diligent. Regardless of the time spent working, the confusion and miscues encountered, or the magnitude of the task, stay with it until it is completed.

Patience. Take the time necessary to carefully and thoroughly complete the work before you.

Deliberation. Take care to focus on the task at hand. Strive to maintain orderliness when working with complex tasks.

Collegiality. Be able to share ideas and conclusions with others for feedback and evaluation. Seek out the criticism of others, knowing that sharing knowledge confirms or improves your work.

Decision-Making Dispositions

Decision-making dispositions are the thought processes used when solving problems and deciding the directions to pursue when engaging in a task. At this point in the problem-solving process, be firmly committed to rational thought. Consider different viewpoints and weigh all the evidence and positions. That done, decide.

Reasoned and logical thinking. Employ rational thinking, weighing all data for its veracity and value. Seek evidence, examine the pros and cons of any question, and take positions based on strong evidence.

Circumspect thinking. Approach your task with an open mind, consider and learn from divergent viewpoints. Strive to maintain objectivity and guard against having any predetermined conclusions.

THE ETHICS OF REVIEWING THE LITERATURE

Every man carries about him a touchstone, if he will make use of it, to distinguish substantial gold from the superficial glitterings, truth from appearances. And indeed, the use and benefit of this touchstone, which is natural reason, is spoiled and lost only by assuming prejudices, overweening presumption, and narrowing our minds.

—John Lock, An Essay Concerning Human Understanding

Remember, your literature review is first a scientific inquiry. Science seeks to uncover truth. It uses critical thinking and scientific reasoning to formulate its conclusion. The practice of good science requires constant impartiality, a preciseness in all efforts, and a tenacity to develop work according to acceptable standards of quality and quantity. As with any scientific endeavor, a literature review must, above all, be objective, accurate, and adequate.

As a scientific inquiry, a literature review must be an unbiased search for the unvarnished truth. Impartiality means neither privilege nor prejudice has a place in its workings. Shades of cultural leanings and personal beliefs hamper the question of impartiality and as such, must be both consciously and subconsciously recognized and avoided. You, the reviewer, must actively subjugate individual opinion and personal belief, for they invariably lead to predetermination and presupposition.

Accuracy of the inquiry means precision of observation, fact-finding, evidence building, and the adherence to the principles of sound reasoning. Haphazard or careless dispositions, disregard for accepted standards, or uneducated method will not only nullify the quality of the endeavor, but could also promulgate false conclusions.

Adequacy of inquiry means the subject of inquiry has been correctly observed and accounted for. The accounts and observations accurately portray all aspects of the subject. No observations and accounts can portray something other than the subject of inquiry. If the collecting and surveying of the literature is clouded by bias of perception, selection, or prejudgment, the inaccuracy of the findings will lead to false accounts and conclusions. When analyzing and interpreting, do not deceive nor be deceived by fallacious thinking or faulty reasoning. Maintain the highest standards of sound reasoning and warranted judgment. Do not entertain implications, for they can be founded in either fallacy or fact. Assumptions and suppositions are not allowed. What you conclude must be based on strong evidence logically leading to your conclusions. Inferences can only be made when you can logically connect them to the facts.

Since the literature review has a specific task within scientific inquiry, it also has specific tenets of conduct to be followed. They are the following:

You may not manipulate data to defend a preferred outcome. Do not fabricate data, extend its value, or take it out of context.

Do your own research. Librarians and other assistants point you in the right direction but do not do your library research for you.

Present only what you believe to be factual. Do not use fallacious arguments to try to prove a case.

Present all sides of the question. Do not be tempted to strengthen a case by omitting divergent evidence. Search for the truth rather than confirm a personal opinion.

Plagiarism can easily sneak into a review unless it is carefully avoided. Remember that plagiarism is not just using another person’s words. It also includes presenting ideas as your own when they are actually from another’s research source.

You must be the sole writer of your literature review. Outside readers and editors must maintain an advisory role.

Ethics determine the principal criteria for conducting research. Ethical behavior is an essential quality of the good reviewer.

REFLECTIVE OVERSIGHT

After consideration of the procedures and dispositions required for doing a literature review, next consider how to manage and evaluate the work. You might define this concept as metacognition; we call it reflective oversight. Reflective oversight is the continuous reflection an individual uses to regulate, assess, and correct the processes we use to take on a task.

Defining Reflective Oversight-Metacognition

Reflective oversight is a four-step process of self-regulation, self-reflection, self-assessment, and self-correction and can be exercised by triggering a reflective time out and asking three questions. What did I do? How did it work? What do I do next? The process is pictorially presented in Figure I.6.

Description

Figure I.6 The Reflective Oversight Process

Step 1. Self-Regulation

Stop and Think. Taking a “time out” triggers a frame of mind. You stop tasking for a time to think about what occurred. The “time out” allows for an invaluable check for understanding, recalling what you know and how you came to know it. Here, the right attitude about your work is essential. Be skeptical and honest, persistent and deliberate, reasoned and circumspect. Now that you have completed this step and finished this work, did you do it right? Did you come up with the answer you expected? Continually question yourself. Be critical about your work. Expose and learn from your errors. Avoid biases, preconceived notions, and points of view that can taint or at worst, corrupt any work.

Step 2. Self-Reflection

What did I do? This is your recall exercise. You are doing an examination of what you now know. What did you do? How did you get here? What mental processes did you use to create this new knowledge? Be a close observer. Methodically examine the facts stated, the conclusions drawn, and the process that produced them. Examine any opinions taken and the reasons for holding those opinions. Expose inferences for clarification. Look for the presence of stereotypical thinking, unconscious prejudices, emotional slants, or deficiencies in prior knowledge that could constrain objectivity and effect the validity of the outcome. Look at your completed work. What might have been left out? Have all points of view been considered? What opposing interpretations exist? Finally, put your work in perspective. Are you where you thought you would be? Is your thinking progressing as planned?

Step 3. Self-Assessment

How did it work? Here you assess the quality of your work and evaluate the quality of the outcome. Check on the strength, veracity, and totality of your work. Are your ideas and concepts clear and logically constructed? Review the orthodoxy of the mental processes you used to produce your work. Did you correctly apply procedures and processes you selected to do the task? Finally, judge the extent to which your thinking was influenced by deficiencies in knowledge, by stereotypes, prejudices, emotions, or any other factors that constrain objectivity and rationality. Analyze the degree to which your affective dispositions influenced the creation of an unbiased, fair-minded, thorough, and objective interpretation of the work.

Step 4. Self-Correction

What do I do next? Self-assessment has revealed deficiencies. Now you create and execute reasonable solutions and corrective measures to remedy the problems found. Where factual errors were found, make corrections. Where information is missing? Find the new information required and integrate it into your work. Clarify ideas. Correct information collection and compilation. Correct any faulty evidence used to build the argument. Reorder any misplaced information and sequence it in a logical manner. Check the logic of the argument built to ensure its reasonableness and clarity. Adjust any conclusions being drawn, as necessary, to ensure a logical follow from the evidence. Revise and adjust any deficiencies in knowledge or in the thought processes. Adjust the personal attitudes and actions as needed. To ensure that the work is progressing in a logical fashion, adjust your thinking and doing for the next steps of the work as needed.

While there is no specific formula or timeline for engaging in the reflective oversight process, there are some logical places where it should occur. Whenever the work reaches a benchmark, the completion of a unit of work, a step in a thought process, or a defined time period, then the reflective oversight activity is used. The oversight process can also be used when a new idea is being considered or when difficulties in moving the work ahead occur. In both of the latter cases, the self-reflective process gives you the ability to examine past work with a critical eye, looking for new ways to think about the work and new strategies to move the ideas or the work forward.

PLAN WISELY BEFORE YOU BEGIN

The secret of any successful journey—and a literature review is a kind of journey—is planning and preparation. The successful reviewer must be physically and emotionally ready and must have a plan of action. Conducting a literature review successfully demands a commitment of focused time and effort, which will probably require a fundamental reorganization of daily life. A project such as a literature review cannot take place “when time allows,” because time would probably never allow. Rather than trying to fit this new work into the already-busy day, you should seek creative solutions to reorganize the work schedule and the workplace. Here are a few ideas that might help.

First, organize a workspace free from distractions. You will need a computer with an Internet connection, copying and printing capability, notepads, writing instruments, and filing space. You will also need at least one high-quality dictionary and a thesaurus. Reference works on research methods and writing skills can also be useful. Reference tools, while available in hard copy, can now be found in abundance on the Internet and in your institution’s virtual library. Plan the space and arrange it before you begin. As with any complex project, the literature review demands concentrated mental focus. Mental discipline, in turn, demands emotional balance. Make sure that your workspace supports this frame of mind.

Having a plan decreases anxiety and ambiguity. It also increases productivity. Develop a three-tiered plan. First, create an overall project plan and timeline. Second, subdivide the overall plan into sections that act as intermediate goals for the project. Finally, build daily plans from the subsections to schedule the work for each daily session. Remember, a plan implies a goal. Give yourself permission to modify your plan but never proceed without one. Plans provide direction and organization. They build a structure to address the ambiguous and complex world of the literature review. Below are some suggestions for planning.

Use the literature review model, Figure I.4, to form the overall plan. First, estimate the available monthly project time. Calculate this in hours. Then, estimate the number of hours it will take to complete the tasks for each step of the literature review. If you are not comfortable assigning task times, consult with colleagues or faculty experienced in literature research to assist you. Next, build an overall plan and timeline for the research. Be sure to include extra time for unplanned eventualities.

Subdivide the plan by benchmarks to serve as intermediate goals for the research. These benchmarks can be time or task driven. A monthly design is one choice if time is the measurement for progress. Use the steps of the literature review model if you use task completion as the measure of progress. Put the benchmarks on a timeline and readjust the overall plan as necessary. The benchmark division drives the work. It provides a solid schedule that addresses the tasks. At this point, the work becomes tangible.

Build daily plans for action. Each work session must have its goals. If possible, schedule at least a 2-hour block of time for any work session. Early morning works best for many accomplished writers, allowing the reviewer to focus and concentrate more easily. Schedule quiet time with no interruptions. We recommend daily sessions. While 2-hour sessions each day may be impractical, daily work on the project is advantageous. Allowing extended time between work sessions will blur your focus. The literature review is a serious undertaking that builds one day at a time. You cannot succeed by leaving the work for the last minute. Of course, as you use the daily schedule, the benchmarks and the overall plan may need to change.

Tips

Study the literature review model (Figure I.4). Memorize it if possible. Use this figure to keep yourself on track.

Select a topic that is important to you. A subject of true concern or curiosity will produce better work than a topic chosen for expediency.

Writing starts now. Write out the topic. Include in this earliest writing what you already know or think you know about the topic. This writing will be the beginning of the project journal. Using a computer to keep the project journal will allow for easy additions and changes as they become necessary.

Plan each step and write it out. Completing the work diligently and in order takes far less time than going back to pick up missed steps.

Try to make blocks of time available. It is much easier to stay in the proper mindset if you don’t have to go through the thought process to arrive at your starting place for only a short period of work time.

SUMMARY

CHECKLIST

Write your responses to the checklist below. Review what you have written for accuracy and feasibility.

Task

Completed

1. Write the definition and the purpose of a literature review.

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2. What general interest are you going to explore? Be specific.

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3. Describe your plan to use the six steps needed to create a successful literature review.

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4. Describe the tools and workspace you have planned. How will you create your space?

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Reflective Exercise Concept

The purpose of reflective exercise is to examine what you have learned and self-correct any deficiencies in your understanding of each chapter. As with the concept of reflective oversight, the exercise includes four steps. Step 1. Your mindset is an examination of the mental dispositions you had while reading and studying the chapter. Step 2. Check for understanding, a recounting of what you’ve learned and what tasks you are able to accomplish. Step 3. How am I learning: here, you think about your thinking. Reflect on the learning processes and strategies you used to understand this chapter. Step 4. Self-correction is a gap analysis. Using the responses from the previous three steps, analyze the difference between what was successful and what wasn’t to determine what needs to be done. Build an action plan to address the issues to be remediated.

This is the time to begin your research diary. This diary will be your daily account of the work you are doing while learning about and conducting your literature review. You will use it as a planning tool, a source of data, and a personal account of your reflections as you journey down this path. As you do your reflective exercise for this chapter, record its results in your diary. For a full explanation for the use and design of a research journal, see Journaling in Supplement C in the reference section of this text.

REFLECTIVE EXERCISE

Your Mindset

Did you approach this chapter with curiosity and an honest need to learn?

Did you question foreign ideas or concepts?

Do you feel you are beginning to understand what a literature review is and how to build a literature review?

Check for Understanding

Do you have a definitional understanding of the steps for conducting a literature review?

Do you know the type of literature review needed for your research?

Do You understand the ethical tenants required for conducting a responsible literature review?

How Am I Learning?

What thinking and doing helped you to understand this chapter?

What steps are you taking to prepare wisely before you embark on conducting your literature review?

Reflect to Correct

What more do you need to do to know about the purpose and process of literature reviews?

What do you have to do next to succeed at creating your literature review?

What do you do to create and maintain a healthy attitude and constructive actions to succeed at these tasks?

Descriptions of Images and Figures

Back to Figure

The model is described as follows:

The research interest identifies research topic. The research topic specifies and frames literature review. The literature review discovers and advocates research thesis. The research thesis defines further research to lead to research question. The research question determines nature and scope to lead to research project. The research project answers to research interest.

Back to Figure

The model is described as follows:

Select and define a topic: Recognize and define a problem. This leads to develop tools of argumentation.

Develop tools of argumentation: Create a process for solving the problem. This leads to search the literature.

Search the literature: Collect and compile information. This leads to survey the literature.

Survey the literature: Discover the evidence and build the argument. This leads to critique the literature.

Critique the literature: Draw conclusion. This leads to write the thesis.

Write the thesis: Communicate and evaluate the conclusions. This leads to select and define a topic.

Back to Figure

The model is described as follows:

Select and define a topic specifies to develop tools of argumentation.

Develop tools of argumentation organizes and forms and leads to search the literature.

Search the literature explores and catalogs and leads to survey the literature.

Survey the literature documents and discovers and leads to critique the literature.

Critique the literature advocates and defines and leads to write the thesis.

Write the thesis addresses and answers, and leads to select and define a topic.

Back to Figure

An infographic showing the relationship between the components of ‘Mindset how I choose to be and act’, which are personal dispositions, action dispositions, and decision making dispositions.

Personal dispositions: Inquisitive, Skeptical, Independent, Honest.

Action dispositions: Persistence, Patience, Deliberation, Collegiality.

Decision making dispositions: Reasoned and logical thinking, Circumspect thinking.

Back to Figure

Reflective Oversight: How I think about my thinking and doing

Stop and check: Self-regulation. This leads to self-reflection.

What did I do? Self-reflection. This leads to self-assessment.

How did it work? Self-assessment. This leads to self-correction.

What do I do next? Self-correction.