1. Emily Danvers ask@brunel.ac.uk

2. The aim of today’s session is: To help you:  Understand what a literature review is within the context of your dissertation  Understand why it is important  Recognise what makes a good literature review  Adopt a critical approach when writing your review

3. 1. What is a literature review? 2. Why is it important? Task: What is a literature review?

4. Literature review Could be either:  A distinct chapter reviewing the literature on the topic, after the introduction and before the methods  A chapter on the academic background of the topic or reviews of the literature related to each chapter. The review could even be the dissertation itself

5. A literature review is:  An organised critical appraisal of published attempts to answer a question

6. Your literature review is…the backbone of your research  Provides context –sets the scene  Demonstrates knowledge –of current theory, definitions, terminology  Provides a rationale –justifies why you’ve chosen your project  Tells the story that leads to your research question/topic

7. A literature review is NOT…  An exhaustive bibliography on everything ever written on the topic  A repetition of what each article / book reported  Unconnected extracts without comment  A list of quotations or summarised abstracts  Absent of your voice

8. A Variety of Purposes  Historical background  Current debates, contexts and questions  Related, relevant theories and concepts  Introducing terminology and definitions  Describing related research, exploring gaps, showing how your research is connected to it  Providing supporting evidence for a practical problem or issue which your research is addressing, thereby underlying its Ridley 2008, pp. 16-17

9. A Variety of Necessary Skills A literature review requires different skills at each stage of the process. Search & Selection Skills Analysis & Evaluation Skills Synthesis & Writing Skills

10. Steps to complete the literature review 1. Find relevant literature on your topic and follow trails of references (Subject Librarian) 2. Identify key themes/ideas/stages in the approach to the topic – keep a notebook to keep adding to as you read 3. Cluster relevant points together, using subheadings (not too many) and signposting 4. Check you have provided sufficient context and justification for your research project

11. Task: your literature review  How do you think you might structure it?  List some key authors on your subject or keywords for your topic.

12. Structure according to:  Chronology  Advances in the field  Changes over time  Themes  Key issues, themes, debates  Methodology/theory  Different methods or theoretical viewpoints used to study the topic  Key method/theories(s)

13. Use language to take a stance Para 1: Within the literature, there are two main arguments researchers tend to make… Para 2: The first argument (1983) emphasises… however, this does not account for… Para 3: The second argument (1997) builds on previous models by….. Para 4: Both viewpoints are able to… However, this research will draw most upon the second because…..

14. Your voice should guide the review  Your interpretation demands your words – not a patchwork of quotations (or paraphrased paragraphs) of other authors  Use direct quotes very sparingly – paraphrase.

15. Task: being critical?  How would you go about critiquing a piece of research? On what grounds? Discuss in pairs and feedback to the group

16. What does it mean to think critically?  Does not necessarily mean criticising.  It can mean identifying strengths and weaknesses, but also simply putting to ideas next to each other in an interesting way

17. Why is it important?  Engaging with debates – being part of the ‘academic conversation’  ‘Doubt is the origin of wisdom.’ Descartes

18. Areas for critique  Credibility of source (author, publication)  Accuracy of underlying assumptions  Rigor of study design  Appropriateness of methodology /theory/ techniques  Interpretation of data (documents, statistics)  Interpretation of findings  Logic of conclusions drawn

19. Use language to take a stance Showing strong commitmentShowing agreementShowing cautious agreement Drawing on these sources, it is clear that… The following issues demonstrate that… Hancock hypothesises that… In summary, it is beyond doubt that… The examples given earlier show… On a larger scale, these discussions suggest… Hence, it does not come as a surprise that… Todd (1990) provides a useful approach to… Thus, these arguments imply… Aptly, Smythe (2004) emphasised how… This definition of sustainability is more comprehensive because… To date the strongest argument is made by…

20. Task: Reviewing a literature review In pairs, look at the excerpt from a literature review?:  Identify areas of critical analysis  Identify areas of summary  Is this what you expected?

21. Key tips  Be organised and structure the content  –Go from general to specific  –Use sub-headings  –Keep arguments logical and easy to follow  Keep a reference for everything as you go along  Write and re-write...  Keep at it!  Scope review around your research question

22. Literature review checklist 1. Does your review show a clear understanding of the topic? 2. Have all key landmark studies been cited and most discussed? 3. Is there a suitable structure and logical development to the review? 4. Does the review state clear conclusions about previous research using appropriate evidence. 5. Is the text written in a clear style, free of spelling and grammatical errors with complete references? 6. Does the review show the variety of definitions and approaches to the topic area? 7. Does the review reach sound recommendations using coherent argument that is based on evidence? 8. Does the review show a gap in existing knowledge? Anticipate reader’s questions, do not leave your work open to questions such as: “What is your point here?” “What makes you think so?” “What is your evidence?” “So what?” Anticipate reader’s questions, do not leave your work open to questions such as: “What is your point here?” “What makes you think so?” “What is your evidence?” “So what?”

23. Before you go  Quick think: write one thing you’ll take away from this workshop

24. Resources You Tube advice video http://www.youtube.com/watch?v=xO8ZJROKtB4 http://www.youtube.com/watch?v=xO8ZJROKtB4 Birmingham University (2010) Companion for Undergraduate Dissertations(Online) http://www.socscidiss.bham.ac.uk/s11.html#a10 http://www.socscidiss.bham.ac.uk/s11.html#a10 Hart, P. (1998) Doing a Literature Review. London: Sage. Ridley, P. (2008) The Literature Review London: Sage.