reviewing literature is what phase of research

Research Process :: Step by Step

• Introduction
• Select Topic
• Identify Keywords
• Background Information
• Develop Research Questions
• Refine Topic
• Search Strategy
• Popular Databases
• Evaluate Sources
• Types of Periodicals
• Reading Scholarly Articles
• Primary & Secondary Sources
• Organize / Take Notes
• Writing & Grammar Resources
• Annotated Bibliography
• Literature Review
• Citation Styles
• Paraphrasing
• Privacy / Confidentiality

Organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question.  

What is a literature review?

A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment, but more often it is part of the introduction to an essay, research report, or thesis. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries

A literature review must do these things:

• be organized around and related directly to the thesis or research question you are developing
• synthesize results into a summary of what is and is not known
• identify areas of controversy in the literature
• formulate questions that need further research

Ask yourself questions like these:

• What is the specific thesis, problem, or research question that my literature review helps to define?
• What type of literature review am I conducting? Am I looking at issues of theory? methodology? policy? quantitative research (e.g. on the effectiveness of a new procedure)? qualitative research (e.g., studies of loneliness among migrant workers)?
• What is the scope of my literature review? What types of publications am I using (e.g., journals, books, government documents, popular media)? What discipline am I working in (e.g., nursing psychology, sociology, medicine)?
• How good was my information seeking? Has my search been wide enough to ensure I've found all the relevant material? Has it been narrow enough to exclude irrelevant material? Is the number of sources I've used appropriate for the length of my paper?
• Have I critically analyzed the literature I use? Do I follow through a set of concepts and questions, comparing items to each other in the ways they deal with them? Instead of just listing and summarizing items, do I assess them, discussing strengths and weaknesses?
• Have I cited and discussed studies contrary to my perspective?
• Will the reader find my literature review relevant, appropriate, and useful?

Ask yourself questions like these about each book or article you include:

• Has the author formulated a problem/issue?
• Is it clearly defined? Is its significance (scope, severity, relevance) clearly established?
• Could the problem have been approached more effectively from another perspective?
• What is the author's research orientation (e.g., interpretive, critical science, combination)?
• What is the author's theoretical framework (e.g., psychological, developmental, feminist)?
• What is the relationship between the theoretical and research perspectives?
• Has the author evaluated the literature relevant to the problem/issue? Does the author include literature taking positions she or he does not agree with?
• In a research study, how good are the basic components of the study design (e.g., population, intervention, outcome)? How accurate and valid are the measurements? Is the analysis of the data accurate and relevant to the research question? Are the conclusions validly based upon the data and analysis?
• In material written for a popular readership, does the author use appeals to emotion, one-sided examples, or rhetorically-charged language and tone? Is there an objective basis to the reasoning, or is the author merely "proving" what he or she already believes?
• How does the author structure the argument? Can you "deconstruct" the flow of the argument to see whether or where it breaks down logically (e.g., in establishing cause-effect relationships)?
• In what ways does this book or article contribute to our understanding of the problem under study, and in what ways is it useful for practice? What are the strengths and limitations?
• How does this book or article relate to the specific thesis or question I am developing?

Text written by Dena Taylor, Health Sciences Writing Centre, University of Toronto

http://www.writing.utoronto.ca/advice/specific-types-of-writing/literature-review

• << Previous: Annotated Bibliography
• Next: Step 5: Cite Sources >>
• Last Updated: Sep 5, 2024 1:38 PM
• URL: https://libguides.uta.edu/researchprocess

University of Texas Arlington Libraries 702 Planetarium Place · Arlington, TX 76019 · 817-272-3000

• Internet Privacy
• Accessibility
• Problems with a guide? Contact Us.

• University of Texas Libraries

Literature Reviews

Steps in the literature review process.

• What is a literature review?
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
• Analyze Results
• Librarian Support
• Artificial Intelligence (AI) Tools
• You may need to some exploratory searching of the literature to get a sense of scope, to determine whether you need to narrow or broaden your focus
• Identify databases that provide the most relevant sources, and identify relevant terms (controlled vocabularies) to add to your search strategy
• Finalize your research question
• Think about relevant dates, geographies (and languages), methods, and conflicting points of view
• Conduct searches in the published literature via the identified databases
• Check to see if this topic has been covered in other discipline's databases
• Examine the citations of on-point articles for keywords, authors, and previous research (via references) and cited reference searching.
• Save your search results in a citation management tool (such as Zotero, Mendeley or EndNote)
• De-duplicate your search results
• Make sure that you've found the seminal pieces -- they have been cited many times, and their work is considered foundational 
• Check with your professor or a librarian to make sure your search has been comprehensive
• Evaluate the strengths and weaknesses of individual sources and evaluate for bias, methodologies, and thoroughness
• Group your results in to an organizational structure that will support why your research needs to be done, or that provides the answer to your research question  
• Develop your conclusions
• Are there gaps in the literature?
• Where has significant research taken place, and who has done it?
• Is there consensus or debate on this topic?
• Which methodological approaches work best?
• For example: Background, Current Practices, Critics and Proponents, Where/How this study will fit in 
• Organize your citations and focus on your research question and pertinent studies
• Compile your bibliography

Note: The first four steps are the best points at which to contact a librarian. Your librarian can help you determine the best databases to use for your topic, assess scope, and formulate a search strategy.

Videos Tutorials about Literature Reviews

This 4.5 minute video from Academic Education Materials has a Creative Commons License and a British narrator.

Recommended Reading

• Last Updated: Aug 26, 2024 5:59 AM
• URL: https://guides.lib.utexas.edu/literaturereviews

Harvey Cushing/John Hay Whitney Medical Library

• Collections
• Research Help

YSN Doctoral Programs: Steps in Conducting a Literature Review

• Biomedical Databases
• Global (Public Health) Databases
• Soc. Sci., History, and Law Databases
• Grey Literature
• Trials Registers
• Data and Statistics
• Public Policy
• Google Tips
• Recommended Books
• Steps in Conducting a Literature Review

What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

APA Style Blog - for those harder to find answers

1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
• << Previous: Recommended Books
• Last Updated: Jun 20, 2024 9:08 AM
• URL: https://guides.library.yale.edu/YSNDoctoral

Literature Reviews

• First Online: 07 June 2024

Cite this chapter

• George P. Moschis 2  

103 Accesses

A literature review is a critical component of a scientific study and holds significant importance, as literature reviews serve several important functions within the research process:

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Subscribe and save.

• Get 10 units per month
• Download Article/Chapter or eBook
• 1 Unit = 1 Article or 1 Chapter
• Cancel anytime
• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Durable hardcover edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Anthony, D. R., Gucciardi, D. F., & Gordon, S. (2016). A meta-study of qualitative research on mental toughness development. International Review of Sport and Exercise Psychology, 9 (1), 160–190.

Article   Google Scholar  

Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8 (1), 19–32.

Arnold, R., & Fletcher, D. (2012). A research synthesis and taxonomic classification of the organizational stressors encountered by sport performers. Journal of Sport and Exercise Psychology, 34 (3), 397–429.

Banning, J. H. (2005). Ecological triangulation: An approach for qualitative meta-synthesis. What works for youth with disabilities project . US Department of Education, School of Education, Colorado: Colorado State University.

Google Scholar  

Barnett-Page, E., & Thomas, J. (2009). Methods for the synthesis of qualitative research: A critical review. BMC Medical Research Methodology, 9 , 59. https://doi.org/10.1186/1471-2288-9-59

Breretona, P., Kitchenhama, B. A., Budgenb, D., Turnera, M., & Khalilc, M. (2007). Lessons from applying the systematic literature review process within the software engineering domain. Journal of Systems and Software, 80 (4), 571–583.

Britten, N., Campbell, R., Pope, C., Donovan, J., Morgan, M., & Pill, R. (2002). Using meta ethnography to synthesise qualitative research: A worked example. Journal of Health Services Research & Policy, 7 (4), 209–215.

Brunton, G., Oliver, S., Oliver, K., & Lorenc, T. (2006). A synthesis of research addressing children’s, young people’s and parents’ views of walking and cycling for transport . EPPI-Centre, Social Science. Research Unit, Institute of Education, University of London.

Cheung, M. W. L., & Vijayakumar, R. (2016). A guide to conducting a meta-analysis. Neuropsychology Review, 26 , 121–128. https://doi.org/10.1007/s11065-016-9319-z

Dhollande, S., Taylor, A., Meyer, S., & Scott, M. (2021). Conducting integrative reviews: A guide for novice nursing researchers. Journal of Research in Nursing, 26 (5), 427–438. https://doi.org/10.1177/1744987121997907

Dieckmann, N. F., Malle, B. F., & Bodner, T. E. (2009). An Empirical Assessment of Meta-Analytic Practice. Review of General Psychology 13 (2), 101–15.

Dixon-Woods, M., Cavers, D., Agarwal, S., Annandale, E., Arthur, A., Harvey, J., Hsu, R., Katbamna, S., Olsen, R., & Smith, L. (2006). Conducting a critical interpretive synthesis of the literature on access to healthcare by vulnerable groups. BMC Medical Research Methodology, 6 (1), 1.

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2001). How to conduct a bibliometric analysis: An overview and guidelines. Journal of Business Research, 133 , 285–296.

Drew, K., Morris, R., Tod, D., & Eubank, M. (2019). A meta-study of qualitative research on the junior-to-senior transition in sport. Psychology of Sport and Exercise, 45 , 101556.

Evans, D., & Fitzgerald, M. (2002). Reasons for physically restraining patients and residents: A systematic review and content analysis. International Journal of Nursing Studies, 39 , 739–743. https://doi.org/10.1016/S0020-7489(02)00015-9

Ewing, R., & Cervero, R. (2010). Travel and the built environment: A meta-analysis. Journal of the American Planning Association, 76 (3), 265–294.

Fisher, C. L., Maloney, E., Glogowski, E., Hurley, K., Edgerson, S., Lichtenthal, W. G., Kissane, D., & Bylund, C. (2014). Talking about familial breast cancer risk topics and strategies to enhance mother–daughter interactions. Qualitative Health Research, 24 (4), 517–535.

Flemming, K. (2010). Synthesis of quantitative and qualitative research: An example using critical interpretive synthesis. Journal of Advanced Nursing, 66 (1), 201–217.

Glaser, B., & Strauss, A. (1967). The discovery of grounded theory . Aldine.

Glass, G. V. (1976). Primary, secondary, and meta-analysis of research. Educational Researcher, 5 (10), 3–8.

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26 (2), 91–108.

Green, B. N., Johnson, C. D., & Adams, A. (2001). Writing narrative literature reviews for peer-reviewed journals: Secrets of the trade. Journal of Sports Chiropractic & Rehabilitation, 15 (1), 5–19.

Greenhalgh, T., Robert, G., Macfarlane, F., Bate, P., & Kyriakidou, O. (2004). Diffusion of innovations in service organizations: Systematic review and recommendations. The Milbank Quarterly, 82 (4), 581–629.

Hackenberger, B. K. (2020). Bayesian meta-analysis now—Let’s do it. Croatian Medical Journal, 61 (6), 564–568. https://doi.org/10.3325/cmj.2020.61.564

Hansen, C., Steinmetz, H., & Block, J. (2022). How to conduct a meta-analysis in eight steps: A practical guide. Management Review Quarterly, 72 , 1–19. https://doi.org/10.1007/s11301-021-00247-4

Harden, A., Garcia, J., Oliver, S., Rees, R., Shepherd, J., Brunton, G., & Oakley, A. (2004). Applying systematic review methods to studies of people’s views: An example from public health research. Journal of Epidemiology and Community Health, 58 , 794–800. https://doi.org/10.1136/jech.2003.014829

Harden, S. M., McEwan, D., Sylvester, B. D., Kaulius, M., Ruissen, G., Burke, S. M., Estabrooks, P. A., & Beauchamp, M. R. (2015). Understanding for whom, under what conditions, and how group-based physical activity interventions are successful: A realist review. BMC Public Health, 15 (1), 1.

Herber, O. R., Bücker, B., Metzendorf, M.-I., & Barroso, J. (2017). A qualitative meta-summary using Sandelowski and Barroso’s method for synthesizing qualitative research to explore barriers and facilitators to self-care in heart failure patients. European Journal of Cardiovascular Nursing, 16 , 662–677. https://doi.org/10.1177/1474515117711007

Herber, O. R., Kastaun, S., Wilm, S., & Barroso, J. (2019). From qualitative meta-summary to qualitative meta-synthesis: Introducing a new situation-specific theory of barriers and facilitators for self-Care in Patients with Heart Failure. Qualitative Health Research, 29 (1), 96–106.

Hoffman, D. L., & Holbrook, M. B. (1993). The intellectual structure of consumer research. Journal of Consumer Research, 19 (4), 505–517.

Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering . In EBSE technical report. Software Engineering Group, School of Computer Science and Mathematics, Keele University, Department of Computer Science, University of Durham.

Kuhn, T. S. (1970). The structure of scientific revolutions (International encyclopedia of unified science) (Vol. 2(2)). University of Chicago Press.

Levac, D., Colquhoun, H., & O’Brien, K. K. (2010). Scoping studies: Advancing the methodology. Implementation Science, 5 (1), 69. https://doi.org/10.1186/1748-5908-5-69

Lim, W. M., & Kumar, S. (2024). Guidelines for interpreting the results of bibliometric analysis: A sensemaking approach. Global Business and Organizational Excellence, 43 (2), 17–26. https://doi.org/10.1002/joe.22229

Limkakeng, A. T., Jr., Herling de Oliveira, L. L., Moreira, T., Phadtare, A., Garcia Rodrigues, C., Hocker, M. B., McKinney, R., Voils, C. I., & Pietrobon, R. (2014). Systematic review and metasummary of attitudes toward research in emergency medical conditions. Journal of Medical Ethics, 40 (6), 401–408.

Lindell, M. K., & Perry, R. W. (2000). Household adjustment to earthquake hazard: A review of research. Environment and Behavior, 32 (4), 461–501.

Lucas, P. J., Baird, J., Arai, L., Law, C., & Roberts, H. M. (2007). Worked examples of alternative methods for the synthesis of qualitative and quantitative research in systematic reviews. BMC Medical Research Methodology, 7 (1), 4.

Mak, S., & Thomas, A. (2022). Steps for conducting a scoping review. Journal of Graduate Medical Education, 14 (5), 565–567.

Malekpour, S., Brown, R. R., & de Haan, F. J. (2015). Strategic planning of urban infrastructure for environmental sustainability: Understanding the past to intervene for the future. Cities, 46 , 67–75.

Mikkonen, K., & Kääriäinen, M. (2020). Content analysis in systematic reviews. In H. Kyngäs, K. Mikkonen, & M. Kääriäinen (Eds.), The application of content analysis in nursing science research . Springer. https://doi.org/10.1007/978-3-030-30199-6_10

Chapter   Google Scholar  

Moschis, G. P. (1990). Approaches to the study of consumer behavior in late life. Advances in Consumer Research, XVIII , 517–520.

Moschis, G. P. (1994). Consumer behavior in later life: Multidisciplinary contributions and implication for research. Journal of the Academy of Marketing Science, 22 (3), 195–204.

Neely, E., Walton, M., & Stephens, C. (2014). Young people’s food practices and social relationships. A thematic synthesis. Appetite, 82 , 50–60.

Noblit, G. W., & Hare, R. D. (1988). Meta-ethnography: Synthesizing qualitative studies . Sage.

Book   Google Scholar  

Paré, G., Trudel, M.-C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information & Management, 52 , 183–199.

Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001). Meta-study of qualitative health research. A practical guide to meta-analysis and meta-synthesis . Sage Publications.

Paul, J., Khatri, P., & Duggal, H. K. (2023). Frameworks for developing impactful systematic literature reviews and theory building: What, why and how? Journal of Decision Systems . https://doi.org/10.1080/12460125.2023.2197700

Paul, J., Martinez, L. F., Singh, R. K., & Koklic, M. K. (2024). Systematic literature reviews in consumer studies. International Journal of Consumer Studies , Call for Papers—Annual Special Issue: Submission period: February 15–May 31, 2024 https://onlinelibrary.wiley.com/page/journal/14706431/homepage/callforpapers . Downloaded on January 5, 2024.

Pawson, R., Greenhalgh, T., Harvey, G., & Walshe, K. (2005). Realist review: A new method of systematic review designed for complex policy interventions. Journal of Health Services Research and Policy, 70 (1), 21–34.

Pollock, D., Davies, E. L., Peters, M. D., et al. (2021). Undertaking a scoping review: A practical guide for nursing and midwifery students, clinicians, researchers, and academics. Journal of Advanced Nursing, 77 , 2102–2113.

Popay, J., Roberts, H., Sowden, A., Petticrew, M., Arai, L., Rodgers, M., Britten, N., Roen, K., & Duffy, S. (2006). Guidance on the conduct of narrative synthesis in systematic reviews . A product from the ESRC methods programme Version 1:b92.

Reis, D. J., Kaizer, A. M., Kinney, A. R., Bahraini, N. H., Holliday, R., Forster, J. E., & Brenner, L. A. (2023). A practical guide to random-effects Bayesian meta-analyses with application to the psychological trauma and suicide literature. Psychological Trauma: Theory, Research, Practice, and Policy, 15 (1), 121–130. https://doi.org/10.1037/tra0001316

Ridgway, N. M., Kukar-Kinney, M., & Monroe, K. B. (2008). An expanded conceptualization and a new measure of compulsive buying. Journal of Consumer Research, 35 (4), 622–639.

Rigolon, A. (2016). A complex landscape of inequity in access to urban parks: A literature review. Landscape and Urban Planning, 153 , 160–169.

Ritzer, G. (1991). Metatheorizing in Sociology . Lexington Books.

Roberts, K. A., Dixon-Woods, M., Fitzpatrick, R., Abrams, K. R., & Jones, D. R. (2002). Factors affecting uptake of childhood immunization: A Bayesian synthesis of qualitative and quantitative evidence. The Lancet, 360 (9345), 1596–1599.

Rycroft-Malone, J., McCormack, B., Hutchinson, A. M., et al. (2012). Realist synthesis: Illustrating the method for implementation research. Implementation Science, 7 , 33. https://doi.org/10.1186/1748-5908-7-33

Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research . Springer Publishing Company.

Sandelowski, M., & Leeman, J. (2012). Writing usable qualitative health research findings. Qualitative Health Research, 22 (10), 1404–1413.

Schutz, A. (1962). Collected papers. Vol. 1. Martinus Nijhoff. 1964. Collected papers 2.

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104 , 333–339.

Spiegelhalter, D., Myles, J. P., Jones, D. R., & Abrams, K. R. (1999). An introduction to Bayesian methods in health technology assessment. British Medical Journal, 319 (7208), 508.

Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research, and Evaluation, 7 , Article 17.

Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory . Sage.

Stremersch, S., Verniers, I., & Verhoef, P. C. (2007). The quest for citations: Drivers of article impact. Journal of Marketing, 71 (3), 171–193. https://doi.org/10.1509/jmkg.71.3.171

Suikkala, A., & Leino-Kilpi, H. (2000). Nursing student-patient relationships: A review of the literature from 1984–1998. Journal of Advanced Nursing., 2000 (33), 42–50. https://doi.org/10.1046/j.1365-2648.2001.01636.x

Sutton, A. J., & Abrams, K. R. (2001). Bayesian methods in meta-analysis and evidence synthesis. Statistical Methods in Medical Research, 10 (4), 277–303.

Thomas, J., & Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC Medical Research Methodology, 8 (1), 1.

Weed, M. (2005). Meta interpretation: A method for the interpretive synthesis of qualitative research. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 6 (1).

Wong, G., MacPhee, M., Merrett, K., Miller, K., Taylor, S., & Pawliuk, C. (2020). The realist review process workshop [presentation]. https://doi.org/10.14288/1.0390457 .

Xiao, Y., & Watson, M. (2019). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 39 (1), 93–112. https://doi.org/10.1177/0739456X17723971

Zhao, S. (1991). Metatheory, metamethod, meta-data-analysis: What, why and how? Sociological Perspectives, 34 , 377–390.

Download references

Author information

Authors and affiliations.

College of Management, Mahidol University, Bangkok, Thailand

George P. Moschis

You can also search for this author in PubMed   Google Scholar

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Moschis, G.P. (2024). Literature Reviews. In: Academic Research in Business and the Social Sciences. Springer, Cham. https://doi.org/10.1007/978-3-031-56548-9_8

Download citation

DOI : https://doi.org/10.1007/978-3-031-56548-9_8

Published : 07 June 2024

Publisher Name : Springer, Cham

Print ISBN : 978-3-031-56547-2

Online ISBN : 978-3-031-56548-9

eBook Packages : Business and Management Business and Management (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
• << Previous: Getting Started
• Next: How to Pick a Topic >>
• Last Updated: Sep 21, 2022 2:16 PM
• URL: https://guides.lib.uconn.edu/literaturereview

Libraries | Research Guides

Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

• Next: Planning the Review >>
• Last Updated: Jul 8, 2024 11:22 AM
• URL: https://libguides.northwestern.edu/literaturereviews

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

3 Planning Your Research: Reviewing the Literature and Developing Questions

ESSENTIAL QUESTIONS

• What is relevant literature? What are the best ways to find it?
• What are the best ways to organize your relevant literature?
• What are the intended outcomes of reviewing your relevant literature?

Nearly all research begins with a review of literature that is relevant to the topic of research, even if it is only a casual review. Reviewing the available literature on your topic is a vital step in the research process. The literature review process provides an anchor for your inquiry. O’Leary (2004, p. 66) states, the “production of new knowledge is fundamentally dependent on past knowledge” because “it is virtually impossible for researchers to add to a body of literature if they are not conversant with it.” By reviewing the literature in the initial stages of the inquiry process, researchers are better able to:

• Understand their topic;
• Develop and focus a topic;
• Provide a clear rationale for, or better situate, their topic;
• Fine-tune their research questions.

In terms of thinking about methodology and the actual research process, reviewing the literature can help researchers:

• Identify well-vetted data collection and analysis methods on their topic;
• Determine whether to replicate a previous study, or develop a completely new study;
• Add rigor and validity to the research by validating the topic, methods, and significance.

Lastly, reviewing the literature also helps the researcher make sense of their findings, in both their field of study and in their educational context, by:

• Assessing whether the findings correlate with findings from another study;
• Determining which of the findings are different than previous studies;
• Determining which of the findings are unique to the researcher’s educational context. [1]

As you may see, the literature review is the backbone, anchor, or foundation of your research study. Overall the review of literature helps you answer three important questions that are the result of the bullet points outlined above. The literature review helps you answer the following:

• What do we know about your topic?
• What do we not know about your topic?
• How does your research address the gap between what we know and what we don’t about your topic?

After reviewing the literature, if you are able to answer those three questions, you will have a very clear and well-rationalized justification for your inquiry. If you cannot answer those questions, then you should probably keep reviewing the literature by looking for related topics or synonyms of major concepts.

While an extensive review of the literature about your topic of study is expected, you should also be realistic as to what you are able to manage. For topics that have a lot of research literature available, make sure you establish parameters for your research, such as:

• Temporal (e.g., only articles in the last 5 or 10 years)
• Content Area (e.g., only in science and math classrooms)
• Age or grade (e.g., only middle school classrooms)
• Research Subject (e.g., girls only, teachers, struggling readers)

These categories provide only a few examples, but parameters like these can make your review of literature much more manageable and your study much more focused.

What Types of Literature Should You Consider in Your Review?

It is helpful to consider the characteristics, purposes, and outcomes of different types of literature. Below are four broad categories I identify within educational research literature. I want to emphasize that my categories are in no way definitive, and only represent my own understanding.

Policy-Based Literature

Policy-based literature includes official documents that outline education policy with which the practitioner needs to be familiar. For example, the Common Core Standards or Content Standards are often refenced in articles to situate the need for research in relation to the standards; if my topic was on place-based education with middle school social studies students, I might have to look at national social studies standards. There also may be initiatives launched by organizations or researchers that become accepted practice. The documents that launch these initiatives (e.g., reports, articles, speeches) would also be useful to review. An example would be the Report of the National Reading Panel: Teaching Children to Read report from the National Reading Panel. These documents may provide rationale, based on the theories and concepts they utilize, and they may provide new ways of thinking about your topic. Similarly, if your topic is based on the local context, recent newspaper articles could also provide policy-type insights. All of these policy-based insights will be useful in providing the landscape or background for your work.

Theoretical Literature

Once you have identified your theoretical perspective, it is also important to locate your research within the appropriate theoretical literature. Many of you may be engaged in highly practice-based or small-scale research and wonder if you need a theoretical basis in your literature review. Regardless of the extent of your project, theoretical literature will help with the rigor and validity of your study and will help identify any theoretical views that underlie your topic. For example, if your study focuses on the place-based education in enhancing social studies students’ learning, it is highly probable that you would cite Kolb’s (1984/2014) work on Experiential Learning. By using Kolb’s work, you situate your research theoretically in the area of experiential learning.

Applicable Literature

Applicable literature will account for the bulk of your literature review. The previous two types of literature provide indication as to where your research is rationalized professionally and situated theoretically. Applicable literature will mainly come from journals related to your specific field of study. If I was doing a study in a social studies classroom, I would look at the journals The Social Studies, Social Education, and Social Studies Research and Practice . Use Google Scholar or your university library databases to examine literature in your specific area. When using these search engines and databases, start as specific as possible with your topic and related concepts. Using the example of place-based learning from above, I would search for “place-based learning” and “social studies” and “middle school” and “historic sites”. If I did not find many articles with this first search, then I would remove “historic sites” and search again. Books or handbooks on research may also have some useful studies to support your literature review section.

Methodological Literature

When sharing or reporting your work, you will want to review and cite research methodology literature to justify the methods you chose. When reading other research articles, pay attention to the research methods used by researchers. It is especially important to find articles that use and cite action research methodology. This type of literature will provide further support of your data gathering and analysis methods. Again, your methods should fit within your theoretical and epistemological stances. In addition, you’ll want to review data collection methods and potentially borrow or adapt rubrics or surveys from other studies.

Sources of Relevant Literature

When searching for these four types of literature, there are two ways to think about possible sources:

• primary sources include government publications, policy documents, research papers, dissertations, conference presentations and institutional occasional papers with accounts of research;
• secondary sources use primary sources as references, such as papers written for professional conferences and journals, books written for practicing professionals and book reviews. This is often called “reference mining” as you look through the reference lists of other studies and then return to the primary source that was cited.

Secondary sources are often just as valuable as primary sources, or potentially more valuable. When beginning your search, secondary sources can provide links to a wealth of primary sources that the secondary source author has already vetted for you, and likely with similar intentions. This is especially true of research handbooks. You will come across both types of literature wherever you search, and they both provide a landscape for your topic and add value to your literature review.

Regardless of being a primary or secondary source, you want to make sure the literature you review is peer-reviewed. Peer-reviewed simply means that the article was reviewed by two to three scholars in the field before it was published. Books, or edited books, would have also gone through a peer-review process. We often recommend teachers to look at professional books from reputable publishing companies and professional organizations, such as ASCD, NCTE, NCTM, or NCSS. This is a way for scholars to objectively review each other’s work to maintain a high level of quality and ethics in the publication of research. Most databases have mostly peer-reviewed journals, and often provide a filter to sort out the non-peer-reviewed journals.

Using the Internet

The internet is a valuable research tool and is becoming increasingly efficient and reliable in providing peer-reviewed literature. Sites like Google Scholar are especially useful. Often, and depending on the topic, the downside of internet-based searches is that it will generate thousands or millions of sources. This can be overwhelming, especially for new researchers, and you will have to develop ways to narrow down the results.

Professional organization websites will also have resources or links to sources that have typically been vetted. With all internet sources, you should evaluate the information for credibility and authority.

Evaluating sources from the Internet

Evaluating internet sources is a whole field of study and research within itself, and an in-depth discussion would take away from the focus of this book. However, O’ Dochartaigh (2007) provides a chapter to help guide the internet source evaluation process. Here is a brief summary, based on O’ Dochartaigh’s book, to give you a general idea of the task of evaluating sources:

• Examine if the material belongs to an advocacy group. Many times, these sources are fine, however, they require extra examination for bias or funding interests.
• As mentioned above, many academic papers are published in refereed journals which are subject to peer-review. Papers found on academic or university websites are typically refereed in some manner; however, some papers are posted by academics on their personal sites and have not been reviewed by other academics. Papers published solely by academics or other experts require further scrutiny before citing.
• When you are reviewing newspaper and magazine articles from the internet be weary of potential conflicts of interest based on the political stance of that periodical.

Therefore, it is wise to consider the objectivity of any source you find on the internet before you accept the literature.

We always recommend that students consider a few questions in their evaluation of sources, which are similar to the formal questions outlined by O’ Dochartaigh (2007):

• Is it clear who is responsible for the document?
• Is there any information about the person or organization responsible for the page?
• Is there a copyright statement?
• Does it have other publications that reinforce its authority?
• Are the sources clearly listed so they can be verified?
• Is there an editorial involvement?
• Are the spelling and grammar correct?
• Are biases and affiliations clearly stated?
• Are there dates for when the document was last updated or revised?

Organizing your Literature

When you begin, here are some things to think about as your read the literature. Again, these are not definitive, but merely provided for guidance. These questions are especially focused on other action research literature:

Questions to Think about as You Examine the Literature

• What was the context of their research?
• Who was involved? Was it a collaborative project?
• Was the choice of using action research as a method justified? Are any models discussed?
• What ‘actions’ actually took place?
• How was data gathered?
• How was data analyzed?
• Were ethical considerations addressed? How?
• What were the conclusions? Were they justified using appropriate evidence?
• Was the report accessible? Useful?
• Is it possible to replicate the study?

Regardless of the amount of literature you review, your challenge will be to organize the literature in way that is manageable and easy to reference. It is important to keep a record of what you read and how it relates conceptually to your topic. Some researchers even use the questions above to organize their literature. It is easy to read and think about the content of an article by making brief notes, however, this is often not enough to initially begin to develop your study or write about your findings. I will state the obvious here: organizing your literature search efficiently from the start is vital!

No matter how you choose to record or document the articles you read (e.g., paper, computer, photo), I would suggest thinking about the format in terms of index cards. Index cards are a very practical and simple model because the space limits you to be precise in recording vital information about each article. I typically create a document on my computer, allow each article the space of an index card, and focus on recording the following information:

• Journal/Book Chapter Title
• Main Arguments/Key findings
• Pertinent Quote(s)
• Implications
• Connective Points (how does it relate to my work and/or other articles)

I find that these aspects provide the information I need to be refreshed on the article and to be able to use it upon review.

There are also a lot of computer applications that are very useful and efficient in managing your literature. For example, Mendeley © provides comprehensive support for reviewing literature, even allowing you to store the article itself and make comments or highlights in text. There are also many citation apps that are helpful if you continue this research agenda and use roughly the same literature for each project.

Using the Literature

Think ahead to when you have collected and read a good amount of literature on your topic. You are now ready to use the literature to think about your topic, your research question, and the methods you plan to use. It might be helpful to peek ahead to Chapter 7 where I discuss writing the literature review for a report to give you an idea of the end goal. The primary purpose of engaging in a literature review is to provide knowledge to construct a framework for understanding the landscape of your topic. I often suggest for students to think of it as constructing an argument for your research decisions, or as if you are telling a story of how we got to this point in researching your topic. Either way you are situating your research in what we know and don’t know about your topic.

Naturally we tend to think about, and potentially write about, the literature in relation to the article’s author (e.g. Clark and Porath (2016) found that…). However, more commonly today in educational research you will find that literature reviews are organized by themes. It can be a little more organic to think about literature in terms of themes because they emerge or become more defined as you read. Also thinking thematically allows the articles to naturally connect and build on each other, whereas thinking in terms of authors can fragment thinking about the topic. In terms of thinking thematically, here are some guidelines:

• Identify the significant themes that have emerged organically from the literature review. These themes would be concepts or ideas that you typed or wrote down in your note-taking or management system.
• Introduce the common concepts or ideas by themes, instead of by authors’ disjointed viewpoints. Paragraphs in a thematic literature review begin like: The research on teacher self-efficacy has identified several key factors that contribute to strong self-efficacy… .
• Lastly, once you have introduced each theme and explained it, then present evidence from your readings to demonstrate the parameters of the knowledge on the theme, including areas of agreement and disagreement among researchers. Using the evidence, explain what the evidence for the theme means to your topic and any of your own relational or critical commentary.

Another way to think about structuring a literature review is a funnel model. A funnel model goes from broad topic, to sub-topics, to link to the study being undertaken. You can think of a literature review as a broad argument using mini-arguments. To use the funnel model, list your topic and the related subtopics, then design questions to answer with the literature. For example if our topic was discussion-based online learning, we might ask the following questions before reading the literature:

• Why is discussion important in learning?
• How does discussion support the development of social, cognitive, and teacher presence in an online course?
• What does research say about the use of traditional discussion boards ?
• What does the research say about asynchronous, video-based discussion ?
• How have other researchers compared written and video responses?
• How does this literature review link to my study?

O’Leary (2004) provides an interesting representation and model of the purpose for the literature review in the research process, in Figure 3.1. We will leave this for you to think about before moving on to Chapter 4.

• We will talk about this aspect of literature reviews further in Chapters 6 and 7. ↵

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

Share This Book

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

The PMC website is updating on October 15, 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• J Grad Med Educ
• v.8(3); 2016 Jul

The Literature Review: A Foundation for High-Quality Medical Education Research

a  These are subscription resources. Researchers should check with their librarian to determine their access rights.

Despite a surge in published scholarship in medical education 1 and rapid growth in journals that publish educational research, manuscript acceptance rates continue to fall. 2 Failure to conduct a thorough, accurate, and up-to-date literature review identifying an important problem and placing the study in context is consistently identified as one of the top reasons for rejection. 3 , 4 The purpose of this editorial is to provide a road map and practical recommendations for planning a literature review. By understanding the goals of a literature review and following a few basic processes, authors can enhance both the quality of their educational research and the likelihood of publication in the Journal of Graduate Medical Education ( JGME ) and in other journals.

The Literature Review Defined

In medical education, no organization has articulated a formal definition of a literature review for a research paper; thus, a literature review can take a number of forms. Depending on the type of article, target journal, and specific topic, these forms will vary in methodology, rigor, and depth. Several organizations have published guidelines for conducting an intensive literature search intended for formal systematic reviews, both broadly (eg, PRISMA) 5 and within medical education, 6 and there are excellent commentaries to guide authors of systematic reviews. 7 , 8

• A literature review forms the basis for high-quality medical education research and helps maximize relevance, originality, generalizability, and impact.
• A literature review provides context, informs methodology, maximizes innovation, avoids duplicative research, and ensures that professional standards are met.
• Literature reviews take time, are iterative, and should continue throughout the research process.
• Researchers should maximize the use of human resources (librarians, colleagues), search tools (databases/search engines), and existing literature (related articles).
• Keeping organized is critical.

Such work is outside the scope of this article, which focuses on literature reviews to inform reports of original medical education research. We define such a literature review as a synthetic review and summary of what is known and unknown regarding the topic of a scholarly body of work, including the current work's place within the existing knowledge . While this type of literature review may not require the intensive search processes mandated by systematic reviews, it merits a thoughtful and rigorous approach.

Purpose and Importance of the Literature Review

An understanding of the current literature is critical for all phases of a research study. Lingard 9 recently invoked the “journal-as-conversation” metaphor as a way of understanding how one's research fits into the larger medical education conversation. As she described it: “Imagine yourself joining a conversation at a social event. After you hang about eavesdropping to get the drift of what's being said (the conversational equivalent of the literature review), you join the conversation with a contribution that signals your shared interest in the topic, your knowledge of what's already been said, and your intention.” 9

The literature review helps any researcher “join the conversation” by providing context, informing methodology, identifying innovation, minimizing duplicative research, and ensuring that professional standards are met. Understanding the current literature also promotes scholarship, as proposed by Boyer, 10 by contributing to 5 of the 6 standards by which scholarly work should be evaluated. 11 Specifically, the review helps the researcher (1) articulate clear goals, (2) show evidence of adequate preparation, (3) select appropriate methods, (4) communicate relevant results, and (5) engage in reflective critique.

Failure to conduct a high-quality literature review is associated with several problems identified in the medical education literature, including studies that are repetitive, not grounded in theory, methodologically weak, and fail to expand knowledge beyond a single setting. 12 Indeed, medical education scholars complain that many studies repeat work already published and contribute little new knowledge—a likely cause of which is failure to conduct a proper literature review. 3 , 4

Likewise, studies that lack theoretical grounding or a conceptual framework make study design and interpretation difficult. 13 When theory is used in medical education studies, it is often invoked at a superficial level. As Norman 14 noted, when theory is used appropriately, it helps articulate variables that might be linked together and why, and it allows the researcher to make hypotheses and define a study's context and scope. Ultimately, a proper literature review is a first critical step toward identifying relevant conceptual frameworks.

Another problem is that many medical education studies are methodologically weak. 12 Good research requires trained investigators who can articulate relevant research questions, operationally define variables of interest, and choose the best method for specific research questions. Conducting a proper literature review helps both novice and experienced researchers select rigorous research methodologies.

Finally, many studies in medical education are “one-offs,” that is, single studies undertaken because the opportunity presented itself locally. Such studies frequently are not oriented toward progressive knowledge building and generalization to other settings. A firm grasp of the literature can encourage a programmatic approach to research.

Approaching the Literature Review

Considering these issues, journals have a responsibility to demand from authors a thoughtful synthesis of their study's position within the field, and it is the authors' responsibility to provide such a synthesis, based on a literature review. The aforementioned purposes of the literature review mandate that the review occurs throughout all phases of a study, from conception and design, to implementation and analysis, to manuscript preparation and submission.

Planning the literature review requires understanding of journal requirements, which vary greatly by journal ( table 1 ). Authors are advised to take note of common problems with reporting results of the literature review. Table 2 lists the most common problems that we have encountered as authors, reviewers, and editors.

Sample of Journals' Author Instructions for Literature Reviews Conducted as Part of Original Research Article a

Common Problem Areas for Reporting Literature Reviews in the Context of Scholarly Articles

Locating and Organizing the Literature

Three resources may facilitate identifying relevant literature: human resources, search tools, and related literature. As the process requires time, it is important to begin searching for literature early in the process (ie, the study design phase). Identifying and understanding relevant studies will increase the likelihood of designing a relevant, adaptable, generalizable, and novel study that is based on educational or learning theory and can maximize impact.

Human Resources

A medical librarian can help translate research interests into an effective search strategy, familiarize researchers with available information resources, provide information on organizing information, and introduce strategies for keeping current with emerging research. Often, librarians are also aware of research across their institutions and may be able to connect researchers with similar interests. Reaching out to colleagues for suggestions may help researchers quickly locate resources that would not otherwise be on their radar.

During this process, researchers will likely identify other researchers writing on aspects of their topic. Researchers should consider searching for the publications of these relevant researchers (see table 3 for search strategies). Additionally, institutional websites may include curriculum vitae of such relevant faculty with access to their entire publication record, including difficult to locate publications, such as book chapters, dissertations, and technical reports.

Strategies for Finding Related Researcher Publications in Databases and Search Engines

Search Tools and Related Literature

Researchers will locate the majority of needed information using databases and search engines. Excellent resources are available to guide researchers in the mechanics of literature searches. 15 , 16

Because medical education research draws on a variety of disciplines, researchers should include search tools with coverage beyond medicine (eg, psychology, nursing, education, and anthropology) and that cover several publication types, such as reports, standards, conference abstracts, and book chapters (see the box for several information resources). Many search tools include options for viewing citations of selected articles. Examining cited references provides additional articles for review and a sense of the influence of the selected article on its field.

Box Information Resources

• Web of Science a
• Education Resource Information Center (ERIC)
• Cumulative Index of Nursing & Allied Health (CINAHL) a
• Google Scholar

Once relevant articles are located, it is useful to mine those articles for additional citations. One strategy is to examine references of key articles, especially review articles, for relevant citations.

Getting Organized

As the aforementioned resources will likely provide a tremendous amount of information, organization is crucial. Researchers should determine which details are most important to their study (eg, participants, setting, methods, and outcomes) and generate a strategy for keeping those details organized and accessible. Increasingly, researchers utilize digital tools, such as Evernote, to capture such information, which enables accessibility across digital workspaces and search capabilities. Use of citation managers can also be helpful as they store citations and, in some cases, can generate bibliographies ( table 4 ).

Citation Managers

Knowing When to Say When

Researchers often ask how to know when they have located enough citations. Unfortunately, there is no magic or ideal number of citations to collect. One strategy for checking coverage of the literature is to inspect references of relevant articles. As researchers review references they will start noticing a repetition of the same articles with few new articles appearing. This can indicate that the researcher has covered the literature base on a particular topic.

Putting It All Together

In preparing to write a research paper, it is important to consider which citations to include and how they will inform the introduction and discussion sections. The “Instructions to Authors” for the targeted journal will often provide guidance on structuring the literature review (or introduction) and the number of total citations permitted for each article category. Reviewing articles of similar type published in the targeted journal can also provide guidance regarding structure and average lengths of the introduction and discussion sections.

When selecting references for the introduction consider those that illustrate core background theoretical and methodological concepts, as well as recent relevant studies. The introduction should be brief and present references not as a laundry list or narrative of available literature, but rather as a synthesized summary to provide context for the current study and to identify the gap in the literature that the study intends to fill. For the discussion, citations should be thoughtfully selected to compare and contrast the present study's findings with the current literature and to indicate how the present study moves the field forward.

To facilitate writing a literature review, journals are increasingly providing helpful features to guide authors. For example, the resources available through JGME include several articles on writing. 17 The journal Perspectives on Medical Education recently launched “The Writer's Craft,” which is intended to help medical educators improve their writing. Additionally, many institutions have writing centers that provide web-based materials on writing a literature review, and some even have writing coaches.

The literature review is a vital part of medical education research and should occur throughout the research process to help researchers design a strong study and effectively communicate study results and importance. To achieve these goals, researchers are advised to plan and execute the literature review carefully. The guidance in this editorial provides considerations and recommendations that may improve the quality of literature reviews.

• UWF Libraries

Literature Review: Conducting & Writing

• Steps for Conducting a Lit Review

1. Choose a topic. Define your research question.

2. decide on the scope of your review., 3. select the databases you will use to conduct your searches., 4. conduct your searches and find the literature. keep track of your searches, 5. review the literature..

• Finding "The Literature"
• Organizing/Writing
• APA Style This link opens in a new window
• Chicago: Notes Bibliography This link opens in a new window
• MLA Style This link opens in a new window
• Sample Literature Reviews

Disclaimer!!

Conducting a literature review is usually recursive, meaning that somewhere along the way, you'll find yourself repeating steps out-of-order.

That is actually a good sign.  

Reviewing the research should lead to more research questions and those questions will likely lead you to either revise your initial research question or go back and find more literature related to a more specific aspect of your research question.

Your literature review should be guided by a central research question.  Remember, it is not a collection of loosely related studies in a field but instead represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor.

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

Tip: This may depend on your assignment.  How many sources does the assignment require?

Make a list of the databases you will search.  Remember to include comprehensive databases such as WorldCat and Dissertations & Theses, if you need to.

Where to find databases:

• Find Databases by Subject UWF Databases categorized by discipline
• Find Databases via Research Guides Librarians create research guides for all of the disciplines on campus! Take advantage of their expertise and see what discipline-specific search strategies they recommend!
• Review the abstracts of research studies carefully. This will save you time.
• Write down the searches you conduct in each database so that you may duplicate them if you need to later (or avoid dead-end searches   that you'd forgotten you'd already tried).
• Use the bibliographies and references of research studies you find to locate others.
• Ask your professor or a scholar in the field if you are missing any key works in the field.
• Use RefWorks to keep track of your research citations. See the RefWorks Tutorial if you need help.

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions. Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited?; if so, how has it been analyzed?

Tips: 

• Again, review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• << Previous: Home
• Next: Finding "The Literature" >>
• Last Updated: Sep 11, 2024 1:37 PM
• URL: https://libguides.uwf.edu/litreview

Literature Reviews

• Getting Started

Selecting a topic

Remember the goal of your literature review, planning your research, popular vs. scholarly, finding scholarly journal articles, finding or requesting full-text articles, why not just use google scholar, finding books, open access resources, manage your own downloads and citations, using your own method, managing your citations, organizing your notes: synthesis matrix.

• Literature Review as a Product: Organizing your Writing
• Finding Examples of Literature Reviews
• Resources and Assistance

One of the most important steps in research is selecting a good research topic.  This page on the Capstone Research Guide will guide you through selecting a topic, writing a thesis statement and/or research questions, selecting keywords, and recommended databases for preliminary research.

The goal of the literature review is to provide an analysis of the literature and research already published on your subject. You want to read as much as possible on your topic to gain a foundation of the information which already exists and analyze that information to understand how it all relates. This gives you the opportunity to identify possible gaps in the research or justify your own research in relation to what already exists. 

This page will walk through the steps in: 

• Planning your research 
• Collecting your research 
• Organizing your notes 

After you have chosen your topic, you will want to make a plan for all of the places you should look for information. This will allow you to organize your search and keep track of information as you find it. In a document, make a list of possible places you might find information on your topic. This list might include: 

• Library databases - See section "Finding scholarly journal articles" below
• Research facilities - Are there organizations or institutions which publish and share research in your field of study?
• Open Access Journals - See section "Open Access Journals" below
• Webster University library catalog - See section "Finding books" below
• The catalogs of other libraries - See section "Finding books" below

Keep in mind that a literature review necessitates the use of scholarly research. These are peer-reviewed articles written by graduate or post-graduate students, educators, researchers, or professionals in the field. These types of articles wil include standard citations for the works they reference in their research. 

What is a scholarly, peer-reviewed journal article?

Scholarly articles are sometimes "peer-reviewed" or "refereed" because they are evaluated by other scholars or experts in the field before being accepted for publication.  A scholarly article is commonly an experimental or research study, or an in-depth theoretical or literature review. It is usually many more pages than a magazine article.

The clearest and most reliable indicator of a scholarly article is the presence of references or citations. Look for a list of works cited, a reference list, and/or numbered footnotes or endnotes. Citations are not merely a check against plagiarism. They set the article in the context of a scholarly discussion and provide useful suggestions for further research. 

Many of our databases allow you to limit your search to just scholarly articles. This is a useful feature, but it is not 100% accurate in terms of what it includes and what it excludes. You should still check to see if the article has references or citations.

The table below compares some of the differences between magazines (e.g. Psychology Today) and journals (e.g Journal of Abnormal Psychology).

How to find scholarly, peer-reviewed articles

• FAQ: How do I find peer-reviewed or scholarly articles?
• FAQ: How can I tell if an article is peer-reviewed?

To get a sense of the available research, you may want to start with a multidisciplinary article database such as  Academic Search Premier  or Business Source Complete (for management and business).  Then, you may want to do a more thorough search in additional specialized sources--see the link below.

• Academic Search Premier (EBSCO) A scholarly multidisciplinary database of periodical articles, most with full-text, through Ebscohost.
• Business Source Complete (EBSCO) A great starting point for articles on business and management topics including peer-reviewed journals and classic publications such Harvard Business Review. Also contains SWOT, industry, and market research reports.
• Additional specialized sources for finding journal articles Select the areas that correspond to your topic or academic program to find specialized journal article databases.

From a library database

When the PDF or HTML full-text is not available in one of our databases, use the "Full Text Finder" button. Full Text Finder will allow you to link to the article in another database. If no full text is available you may request an electronic copy of the article through Interlibrary Loan .

From another online source

Many articles that you find online may require payment ( aka  paywall) to download the article. In many cases the Library can get the article for you for free to keep you from having to pay out of pocket. For more information, please visit: 

• Request Articles and Books page For information on how to request items depending on your campus or location

While  Google Scholar can be a useful source for finding journal articles, there are advantages found in using Webster University Libraries' databases, including:

• Features that let you customize your search
• Access to more full text materials
• Integration with other library services (e.g., chat, delivery services, etc.).

For more information on using Google Scholar, view the FAQ:  How can I connect Google Scholar to the Library?

Do not forget books when you are surveying the literature. They often provide historical information and overviews of current research in a topic area.

• Search for books in the Library Catalog
• Find an ebook on a topic
• MOBIUS Catalog Here you can borrow from a consortium system of college & university libraries in Missouri and other states. (Some public libraries have also joined MOBIUS.)

Here you can search a large catalog of books and other materials owned by U.S libraries and some worldwide locations. This source shows local libraries where a given book is housed and also indicates if there is an ebook available.  

When something is published as an open access resource, it is published online and can be accessed for free with few or no copyright restrictions. Open access resources allows you to search, download, and cite researchers who have chosen to publish open access without paying for each article.

Searching through open access resources might be a great option for your research once you have exhausted the databases. Please note that sometimes, an open resource repository can be difficult to search through as often there are fewer ways to limit the search. 

• About Open Access guide This research guide provides information about Open Access (OA) and Open Educational Resources (OER) and includes a list of resources by discipline.

As you download articles and begin to identify helpful resources, you will need to develop a method of keeping track of this research. No matter the method you choose to use, make sure that: 

• Any article you've downloaded is saved in a labeled folder which is easy to access
• Any citation you have created is saved and accessible
• EBSCO tools If using an EBSCO database, this document provides information on how to create folders and save links to articles within the database.

You can certainly create a system for organizing your downloads, citations, and other electronic notes. Use the file storage system on your computer, or cloud computing software like  Google Drive  or  Dropbox . Create folders specifically for your project and save everything you think you might use. The benefit of managing your research this way is that these options are often free and allow you to have access to materials beyond your time as a Webster student.

There are a number of software programs available that help students store references and notes, create bibliographies, etc. While not needed for every assignment, they are useful for when you are gathering a large number of articles and other resources for projects such as capstone papers, theses, and dissertations. Some of the main citation management software applications are listed here.

Because the purpose of the literature review is to analyze the research on the topic and find relationships between resources, simply reading the resources and keeping notes may not be enough to help you see the connections between the resources. 

One option is to create a document with a chart used solely to compare the ideas and methods of various scholars and researchers. This is called a synthesis matrix . Before starting a matrix, you may want to identify a couple subtopics or themes to track within the articles you read. Other themes will reveal themselves as you read the literature and can be added to the chart. 

Below, you will find some examples of synthesis matrixes. Use inspiration from any of them to design  your own matrix which works best for your style and ideas. No matter the design of your matrix, some of the items you may want to compare across resources are: 

Publishing Date : Show how an idea has developed over time due to continuous research. 

Research Methods : Discuss findings based upon research type. You might ask yourself: How does the method used to collect the data impact the findings of the study? 

• Themes : Which topics are covered in the article and what does the author believe about that topic? 
• Literature Review: Synthesizing Multiple Sources (Indiana University Bloomington)
• Synthesis Matrix (NC State University)
• Writing a Literature Review and Using a Synthesis Matrix PDF Document created by North Carolina State University and posted by Wayne State University University.
• << Previous: Getting Started
• Next: Literature Review as a Product: Organizing your Writing >>
• Last Updated: Aug 31, 2024 4:02 PM
• URL: https://library.webster.edu/litreview

Graduate Research: Guide to the Literature Review

• "Literature review" defined
• Research Communication Graphic
• Literature Review Steps
• Search techniques
• Finding Additional "Items
• Evaluating information
• Citing Styles
• Ethical Use of Information
• Research Databases This link opens in a new window
• Get Full Text
• Reading a Scholarly Article
• Author Rights
• Selecting a publisher

Introduction to Research Process: Literature Review Steps

When seeking information for a literature review or for any purpose, it helps to understand information-seeking as a process that you can follow. 5 Each of the six (6) steps has its own section in this web page with more detail. Do (and re-do) the following six steps:

1. Define your topic. The first step is defining your task -- choosing a topic and noting the questions you have about the topic. This will provide a focus that guides your strategy in step II and will provide potential words to use in searches in step III.

2. Develop a strategy. Strategy involves figuring out where the information might be and identifying the best tools for finding those types of sources. The strategy section identifies specific types of research databases to use for specific purposes.

3. Locate the information . In this step, you implement the strategy developed in II in order to actually locate specific articles, books, technical reports, etc.

4. Use and Evaluate the information. Having located relevant and useful material, in step IV you read and analyze the items to determine whether they have value for your project and credibility as sources.

5. Synthesize. In step V, you will make sense of what you've learned and demonstrate your knowledge. You will thoroughly understand, organize and integrate the information --become knowledgeable-- so that you are able to use your own words to support and explain your research project and its relationship to existing research by others.

6. Evaluate your work. At every step along the way, you should evaluate your work. However, this final step is a last check to make sure your work is complete and of high quality.

Continue below to begin working through the process.

5. Eisenberg, M. B., & Berkowitz, R. E. (1990). Information Problem-Solving: the Big Six Skills Approach to Library & Information Skills Instruction . Norwood, NJ: Ablex Publishing.

1. Define your topic.

I. Define your topic

A.  Many students have difficulty selecting a topic. You want to find a topic you find interesting and will enjoy learning more about.

B.   Students often select a topic that is too broad.  You may have a broad topic in mind initially and will need to narrow it.

1. To help narrow a broad topic :

a. Brainstorm.  

1). Try this technique for brainstorming to narrow your focus.   

a) Step 1.  Write down your broad topic.

b) Step 2. Write down a "specific kind" or "specific aspect" of the topic you identified in step 1.  

c) Step 3. Write down an aspect  --such as an attribute or behavior-- of the "specific kind" you identified in step 2.  

d) Step 4.  Continue to add  levels of specificity as needed to get to a focus that is manageable. However, you may want to begin researching the literature before narrowing further to give yourself the opportunity to explore what others are doing and how that might impact the direction that you take for your own research.                     

2) Three examples of using the narrowing technique. These examples start with very, very broad topics, so the topic at step 3 or 4 in these examples would be used for a preliminary search in the literature in order to identify a more specific focus.  Greater specificity than level 3 or 4 will ultimately be necessary for developing a specific research question. And we may discover in our preliminary research that we need to alter the direction that we originally were taking.

a) Example 1.      

             Step 1. information security

                      Step  2. protocols

                              Step 3.  handshake protocol

            Brainstorming has brought us to focus on the handshake protocol.

b) Example 2.  

            Step 1. information security

                     Step 2. single sign-on authentication

                              Step 3.  analyzing

                                       Step 4. methods

            Brainstorming has brought us to focus on methods for analyzing the security of single sign-on authentication

c) Example 3.  The diagram below is an example using the broad topic of "software" to show two potential ways to begin to narrow the topic. 

C. Once you have completed the brainstorming process and your topic is more focused, you can do preliminary research to help you identify a specific research question . 

1) Examine overview sources such as subject-specific encyclopedias and textbooks that are likely to break down your specific topic into sub-topics and to highlight core issues that could serve as possible research questions. [See section II. below on developing a strategy to learn how to find these encyclopedias]

2). Search the broad topic in a research database that includes scholarly journals and professional magazines (to find technical and scholarly articles) and scan recent article titles for ideas. [See section II. below on developing a strategy to learn how to find trade and scholarly journal articles]

D. Once you have identified a research question or questions, ask yourself what you need to know to answer the questions. For example,

1. What new knowledge do I need to gain?

2. What has already been answered by prior research of other scholars?

E.  Use the answers to the questions in C. to identify what words  to use to describe the topic when you are doing searches.

1. Identify key words

a.  For example , if you are investigating "security audits in banking", key terms to combine in your searches would be: security, audits, banking.

2.  Create a list of alternative ways of referring to a key word or phrase

a.For example , "information assurance" may be referred to in various ways such as: "information assurance," "information security," and "computer security."

b. Use these alternatives when doing searches.

3. As you are searching, pay attention to how others are writing about the topic and add new words or phrases to your searches if appropriate.

2. Develop a strategy.

II. Develop a strategy for finding the information. 

A. Start by considering what types of source might contain the information you need .  Do you need a dictionary for definitions? a directory for an address? the history of a concept or technique that might be in a book or specialized encyclopedia? today's tech news in an online tech magazine or newspaper?  current research in a journal article? background information that might be in a specialized encyclopedia? data or statistics from a specific organization or website?  Note that you will typically have online access to these source types.

B. This section provides a description of some of the common types of information needed for research.  

1. For technical and business analysis , look for articles in technical and trade magazines . These articles are written by information technology professionals to help other IT professionals do their jobs better. Content might include news on new developments in hardware or software, techniques, tools, and practical advice. Technical journals are also likely to have product ads relevant to information technology workers and to have job ads. Examples iof technical magazines include Network Computing and IEEE Spectrum .

2. To read original research studies , look for articles in scholarly journals and conference proceedings . They will provide articles written by  information technology professionals who are reporting original research; that is, research that has been done by the authors and is being reported for the first time. The audience for original research articles is other information technology scholars and professionals. Examples of scholarly journals include Journal of Applied Security Research , Journal of Management Information Systems , IEEE Transactions on Computers , and ACM Transactions on Information and System Security .

3. For original research being reported to funding agencies , look for technical reports on agency websites. Technical reports are researcher reports to funding agencies about progress on or completion of research funded by the agency.

4. For in-depth, comprehensive information on a topic , look for book-length volumes . All chapters in the book might be written by the same author(s) or might be a collection of separate papers written by different authors.

5. To learn about an unfamiliar topic , use textbooks ,  specialized encyclopedias and handbooks to get get overviews of topics, history/background, and key issues explained.

6. For instructions for hardware, software, networking, etc., look for manuals  that provide step-by-step instructions.

7. For technical details about inventions (devices, instruments, machines), look for patent documents .

C.   NOTE -  In order to search for and find original research studies,  it will help if you  understand  how information is produced, packaged  and  communicated  within your profession. This is explained in the tab  "Research Communication: Graphic."

3. Locate the information.

III. Locate the information

A. Use search tools designed to find the sources you want.  Types of sources were described in section II. above. 

Always feel free to Ask a librarian for assistance when you have questions about where and how locate the information you need.

B. Evaluate the search results (no matter where you find the information)

1. Evaluate the items you find using at least these 5 criteria:

a. accuracy -- is the information reliable and error free?

1) Is there an editor or someone who verifies/checks the information?

2) Is there adequate documentation: bibliography, footnotes, credits?

3) Are the conclusions justified by the information presented?

b. authority -- is the source of the information reputable?

1) How did you find the source of information: an index to edited/peer-reviewed material, in a bibliography from a published article, etc.?

2) What type of source is it: sensationalistic, popular, scholarly?

c. objectivity -- does the information show bias?

1) What is the purpose of the information: to inform, persuade, explain, sway opinion, advertise?

2) Does the source show political or cultural biases?

d. currency -- is the information current? does it cover the time period you need?

e. coverage -- does it provide the evidence or information you need?

2. Is the search producing the material you need? -- the right content? the right quality? right time period? right geographical location? etc. If not, are you using

a. the right sources?

b. the right tools to get to the sources?

c. are you using the right words to describe the topic?

3. Have you discovered additional terms that should be searched? If so, search those terms.

4. Have you discovered additional questions you need to answer? If so, return to section A above to begin to answer new questions.

4. Use and evaluate the information.

IV. Use the information.

A. Read, hear or view the source

1. Evaluate: Does the material answer your question(s)? -- right content? If not, return to B.

2. Evaluate: Is the material appropriate? -- right quality? If not, return to B.

B. Extract the information from the source : copy/download information, take notes, record citation, keep track of items using a citation manager.

1. Note taking (these steps will help you when you begin to write your thesis and/or document your project.):

a. Write the keywords you use in your searches to avoid duplicating previous searches if you return to search a research database again. Keeping track of keywords used will also save you time if your search is interrupted or you need return and do the search again for some other reason. It will help you remember which search terms worked successfully in which databases

b. Write the citations or record the information needed to cite each article/document you plan to read and use, or make sure that any saved a copy of the article includes all the information needed to cite it. Some article pdf files may not include all of the information needed to cite, and it's a waste of your valuable time to have to go back to search and find the items again in order to be able to cite them. Using citation management software such as EndNote will help keep track of citations and help create bibliographies for your research papers.

c. Write a summary of each article you read and/or why you want to use it.

5. Synthesize.

V. Synthesize.

A. Organize and integrate information from multiple sources

B. Present the information (create report, speech, etc. that communicates)

C. Cite material using the style required by your professor or by the venue (conference, publication, etc.). For help with citation styles, see  Guide to Citing Sources .  A link to the citing guide is also available in the "Get Help" section on the left side of the Library home page

6. Evaluate your work.

VI. Evaluate the paper, speech, or whatever you are using to communicate your research.

A. Is it effective?

B. Does it meet the requirements?

C. Ask another student or colleague to provide constructive criticism of your paper/project.

• << Previous: Research Communication Graphic
• Next: Search techniques >>
• Last Updated: Sep 11, 2024 3:08 PM
• URL: https://library.dsu.edu/graduate-research

• Privacy Policy

Home » Research Process – Steps, Examples and Tips

Research Process – Steps, Examples and Tips

Table of Contents

Research Process

Definition:

Research Process is a systematic and structured approach that involves the collection, analysis, and interpretation of data or information to answer a specific research question or solve a particular problem.

Research Process Steps

Research Process Steps are as follows:

Identify the Research Question or Problem

This is the first step in the research process. It involves identifying a problem or question that needs to be addressed. The research question should be specific, relevant, and focused on a particular area of interest.

Conduct a Literature Review

Once the research question has been identified, the next step is to conduct a literature review. This involves reviewing existing research and literature on the topic to identify any gaps in knowledge or areas where further research is needed. A literature review helps to provide a theoretical framework for the research and also ensures that the research is not duplicating previous work.

Formulate a Hypothesis or Research Objectives

Based on the research question and literature review, the researcher can formulate a hypothesis or research objectives. A hypothesis is a statement that can be tested to determine its validity, while research objectives are specific goals that the researcher aims to achieve through the research.

Design a Research Plan and Methodology

This step involves designing a research plan and methodology that will enable the researcher to collect and analyze data to test the hypothesis or achieve the research objectives. The research plan should include details on the sample size, data collection methods, and data analysis techniques that will be used.

Collect and Analyze Data

This step involves collecting and analyzing data according to the research plan and methodology. Data can be collected through various methods, including surveys, interviews, observations, or experiments. The data analysis process involves cleaning and organizing the data, applying statistical and analytical techniques to the data, and interpreting the results.

Interpret the Findings and Draw Conclusions

After analyzing the data, the researcher must interpret the findings and draw conclusions. This involves assessing the validity and reliability of the results and determining whether the hypothesis was supported or not. The researcher must also consider any limitations of the research and discuss the implications of the findings.

Communicate the Results

Finally, the researcher must communicate the results of the research through a research report, presentation, or publication. The research report should provide a detailed account of the research process, including the research question, literature review, research methodology, data analysis, findings, and conclusions. The report should also include recommendations for further research in the area.

Review and Revise

The research process is an iterative one, and it is important to review and revise the research plan and methodology as necessary. Researchers should assess the quality of their data and methods, reflect on their findings, and consider areas for improvement.

Ethical Considerations

Throughout the research process, ethical considerations must be taken into account. This includes ensuring that the research design protects the welfare of research participants, obtaining informed consent, maintaining confidentiality and privacy, and avoiding any potential harm to participants or their communities.

Dissemination and Application

The final step in the research process is to disseminate the findings and apply the research to real-world settings. Researchers can share their findings through academic publications, presentations at conferences, or media coverage. The research can be used to inform policy decisions, develop interventions, or improve practice in the relevant field.

Research Process Example

Following is a Research Process Example:

Research Question : What are the effects of a plant-based diet on athletic performance in high school athletes?

Step 1: Background Research Conduct a literature review to gain a better understanding of the existing research on the topic. Read academic articles and research studies related to plant-based diets, athletic performance, and high school athletes.

Step 2: Develop a Hypothesis Based on the literature review, develop a hypothesis that a plant-based diet positively affects athletic performance in high school athletes.

Step 3: Design the Study Design a study to test the hypothesis. Decide on the study population, sample size, and research methods. For this study, you could use a survey to collect data on dietary habits and athletic performance from a sample of high school athletes who follow a plant-based diet and a sample of high school athletes who do not follow a plant-based diet.

Step 4: Collect Data Distribute the survey to the selected sample and collect data on dietary habits and athletic performance.

Step 5: Analyze Data Use statistical analysis to compare the data from the two samples and determine if there is a significant difference in athletic performance between those who follow a plant-based diet and those who do not.

Step 6 : Interpret Results Interpret the results of the analysis in the context of the research question and hypothesis. Discuss any limitations or potential biases in the study design.

Step 7: Draw Conclusions Based on the results, draw conclusions about whether a plant-based diet has a significant effect on athletic performance in high school athletes. If the hypothesis is supported by the data, discuss potential implications and future research directions.

Step 8: Communicate Findings Communicate the findings of the study in a clear and concise manner. Use appropriate language, visuals, and formats to ensure that the findings are understood and valued.

Applications of Research Process

The research process has numerous applications across a wide range of fields and industries. Some examples of applications of the research process include:

• Scientific research: The research process is widely used in scientific research to investigate phenomena in the natural world and develop new theories or technologies. This includes fields such as biology, chemistry, physics, and environmental science.
• Social sciences : The research process is commonly used in social sciences to study human behavior, social structures, and institutions. This includes fields such as sociology, psychology, anthropology, and economics.
• Education: The research process is used in education to study learning processes, curriculum design, and teaching methodologies. This includes research on student achievement, teacher effectiveness, and educational policy.
• Healthcare: The research process is used in healthcare to investigate medical conditions, develop new treatments, and evaluate healthcare interventions. This includes fields such as medicine, nursing, and public health.
• Business and industry : The research process is used in business and industry to study consumer behavior, market trends, and develop new products or services. This includes market research, product development, and customer satisfaction research.
• Government and policy : The research process is used in government and policy to evaluate the effectiveness of policies and programs, and to inform policy decisions. This includes research on social welfare, crime prevention, and environmental policy.

Purpose of Research Process

The purpose of the research process is to systematically and scientifically investigate a problem or question in order to generate new knowledge or solve a problem. The research process enables researchers to:

• Identify gaps in existing knowledge: By conducting a thorough literature review, researchers can identify gaps in existing knowledge and develop research questions that address these gaps.
• Collect and analyze data : The research process provides a structured approach to collecting and analyzing data. Researchers can use a variety of research methods, including surveys, experiments, and interviews, to collect data that is valid and reliable.
• Test hypotheses : The research process allows researchers to test hypotheses and make evidence-based conclusions. Through the systematic analysis of data, researchers can draw conclusions about the relationships between variables and develop new theories or models.
• Solve problems: The research process can be used to solve practical problems and improve real-world outcomes. For example, researchers can develop interventions to address health or social problems, evaluate the effectiveness of policies or programs, and improve organizational processes.
• Generate new knowledge : The research process is a key way to generate new knowledge and advance understanding in a given field. By conducting rigorous and well-designed research, researchers can make significant contributions to their field and help to shape future research.

Tips for Research Process

Here are some tips for the research process:

• Start with a clear research question : A well-defined research question is the foundation of a successful research project. It should be specific, relevant, and achievable within the given time frame and resources.
• Conduct a thorough literature review: A comprehensive literature review will help you to identify gaps in existing knowledge, build on previous research, and avoid duplication. It will also provide a theoretical framework for your research.
• Choose appropriate research methods: Select research methods that are appropriate for your research question, objectives, and sample size. Ensure that your methods are valid, reliable, and ethical.
• Be organized and systematic: Keep detailed notes throughout the research process, including your research plan, methodology, data collection, and analysis. This will help you to stay organized and ensure that you don’t miss any important details.
• Analyze data rigorously: Use appropriate statistical and analytical techniques to analyze your data. Ensure that your analysis is valid, reliable, and transparent.
• I nterpret results carefully : Interpret your results in the context of your research question and objectives. Consider any limitations or potential biases in your research design, and be cautious in drawing conclusions.
• Communicate effectively: Communicate your research findings clearly and effectively to your target audience. Use appropriate language, visuals, and formats to ensure that your findings are understood and valued.
• Collaborate and seek feedback : Collaborate with other researchers, experts, or stakeholders in your field. Seek feedback on your research design, methods, and findings to ensure that they are relevant, meaningful, and impactful.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

You may also like

Appendices – Writing Guide, Types and Examples

Problem Statement – Writing Guide, Examples and...

Research Results Section – Writing Guide and...

Chapter Summary & Overview – Writing Guide...

Institutional Review Board – Application Sample...

Research Methodology – Types, Examples and...

• Research guides

Writing a Literature Review

Phase 1: scope of review, it's a literature review of what, precisely.

Need to Have a Precise Topic It is essential that one defines a research topic very carefully. For example, it should not be too far-reaching. The following is much too broad:

"Life and Times of Sigmund Freud"

However, this is more focused and specific and, accordingly, a more appropriate topic:

"An Analysis of the Relationship of Freud and Jung in the International Psychoanalytic Association, 1910-1914"

Limitations of Study In specifying precisely one's research topic, one is also specifying appropriate limitations on the research. Limiting, for example, by time, personnel, gender, age, location, nationality, etc. results in a more focused and meaningful topic.  

Scope of the Literature Review It is also important to determine the precise scope of the literature review. For example,

• What exactly will you cover in your review?
• How comprehensive will it be?
• How long? About how many citations will you use?
• How detailed? Will it be a review of ALL relevant material or will the scope be limited to more recent material, e.g., the last five years.
• Are you focusing on methodological approaches; on theoretical issues; on qualitative or quantitative research?
• Will you broaden your search to seek literature in related disciplines?
• Will you confine your reviewed material to English language only or will you include research in other languages too?

In evaluating studies, timeliness is more significant for some subjects than others. Scientists generally need more recent material. However, currency is often less of a factor for scholars in arts/humanities. Research published in 1920 about Plato's philosophy might be more relevant than recent studies.

• << Previous: Home
• Next: Phase 2: Finding Information >>
• Last Updated: Dec 5, 2023 2:26 PM
• Subjects: Education , General
• Tags: literature_review , literature_review_in_education

Information

• Author Services

Initiatives

You are accessing a machine-readable page. In order to be human-readable, please install an RSS reader.

All articles published by MDPI are made immediately available worldwide under an open access license. No special permission is required to reuse all or part of the article published by MDPI, including figures and tables. For articles published under an open access Creative Common CC BY license, any part of the article may be reused without permission provided that the original article is clearly cited. For more information, please refer to https://www.mdpi.com/openaccess .

Feature papers represent the most advanced research with significant potential for high impact in the field. A Feature Paper should be a substantial original Article that involves several techniques or approaches, provides an outlook for future research directions and describes possible research applications.

Feature papers are submitted upon individual invitation or recommendation by the scientific editors and must receive positive feedback from the reviewers.

Editor’s Choice articles are based on recommendations by the scientific editors of MDPI journals from around the world. Editors select a small number of articles recently published in the journal that they believe will be particularly interesting to readers, or important in the respective research area. The aim is to provide a snapshot of some of the most exciting work published in the various research areas of the journal.

Original Submission Date Received: .

• Active Journals
• Find a Journal
• Proceedings Series
• For Authors
• For Reviewers
• For Editors
• For Librarians
• For Publishers
• For Societies
• For Conference Organizers
• Open Access Policy
• Institutional Open Access Program
• Special Issues Guidelines
• Editorial Process
• Research and Publication Ethics
• Article Processing Charges
• Testimonials
• Preprints.org
• SciProfiles
• Encyclopedia

Article Menu

• Subscribe SciFeed
• Recommended Articles
• Google Scholar
• on Google Scholar
• Table of Contents

Find support for a specific problem in the support section of our website.

Please let us know what you think of our products and services.

Visit our dedicated information section to learn more about MDPI.

JSmol Viewer

Multimodal resources and approaches for teaching young adolescents: a review of the literature.

1. Introduction

1.1. the seminal and building research on multimodal pedagogies, 1.2. young adolescents and multimodality, 2. materials and methods.

• Multimodality in education, Young adolescents or teenagers, Visual literacies
• Multimodality in education, Young adolescents or teenagers, Photography
• Multimodality in education, Young adolescents or teenagers, Art
• Multimodality in education, Learning Disabilities
• Multimodality, Self-expression, Identity
• Year of publication (2013–2023)
• Type of research
• Purpose of study/participants (young adolescents)
• Intervention/student activity (classroom-based)
• Measures/data sources
• Pedagogical implications (classroom-based)

3.1. Multimodal Pedagogy for Language and Literacy Development

3.1.1. developing language, 3.1.2. developing reading and viewing of multimodal texts, 3.1.3. developing the designing of multimodal texts, 3.2. multimodal pedagogy for content learning, 3.2.1. making content accessible for all students, 3.2.2. teaching reading, writing, and creating with course content, 3.2.3. exploring issues and abstract concepts, 3.3. multimodal pedagogy for expression and identity opportunities, 3.3.1. supporting empowerment and identity development using multimodal pedagogy, 3.3.2. expressing personal responses to literature using multimodal pedagogy, 4. discussion.

• What is the impact of multimodal pedagogy on content literacy and learning achievement for young adolescents?
• What is the impact of multimodal pedagogy on young adolescents’ motivation and interest in reading, writing, and developing content area knowledge?
• How can teachers develop the knowledge needed to instruct students in using and critiquing multimodal texts?
• What strategies can teachers use to prepare students to read/view and critique multimodal texts?
• How can multimodal pedagogy support the learning of students with diverse language and learning needs?
• What are the potential advantages and disadvantages of multimodal pedagogy?

Author Contributions

Institutional review board statement, informed consent statement, data availability statement, conflicts of interest.

• Cazden, C.; Cope, B.; Fairclough, N.; Gee, J.; Kalantzis, M.; Kress, G.; Luke, A.; Luke, C.; Michaels, S.; Nakata, M. A Pedagogy of Multiliteracies: Designing Social Futures. Harv. Educ. Rev. 1996 , 66 , 60–92. [ Google Scholar ]
• Street, B. The Implications of the ‘New Literacy Studies’ for Literacy Education. Eng. Educ. 1997 , 31 , 45–59. [ Google Scholar ] [ CrossRef ]
• Luke, C. New Literacies in Teacher Education. J. Adolesc. Adult. Lit. 2000 , 43 , 424–435. [ Google Scholar ]
• Kalantzis, M.; Cope, B. Literacies ; Cambridge University Press: Cambridge, UK, 2012. [ Google Scholar ]
• Kress, G. Literacy in the New Media Age ; Routledge: Abingdon, UK, 2003. [ Google Scholar ]
• Kress, G.; van Leeuwen, T. Reading Images: The Grammar of Visual Design ; Routledge: Abingdon, UK, 2020. [ Google Scholar ]
• Serafini, F. Multimodal Literacy: From Theories to Practices. Lang. Arts 2015 , 92 , 412–423. [ Google Scholar ] [ CrossRef ]
• Serafini, F.; Clausen, J. Typography as Semiotic Resource. J. Vis. Lit. 2012 , 31 , 12. [ Google Scholar ] [ CrossRef ]
• Gee, J.P. The New Literacy Studies. In The Routledge Handbook of Literacy Studies ; Rowsell, J., Pahl, K., Eds.; Routledge: Abingdon, UK, 2015; pp. 3–48. [ Google Scholar ]
• Kress, G. Multimodality: A Social Semiotic Approach to Contemporary Communication ; Routledge: Abingdon, UK, 2010. [ Google Scholar ]
• Lotherington, H.; Jenson, J. Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies. Annu. Rev. Appl. Linguist. 2011 , 31 , 226–246. [ Google Scholar ] [ CrossRef ]
• Canagarajah, A.S. Codemeshing in Academic Writing: Identifying Teachable Strategies of Translanguaging. Mod. Lang. J. 2011 , 95 , 401–417. [ Google Scholar ] [ CrossRef ]
• Cope, B.; Kalantzis, M. Multiliteracies: Literacy Learning and the Design of Social Futures ; Routledge: Abingdon, UK, 2000. [ Google Scholar ]
• Lim, F.V.; Tan-Chia, L. Designing Learning for Multimodal Literacy: Teaching Viewing and Representing ; Routledge: Abingdon, UK, 2023. [ Google Scholar ]
• Bishop, P.A.; Harrison, L.M. The Successful Middle School: This We Believe ; Association for Middle Level Education (AMLE): Columbus, OH, USA, 2023. [ Google Scholar ]
• Bell, A.; Ewaida, M.; Lynch, M.; Zenkov, K. Student Perspectives on Quality Teaching: Words and Images. Voices Middle 2011 , 19 , 32–40. [ Google Scholar ] [ CrossRef ]
• Wissman, K. Supreme Efforts of Care and Honest Utterance: Grasping the Singular Power of the Spoken Word in School Spaces. Penn GSE Perspect. Urban Educ. 2010 , 7 , 49–53. [ Google Scholar ]
• Lewkowich, D. Readers of Comics and the Recursive Nature of Adolescent Emotion: Exploring the Productive Relation of Visual Response and Memory in Teacher Education. Lit. Res. Instr. 2019 , 58 , 295–316. [ Google Scholar ] [ CrossRef ]
• Boche, B. Multiliteracies in the Classroom: Emerging Conceptions of First-Year Teachers. J. Lang. Lit. Edu. 2014 , 10 , 114–135. [ Google Scholar ]
• Moeller, R.A. A Question of Legitimacy: A Graphic Novel as “Real” Reading. J. Adolesc. Adult. Lit. 2016 , 59 , 709–717. [ Google Scholar ] [ CrossRef ]
• Falk-Ross, F.; Linder, R. Multimodal Reading and Design: Preservice and Practicing Teachers’ Graphic Narratives for Students. Lang. Arts 2024 , 101 , 240–263. [ Google Scholar ] [ CrossRef ]
• Loerts, T.; Belcher, C. Pedagogy in the Context of Multiliteracies: A Longitudinal Study of New Educators. Aus. J. Lang. Lit. 2024 , 47 , 107–124. [ Google Scholar ] [ CrossRef ]
• Mertens, S.B.; Caskey, M.M.; Bishop, P.; Flowers, N.; Strahan, D.; Andrews, G.; Daniel, L. The MLER SIG Research Agenda. 2016. Available online: http://mlersig.net/mler-sig-research-agenda-project (accessed on 12 June 2024).
• Torraco, R.J. Writing Integrative Literature Reviews: Guidelines and Examples. Hum. Resour. Dev. Rev. 2005 , 4 , 356–367. [ Google Scholar ] [ CrossRef ]
• Torraco, R.J. Writing Integrative Reviews of the Literature: Methods and Purposes. Inter. J. Adult Voc. Educ. Tech. 2016 , 7 , 62–70. [ Google Scholar ] [ CrossRef ]
• Miles, M.B.; Huberman, A.M.; Saldaña, J. Qualitative Data Analysis: A Methods Sourcebook , 4th ed.; Sage Publishing: Thousand Oaks, CA, USA, 2020. [ Google Scholar ]
• Brugar, K.A.; Roberts, K.L.; Jiménez, L.M.; Meyer, C.K. More than Mere Motivation: Learning Specific Content through Multimodal Narratives. Lit. Res. Instr. 2018 , 57 , 183–208. [ Google Scholar ] [ CrossRef ]
• Jennings, K.A.; Rule, A.C.; Vander-Zanden, S.M. Fifth Graders’ Enjoyment, Interest, and Comprehension of Graphic Novels Compared to Heavily-Illustrated and Traditional Novels. Inter. Elec. J. Elem. Educ. 2014 , 6 , 257–274. [ Google Scholar ]
• Price-Dennis, D. Developing Curriculum to Support Black Girls’ Literacies in Digital Spaces. Eng. Educ. 2016 , 48 , 337–361. [ Google Scholar ] [ CrossRef ]
• Pacheco, M.B.; Smith, B.E. Across Languages, Modes, and Identities: Bilingual Adolescents’ Multimodal Codemeshing in the Literacy Classroom. Biling. Res. J. 2015 , 38 , 292–312. [ Google Scholar ] [ CrossRef ]
• Schmier, S. Popular Culture in a Digital Media Studies Classroom. Literacy 2014 , 48 , 39–46. [ Google Scholar ] [ CrossRef ]
• Howell, E. Expanding Argument Instruction: Incorporating Multimodality and Digital Tools. J. Adolesc. Adult. Lit. 2018 , 61 , 533–542. [ Google Scholar ] [ CrossRef ]
• Sun, L. Critical Encounters in a Middle School English Language Arts Classroom: Using Graphic Novels to Teach Critical Thinking & Reading for Peace Education. Multi. Educ. 2017 , 25 , 22–28. [ Google Scholar ]
• Pellegrino, A.M.; Zenkov, K.; Calamito, N. “Pay Attention and Take Some Notes”: Middle School Youth, Multimodal Instruction, and Notions of Citizenship. J. Soc. Stud. Res. 2013 , 37 , 221–238. [ Google Scholar ] [ CrossRef ]
• Reid, S.F.; Moses, L. Students Become Comic Book Author-Illustrators: Composing with Words and Images in a Fourth-Grade Writers’ Workshop. Read. Teach. 2020 , 73 , 461–472. [ Google Scholar ] [ CrossRef ]
• Smith, B.E. Mediational modalities: Adolescents Collaboratively Interpreting Literature through Digital Multimodal Composing. Res. Teach. Eng. 2019 , 53 , 197–222. [ Google Scholar ] [ CrossRef ]
• Harvey, M.; Deuel, A.; Marlatt, R. ‘To Be, or Not to Be’: Modernizing Shakespeare with Multimodal Learning Stations. J. Adolesc. Adult. Lit. 2020 , 63 , 559–568. [ Google Scholar ] [ CrossRef ]
• Espinet, I.; Chapman-Santiago, C. “When People Don’t Know Me, They Think…”: Fostering a Multimodal Translanguaging Space That Leverages Students’ Voices. J. Adolesc. Adult. Lit. 2020 , 66 , 91–99. [ Google Scholar ] [ CrossRef ]
• Chisholm, J.S.; Shelton, A.L.; Sheffield, C.C. Mediating Emotive Empathy with Informational Text: Three Students’ Think-Aloud Protocols of Gettysburg, the Graphic Novel. J. Adolesc. Adult. Lit. 2017 , 61 , 289–298. [ Google Scholar ] [ CrossRef ]
• Dallacqua, A.K. Wondering About Rapunzel: Reading and Responding to Feminist Fairy Tales with Seventh Graders. Child. Lit. in Educ. 2019 , 50 , 261–277. [ Google Scholar ] [ CrossRef ]
• Garcia, O. Translanguaging and Latinx Bilingual Readers. Read. Teach. 2020 , 73 , 557–562. [ Google Scholar ] [ CrossRef ]
• Cavallaro, C.J.; Sembiante, S. Facilitating Culturally Sustaining, Functional Literacy Practices in a Middle School ESOL Reading Program: A Design-Based Study. Lang. Educ. 2021 , 35 , 160–179. [ Google Scholar ] [ CrossRef ]
• Kennedy, L.M.; Oviatt, R.L.; De Costa, P.I. Refugee Youth’s Identity Expressions and Multimodal Literacy Practices in a Third Space. J. Res. Child. Educ. 2019 , 33 , 56–70. [ Google Scholar ] [ CrossRef ]
• Lai, T. Inside Out and Back Again ; HarperCollins: New York, NY, USA, 2011. [ Google Scholar ]
• Pyo, J. Bridging In-School and Out-of-School Literacies: An Adolescent EL’s Composition of a Multimodal Project. J. Adolesc. Adult. Lit. 2016 , 59 , 421–430. [ Google Scholar ] [ CrossRef ]
• Jackson, A.W.; Davis, G.A. Turning Points 2000: Educating Adolescents in the 21st Century ; Teachers College Press: New York, NY, USA, 2000. [ Google Scholar ]
• Bender, A.A. Making Meaning with Graphic Novels. Mid. Grad. Res. J. 2018 , 12 , 83–97. [ Google Scholar ]
• Brenna, B. How Graphic Novels Support Reading Comprehension Strategy Development in Children. Literacy 2013 , 47 , 88–94. [ Google Scholar ] [ CrossRef ]
• Satrapi, M. Persepolis: The Story of a Childhood ; Pantheon: New York, NY, USA, 2004. [ Google Scholar ]
• Hale, S.; Hale, D.; Hale, N. Rapunzel’s Revenge ; Bloomsbury: New York, NY, USA, 2008. [ Google Scholar ]
• Hale, S.; Hale, D.; Hale, N. Calamity Jack ; Bloomsbury: New York, NY, USA, 2010. [ Google Scholar ]
• Dallacqua, A.K.; Low, D.E. Cupcakes and Beefcakes: Students’ Readings of Gender in Superhero Texts. Gend. Educ. 2021 , 33 , 68–85. [ Google Scholar ] [ CrossRef ]
• Qiao, X.; Moses, L.; Kelly, L.B. Literate Identity Negotiations and Supportive Teacher Discourse Moves in a Comic Writing Workshop. Pedagog. Int. J. 2022 , 17 , 206–226. [ Google Scholar ] [ CrossRef ]
• Karchmer-Klein, R.; Shinas, V.H. Adolescents’ Navigation of Linguistic and Nonlinguistic Modes When Reading a Digital Narrative. J. Res. Read. 2019 , 42 , 469–484. [ Google Scholar ] [ CrossRef ]
• Pantaleo, S. The Multimodal Meaning-Making of Elementary Students in Social Studies. Aus. J. Lang. Lit. 2021 , 44 , 35–47. [ Google Scholar ] [ CrossRef ]
• Ehret, C.; Hollett, T. (Re)placing school: Middle School Students’ Countermobilities while Composing with Ipods. J. Adolesc. Adult. Lit. 2013 , 57 , 110–119. [ Google Scholar ] [ CrossRef ]
• Chisholm, J.S.; Whitmore, K.F. Bodies in Space/Bodies in Motion/Bodies in Character: Adolescents Bear Witness to Anne Frank. Inter. J. Educ. Arts 2016 , 17 , 1–30. [ Google Scholar ]
• Dalton, B.; Robinson, K.H.; Lovvorn, J.F.; Smith, B.E.; Alvey, T.; Mo, E.; Uccelli, P.; Proctor, C.P. Fifth-Grade Students’ Digital Retellings and the Common Core: Modal Use and Design Intentionality. Elem. Sch. J. 2015 , 115 , 548–569. [ Google Scholar ] [ CrossRef ]
• Hitchcock, C.H.; Rao, K.; Chang, C.C.; Yuen, J.W.L. Using Multimedia Tools and Scaffolds to Support Writing. Rural Spec. Educ. Q. 2016 , 35 , 10–23. [ Google Scholar ] [ CrossRef ]
• Townsend, D.; Brock, C.; Morrison, J.D. Engaging in Vocabulary Learning in Science: The Promise of Multimodal Instruction. Int. J. Sci. Educ. 2018 , 40 , 328–347. [ Google Scholar ] [ CrossRef ]
• Zhang, Y. Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom. J. Res. Sci. Teach. 2015 , 53 , 7–30. [ Google Scholar ] [ CrossRef ]
• Pierson, A.E.; Clark, D.B.; Brady, C.E. Scientific Modeling and Translanguaging: A Multilingual and Multimodal Approach to Support Science Learning and Engagement. Sci. Educ. 2021 , 105 , 776–813. [ Google Scholar ] [ CrossRef ]
• Hale, N. One Dead Spy ; Abrams: New York, NY, USA, 2012. [ Google Scholar ]
• Butzer, C.M. Gettysburg: The Graphic Novel ; HarperCollins: New York, NY, USA, 2009. [ Google Scholar ]
• Pratt, S.M.; Coleman, J.M.; Dantzler, J.A. A Mixed-Methods Analysis of Fourth-Graders’ Comprehension and Their Reported Strategies for Reading Science Texts. Lit. Res. Instr. 2023 , 62 , 16–48. [ Google Scholar ] [ CrossRef ]
• Nixon, R.S.; Wimmer, J.J.; Smith, L.K. Teaching Multiple Modes of Representation in Middle-School Science Classrooms: Impact on Student Learning and Multimodal Use. Sch. Sci. Math. 2015 , 115 , 186–199. [ Google Scholar ] [ CrossRef ]
• Albom, M. Tuesdays with Morrie: An Old Man, A Young Man and Life’s Greatest Lesson ; Doubleday: New York, NY, USA, 1997. [ Google Scholar ]
• Lee, H. To Kill a Mockingbird ; HarperCollins: New York, NY, USA, 2002. [ Google Scholar ]
• Steinbeck, J. Of Mice and Men ; Pearson Longman: New York, NY, USA, 2003. [ Google Scholar ]
• Lee, V.J.; Meloche, A.; Grant, A.; Neuman, D.; DeCarlo, M.J.T. “My Thoughts on Gun Violence”: An Urban Adolescent’s Display of Agency and Multimodal Literacies. J. Adolesc. Adult. Lit. 2019 , 63 , 157–168. [ Google Scholar ] [ CrossRef ]
• Dallacqua, A.K. Reading Comics Collaboratively and Challenging Literacy Norms. Lit. Res. Instr. 2020 , 59 , 169–190. [ Google Scholar ] [ CrossRef ]
• Honeyford, M.A. From ‘Aquí’ and ‘Allá’: Symbolic Convergence in the Multimodal Literacy Practices of Adolescent Immigrant Students. J. Lit. Res. 2014 , 46 , 194–233. [ Google Scholar ] [ CrossRef ]
• Frank, A.; Frank, O. Anne Frank: The Diary of a Young Girl ; Doubleday: New York, NY, USA, 1996. [ Google Scholar ]
• Greitens, E. The Warrior’s Heart: Becoming a Man of Compassion and Courage ; Clarion Books: New York, NY, USA, 2012. [ Google Scholar ]

Share and Cite

Linder, R.; Falk-Ross, F. Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature. Educ. Sci. 2024 , 14 , 1010. https://doi.org/10.3390/educsci14091010

Linder R, Falk-Ross F. Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature. Education Sciences . 2024; 14(9):1010. https://doi.org/10.3390/educsci14091010

Linder, Roberta, and Francine Falk-Ross. 2024. "Multimodal Resources and Approaches for Teaching Young Adolescents: A Review of the Literature" Education Sciences 14, no. 9: 1010. https://doi.org/10.3390/educsci14091010

Article Metrics

Article access statistics, further information, mdpi initiatives, follow mdpi.

Subscribe to receive issue release notifications and newsletters from MDPI journals

A Systematic Literature Review on the Impacts of Using Chat GPT and other AI-Driven Tools in ESL Teaching and Learning

• September 2024
• International Journal of Academic Research in Progressive Education and Development 13(3)

• This person is not on ResearchGate, or hasn't claimed this research yet.

Discover the world's research

• 25+ million members
• 160+ million publication pages
• 2.3+ billion citations

• FX Risang Baskara
• Duong Thi Thuy Mai

• Yangyu Xiao

• Recruit researchers
• Join for free
• Login Email Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google Welcome back! Please log in. Email · Hint Tip: Most researchers use their institutional email address as their ResearchGate login Password Forgot password? Keep me logged in Log in or Continue with Google No account? Sign up