Understanding Literature Reviews

January 18, 2013

Abstract

A review of the literature was completed on writing literature reviews. In addition to modeling a well-written and comprehensive literature review, the objectives of this review of the literature are to (a) define what a literature review is, and (b) examine the purpose and process of writing one. A literature review is more than just summarizing the literature; it requires the researcher to critically analyze and synthesize the literature so that new knowledge and insights emerge. Writing a literature review begins with clearly defining the purpose of the research and specific questions the research will answer. It requires a research strategy that includes a systemic approach to finding relevant sources and good record-keeping. In reviewing sources, the researcher must interpret the research being read, and assess its relevance and validity. Writing a well-constructed literature review requires planning and good time management; the researcher may begin with an outline, and revise several drafts before the literature review is finished. Conducting literature review is a challenging and worthwhile process. It expands the researcher’s expertise on the topic while building research, writing, and analysis skills.

Notes to Students:

(1) Abstract should be have only one long paragraph (APA Manual, 2010, p. 26)

(2) Abstract should be 150 – 250 words (APA Manual, 2010, p. 27)

(3) In Abstract and text of paper, there should be two spaces between sentences. In Reference List, there is only one space after a period (APA Manual, 2010, p. 87)

Table of Contents

Introduction 4

Research Questions 5

Research Question One: Literature Review Defined 5

Research Question Two: Literature Review Purpose 7

Research Question Three: Literature Review Process 8

Selecting a Topic 8

Developing a Strategy 9

Interpreting Research 10

Theory…………………….. 10

Research Studies………. 10

Experiential Articles……….. 11

Implementing a Writing Process……………. 11

Conclusions 12

References 14

Notes to Students:

(1) Each Research Question is identified by number, and also summarized in a few words, to become the header of that section of the paper

(2) This Table of Contents contains 4 levels of headings; Third and fourth levels have each word capitalized in the Table of Contents, although not in the body of the paper.

(3) The Table of Contents follows your Outline of the paper (or becomes a skeleton outline of the paper, not yet filled in with content). It is a roadmap for the reader as well.

(4) This Table of Contents does NOT include all of the first and second level headings that will be included in your paper – it simply includes all of the headings in the attached paper, as an example of how to match the Table of Contents to the paper.

(5) Note on next page: Instead of using the word “Introduction,” as shown in the Table of Contents, start your Introduction to the paper with the words of the Title of the paper.

Writing Literature Reviews: A Review of the Literature

A frequent academic assignment is to write a literature review because examining, critically analyzing, and discussing published research is foundational to graduate-level work and important to professional success (Jesson & Lacey, 2006). Beyond being a rigorous assignment that can be the basis for a thesis or doctoral dissertation, developing the knowledge and skills to write literature reviews has practical applications for professionals. A comprehensive literature review enables practitioners to remain current in their fields, and expand their expertise. In addition, understanding theoretical concepts and current research provides insight into complex problems which is useful in identifying alternative solutions and making decisions (Rhoades, 2011). Researching and writing a literature review is not only essential to academic success in graduate school, but also beneficial to practitioners in business, human resources and other professions.

Writing a literature review is an assignment many students dread, complaining it is too difficult and time-consuming. This is particularly a frequent complaint of working adults returning to graduate school who are “full-time practitioners with very demanding schedules and precious little time for research and writing” (Ondrusek, 2012, p. 180). Successful in undergraduate coursework, graduate students often don’t understand that expectations for academic success have changed. Although many students are skilled at summarizing what others have written (called “knowledge-telling” by Ondrusek), graduate-level research and writing requires analysis, critique and synthesis. The difference between undergraduate and graduate-level expectations was clearly demonstrated in a study by Bitchener and Turner (2011), who reported that 92 percent of their students understood the importance of reviewing published literature, but only 30 percent recognized the need to analyze and critique it (p. 125). Their research found that providing graduate students with an understanding of the requirements of how to write literature reviews significantly enhanced students’ success in completing the assignment.

Research Questions

The purpose of this research is to examine current research on writing literature reviews. In addition to modeling a well-written and comprehensive literature review, the goals of this review of the literature include defining what a literature review is, and examining the purpose and process of writing one. This literature review will answer three research questions:

1. What is a literature review?

2. What is the purpose of writing a review of the literature?

3. What is the process of researching and writing a literature review?

Research questions which guide and focus the research are different than thesis statements or hypotheses. A thesis “advances a conclusion the writer will defend….A hypothesis is a theory that must be tested in the lab, in the literature and/or by field research to prove its validity” (Lester & Lester, 2007, p. 24). A research question is an inquiry that encourages understanding different perspectives and objective consideration of multiple alternatives. Research questions do not assume or attempt to defend a right answer but seek to fully explore the issue (Creswell, 2009).

Research Question One: Literature Review Defined

According to Creswell (2009) and Galvan (2009), a well-constructed literature review includes definitions of key terms, so it is appropriate to begin by defining literature reviews. A literature review is “a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated” (Torraco, 2005, p. 356). A literature review is different from a term paper in which the student summarizes what others have written about a topic. Beyond reading and discussing the research and ideas of others, the writer of a literature review – the researcher – critically analyzes and evaluates the data, and then synthesizes the findings so that new insights and knowledge emerge. Fully understanding the definition of a literature review requires defining and examining the role of critical analysis and synthesis in its preparation.

As the writers of literature reviews begin to read sources (i.e. journal articles and books) about a topic, they must critically examine and analyze the authors’ evidence, arguments, conclusions and recommendations. In addition to understanding and recognizing the strengths and contributions of the data, writers should also identify and discuss any assumptions, deficiencies, omissions, and/or inaccuracies (Torraco, 2005). For example, a critical analysis of sources begins by determining if the author is reporting research results or asserting an opinion (Price, 2009). If an opinion, an assessment must be made of the validity of the arguments supporting it. If the article describes a research study, one factor the reader could consider is how large the study was; conclusions drawn from a large group of 100 participants is more valid than those from a small group of ten. In describing what the literature says about a topic, a well-constructed literature review includes a critical analysis of strengths, issues, and limitations.

Synthesizing the literature means that the reviewer weaves the streams of research together to focus on core issues rather than merely reporting previous literature…The result of a comprehensive synthesis of literature is that new knowledge or perspective is created despite the fact that the review summarizes previous research. (Torraco, 2005, p. 362)

Note to students: Quotes of 40+ words are indented, with period after quote.

The literature on any topic includes articles from different sources that have been written for different purposes and in different contexts. Writers of literature reviews begin by interpreting the current knowledge about the topic found in the literature, and as they connect and integrate the data and evidence, new insights emerge (Jesson & Lacey, 2006). Critical analysis and synthesis work together to expand what is known about the topic. For example, in preparing a definition of literature reviews, this researcher read and integrated several sources to not only define a literature review, but also clarify the key components of critical analysis and synthesis.

Research Question Two: Literature Review Purpose

The writers of literature reviews gather, analyze and synthesize information about a topic from multiple sources. In academia, there are two reasons why a literature review is written; it is either a stand-alone assignment, or the foundation for a thesis or dissertation. Academic researchers use literature reviews to examine a topic comprehensively which expands their expertise. They want to ensure further research will contribute to existing knowledge and not simply duplicate what is already known about the topic. When undertaken as a part of a thesis or dissertation, a literature review guides both the selection of hypotheses, and the appropriate methodology for primary or original research (Creswell, 2009; Salkind, 2009).

Beyond academic research, researching the literature is valuable to practitioners in all professions for a variety of reasons. Reading current literature enables professionals to stay current in their fields, and recognize emerging issues and new ideas. In addition, practitioners rely on the literature to identify best and evidence-based practices for solutions to organizational problems. Gathering information about how other organizations have succeeded or failed in resolving issues provides insights and new ideas to develop innovative solutions and support recommendations for action (Rhoades, 2011; Zorn, 2006).

Whether conducted in academia or by practitioners, well-constructed literature reviews accomplish several objectives. By defining terms and key concepts, they ensure there is a shared understanding of the issue being addressed. Literature reviews identify and discuss relevant theories, models and conceptual frameworks, providing a theoretical foundation essential to a comprehensive analysis of any issue. Current research studies offer empirical evidence while case studies give insights into alternatives that succeeded or failed (Galvan, 2009; Zorn, 2006). In examining, critically analyzing, and synthesizing published sources, the writers of literature reviews develop new insights, perspectives and knowledge on the topic.

Research Question Three: Literature Review Process

The process of writing a literature review requires identifying a clearly defined topic that is interesting and important to the researcher, developing an effective research strategy, and interpreting research found in the literature (Timmons & McCabe, 2005; Price, 2009). Selecting an engaging topic and having an effective strategy organizes the research and keeps the researcher focused. Systemically proceeding through research stages helps ensure a through and comprehensive literature review. Then, critiquing different types of literature is essential in critically analyzing and synthesizing the data.

Selecting a topic. The first step in writing a literature review is identifying a topic that fits with the writer’s interests and/or addresses a problem that needs solving (Salkind, 2009). “The difficulty for the student is not so much deciding on a topic as narrowing down the topic to a manageable size” (Timmons & McCabe, 2005, p. 42). For example, motivation is a topic that interests many students and practitioners but motivation is too broad for a comprehensive literature review. In the workplace, there are a variety of issues arising from motivating employees that researchers could address in a literature review. One student may choose to research strategies leaders can use to reduce turnover, another may tackle ways to enhance job satisfaction, and a third student may address the effectiveness of recognition programs in increasing employee engagement.

Conducting an initial virtual library search to identify options is advantageous because it gives certainty that there is recent published data on a topic. A preliminary search also enables the researchers to assess if their topics are appropriately defined. If there is very limited data, the scope of research may need to be broadened; if the data is extensive, the scope may need to be narrowed. Understanding available data and what is known and unknown is the first step in clearly defining the topic and purpose of the research (Creswell, 2009; Galvan, 2009).

Developing a strategy. Before the writers of literature reviews begin searching for data, they need a thoughtful research strategy that includes a systemic approach to identifying and assessing relevant data (Armitage & Keeble-Allen, 2008). Ideally, using original sources written by the theorist and/or individuals who did the research being reported is a priority because “referring to authors who are not the original source increases the probabilities of inaccuracies, misrepresentations and misinterpretations of the original study” (Rhoades, 2011, p. 360). As a general guideline, textbooks can provide foundational materials but the primary sources for data should come from original sources such as peer-reviewed journal articles. For example in this literature review, 12 out of 16 of the sources (75 percent) are current peer-reviewed journal articles.

Systemic research also requires good record-keeping (Timmons & McCabe, 2005). To prevent redundancies, writers of literature reviews should document the databases searched, key words used and journals reviewed. Critical analysis and synthesis can be facilitated by (a) categorizing the literature by different types of data, and (b) highlighting key findings and conclusions. In addition, this procedure facilitates data being sorted and organized into topical areas and logical groupings.

Interpreting research. In gathering data about a topic, researchers review and integrate different types of literature including theoretical, research, and experiential sources. When reading a source, writers of literature reviews should identify its category as part of the critical analysis process, and assess the validity of the data (Price, 2009).

Theory. A well-constructed literature review includes theories relevant to the topic (Galvin, 2009). Students who select topics such as motivation or leadership must examine motivation or leadership theory. Even a review of the literature on how to write a literature review identified an article by Boote and Biele (2005) which presented a theoretical framework of standards needed in evaluating literature reviews. Theory attempts to explain why a phenomenon occurs, or discusses over-arching concepts such as integrity and standards. A critical analysis of theory-based articles considers whether or not the concepts described are clear, relevant to the issue and consistent with the writer’s experience. When different authors propose conflicting theories, writers of literature reviews must compare and contrast them (Price, 2009).

Research studies . In reviewing research studies found in the literature, it is important to recognize that researchers employ different designs and methodologies but all with the ultimate goal of systematic investigations that result in specific findings and conclusions. Quantitative and qualitative designs are valid but different research methods. Quantitative research gathers and analyzes data to statistically prove or disapprove a hypothesis while qualitative research is an in-depth examination of differing perspectives or opinions on an issue (Creswell, 2009). For example, Bitchener and Turner (2011) used pre- and post-test assessments to quantitatively measure student learning of how to write literature reviews. Smythe and Spence (2012) also explored the value of teaching students how to write literature reviews but used a qualitative approach of interviewing students and analyzing their experiences. Bitchener and Turner proved their hypothesis while Smythe and Spence provided in-depth insights and differing perspectives from their analyses of student interviews.

Experiential articles . Experiential articles are another form of research that describe experiences or case studies. For example, Zorn (2006) discussed a case study of an in-class exercise that prepared students to write literature reviews and shared the approach as a best practice. Although not validated by evidence beyond the author’s experience, case studies can provide useful insights. However, critical analysis of experiential data requires researchers to compare and contrast the conclusions against other experts’ findings and their experiences (Price, 2009). Therefore, to assess the validity of Zorn’s approach and conclusions, a comparison to other similar or contrasting findings in the literature is needed.

Implementing a writing process. A well-crafted literature review is organized, clearly written, and easily understood by readers. According to Torraco (2005), “it is difficult to overstate how much clear, understandable writing adds to the quality” (p. 364). A literature review is written objectively; it is an inquiry into an issue that seeks to understand all perspectives. It requires the writer to accurately and clearly discuss research findings, critically analyzing and synthesizing the literature to draw valid conclusions.

In structuring a literature review, writers begin with an introduction that explains their purpose and objectives. The content of the literature review is organized into themes or sections clearly labeled with headers that arrange the material into a defined structure. For example, in this literature review the research questions are the themes that are used to arrange content. Finally, the conclusion summarizes the findings of the literature review (Jesson & Lacey, 2006; Zorn, 2006).

Writing a literature review may at first seem like an overwhelming task, but becomes manageable if approached systematically. It takes several drafts to expand an outline into a comprehensive analysis for each research question. A well-written and comprehensive literature review isn’t drafted in one sitting or even one day; it requires planning and time to write, revise, expand and edit (Galvin, 2009). For example, this literature review has required several weeks and numerous drafts to prepare.

Conclusions

The research, critical analysis and synthesis of the literature on writing literature reviews makes it apparent that success begins by understanding what a literature review is. According to Torraco (2005), “the literature review is a sophisticated form of research that requires a great deal of research skill and insight” because beyond reading and summarizing current literature on a topic, critical analysis and synthesis are required (p. 356). As the writer of a literature review, “what you add is an effective, analytical, original assessment of previously published information” (Jesson & Lacey, 2011, p. 140). In analyzing and synthesizing the data to write a comprehensive literature review, the researcher expands what is known about the topic so that new insights and knowledge emerge.

Having a clearly defined purpose in writing literature reviews enables writers to focus their research and analysis. Selecting an engaging topic and narrowing it to a manageable size is essential to success. “The initial step of any literature review involves defining the specific and unambiguous statement of review objectives or research questions” (Rhoades, 2011, p. 361). Clearly defining the purpose and research questions provides the roadmap for research and writing a comprehensive literature review. For example, this literature review doesn’t attempt to address all aspects of how to write a literature review but clearly states that its purpose is to define what a literature review is, and to examine the purpose and process of writing one.

The process of writing a literature review starts with identifying and focusing a viable topic. “The best literature reviews examine the literature with a particular lens defined by the article’s objectives” (Torraco, 2005, p. 361). Once the research purpose is identified, a thoughtful research strategy that includes a systemic approach to finding relevant sources and good record-keeping is needed (Jesson & Lacey, 2006; Timmons & McCabe, 2005). During the research process, the researcher must interpret the research being read, and assess each potential source for relevance and validity. For example, in preparing this paper, although numerous articles were found on the role of a literature review in the dissertation process, the majority were not used because the findings were not relevant to the purpose of this literature review.

The final conclusion is an observation based on the experience of writing this literature review, which is supported by Galvan (2009). This literature review was not completed in a rush but required planning and good time management. Once the purpose was defined, it took time to locate and read scholarly sources on the topic. Then, an initial outline was drafted and revised multiple times before the actual writing began. To finalize the paper, multiple drafts were revised, proof-read and edited.

In summary, conducting a literature review is a challenging but worthwhile process. It not only expands expertise on the topic, but also builds research, writing, analysis and time management skills. Rather than being a difficult and even dreaded assignment, it can be an opportunity for professional growth and development, as well as deepening and broadening the researcher’s knowledge on a focused area of interest.

References

Armitage, A., and Keeble-Allen, D. (2008). Undertaking a structured literature review or structuring a literature review: Tales from the field. The Electronic Journal of Business Research Methods 6(2), 103 – 114. Retrieved from http://www.ejbrm.com

Birchener, J., & Turner, E. (2011). Assessing the effectiveness of one approach to teaching of thematic unit construction of literature reviews. Assessing Writing, 16, 123 – 136. doi: 10.1016/j.asw.2011.02.002