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Literature Review

Literature review presentation, free google slides theme and powerpoint template.

Whether you're a student or an academic, mastering the literature review is a key skill in scholarly writing. This fully customizable Google Slides and PowerPoint template can assist you in structuring your review seamlessly. Featuring a vibrant yellow design with captivating book illustrations, this template is designed to facilitate the organization and presentation of your research. Navigate your audience through chapters, themes, and references with ease and clarity using this versatile academic tool. Utilize this tool to craft an impressive literature review that leaves a lasting impression!

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Literature Review: Introduction and Notes

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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.

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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.
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Learning how to effectively write a literature review is a critical tool for success for an academic, and perhaps even professional career. Being able to summarize and synthesize prior research pertaining to a certain topic not only demonstrates having a good grasp on available information for a topic, but it also assists in the learning process. Although literature reviews are important for one's academic career, they are often misunderstood and underdeveloped. This article is intended to provide both undergraduate and graduate students in the criminal justice field specifically, and social sciences more generally, skills and perspectives on how to develop and/or strengthen their skills in writing a literature review. Included in this discussion are foci on the structure , process, and art of writing a literature review. What is a Literature Review? In essence, a literature review is a comprehensive overview of prior research regarding a specific topic. The overview both shows the reader what is known about a topic, and what is not yet known, thereby setting up the rationale or need for a new investigation, which is what the actual study to which the literature review is attached seeks to do. Stated a bit differently (Creswell 1994, pp. 20, 21) explains: The literature in a research study accomplishes several purposes: (a) It shares with the reader the results of other studies that are closely related to the study being reported (Fraenkel & Wallen, 1990. (b) It relates a study to the larger, ongoing dialog in the literature about a topic, filling in gaps and extending prior studies (Marshall & Rossman, 1989). (c) It provides a framework for establishing the importance of the study. As an overview, a well done literature review includes all of the main themes and subthemes found within the general topic chosen for the study. These themes and subthemes are usually interwoven with the methods or findings of the prior research. Also, a literature review sets the stage for and JOURNAL

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A literature review is a critical consideration of the work by authors and researchers who have written on a particular topic. IT involves synthesising these writings so that a 'picture' of the issue under review forms. Therefore, it requires you to use summarising, analytical and evaluative skills. The effectiveness of these will, to a large extent, depend on your ability to link the work of various authors highlighting similarities, differences, strengths and weaknesses. A Literature Review is not a list describing or summarising one piece of literature after another, so avoid beginning each paragraph with the name of the researcher.

Amanda Bolderston

A literature review can be an informative, critical, and useful synthesis of a particular topic. It can identify what is known (and unknown) in the subject area, identify areas of controversy or debate, and help formulate questions that need further research. There are several commonly used formats for literature reviews, including systematic reviews conducted as primary research projects; reviews written as an introduction and foundation for a research study, such as a thesis or dissertation; and reviews as secondary data analysis research projects. Regardless of the type, a good review is characterized by the author’s efforts to evaluate and critically analyze the relevant work in the field. Published reviews can be invaluable, because they collect and disseminate evidence from diverse sources and disciplines to inform professional practice on a particular topic. This directed reading will introduce the learner to the process of conducting and writing their own literature review.

Andrew Johnson

This chapter describes the process of writing a literature review and what the product should look like

HUMANUS DISCOURSE

Humanus Discourse

The importance of literature review in academic writing of different categories, levels, and purposes cannot be overemphasized. The literature review establishes both the relevance and justifies why new research is relevant. It is through a literature review that a gap would be established, and which the new research would fix. Once the literature review sits properly in the research work, the objectives/research questions naturally fall into their proper perspective. Invariably, other chapters of the research work would be impacted as well. In most instances, scanning through literature also provides you with the need and justification for your research and may also well leave a hint for further research. Literature review in most instances exposes a researcher to the right methodology to use. The literature review is the nucleus of a research work that might when gotten right spotlights a work and can as well derail a research work when done wrongly. This paper seeks to unveil the practical guides to writing a literature review, from purpose, and components to tips. It follows through the exposition of secondary literature. It exposes the challenges in writing a literature review and at the same time recommended tips that when followed will impact the writing of the literature review.

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Literature Reviews

• What is a literature review?
• Steps in the Literature Review Process
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
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What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

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For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
• Last Updated: Oct 26, 2022 2:49 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

The Literature Review

Mar 22, 2019

720 likes | 2.89k Views

The Literature Review. Primary Sources Secondary Sources Theoretical literature Empirical literature Integrative reviews www.best4health.com/ www.cochrane.org/ www.guideline.gov www.stti.iupui.edu/library/ojksn/ www.ahcpr.gov/clinic/. Definition of a Literature Review.

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The Literature Review • Primary Sources • Secondary Sources • Theoretical literature • Empirical literature • Integrative reviews • www.best4health.com/ • www.cochrane.org/ • www.guideline.gov • www.stti.iupui.edu/library/ojksn/ • www.ahcpr.gov/clinic/

Definition of a Literature Review • A systematic and explicit approach to the identification, retrieval, and bibliographical management of independent studies … locating information … synthesizing … developing guidelines …

Purposes of the Lit. Review • Facilitate development of the Conceptual Framework by summarizing knowledge • Clarify the research topic • Clarify the research problem • Verify the significance of the research problem • Specify the purpose of the study • Describe relevant studies or theories • Develop definitions of major variables • Select a research design, data measurement, data collection & analysis, & interpret findings

Ethics and Research • Starts with the study purpose, design, methods of measurement, and subjects • Guidelines for all of these • It is still a concern today • More recent ethical issues are: • Fabrication of a study • Falsification or forging of data • Dishonest manipulation of the design or methods • Plagiarism • 50% of the top 50 research institutions in US have been investigated for research fraud

Ethical Problems in Historyhttp://helix.nih.gov:8001/ohsr/mpa/45cfr46.php3 • Nazi medical experiments (1933-1945) • Tuskegee syphilis study by the USPHS (1932-1972) • Willowbrook study (1950-1970) Hepatitis study • Jewish Chronic Disease Hospital study with live CA cells in 1960s

Ethical Problems in History • University –Atomic Energy Government Exp. • 18 men and women injected with plutonium to determine body distribution (at the time said to be terminal) 1945-47 • 20 subjects ages 63-83 given doses of radioactive radium and thorium inj. or oral. 1961-65 • 64 male inmates at Washington St. Prison had testicular radiation to determine the smallest does to makes someone sterile. 1963-70 • 125 retarded residents were fed radioactive ir9n and calcium to see if a diet rich in cereal would block the digestion of those two minerals. 1946-56

Nuremberg Code-1949 • Voluntary consent • Must yield fruitful results for society • Anticipated results justify the type of experiment • Avoids all unnecessary physical-mental injury • Cannot do studies that have a known injury or death unless the exp. Physician is a subject • Risk does not out weight humanitarian benefit • Proper precautions to prevent injury, dis., death • Conducted by qualified persons • Subjects can always stop the study • Researcher must always be ready to stop the study (risk)

Declaration of Helsinki-1964-84 • Differentiated therapeutic vs. non-therapeutic research • Clinical vs. Basic • Greater care to protect subjects in non-therapeutic research • There must be a strong, independent justification for exposing a healthy vol. to substantial risk • The investigator is to protect the health and life of research subjects

The Belmont ReportThree Ethical Principles • Principle of respect for persons • Right to self determination and freedom to participate or not • Principle of Beneficence • Do no harm to others • Principle of Justice • Treat everyone fairly without discrimination • Led to USDHHS Code on Ethics • Title 45, Part 46 (45 CFR 46) • Office of Human Subjects Research (OHSR) within NIH • http://helix.nih.gov:8001/ohsr

Generally Called Subject Rights • Right to self-determination (can stop the research) • Right to privacy-anonymity-confidentiality • Right to fair treatment • Right to protection from discomfort and harm

Institutional Review Board • IRB review process 4-6 weeks • Consent forms (voluntary subjects) • Disclosure forms • Confidentiality • Compensation disclosure • Ethics documented in the research • Accountability to rules, regulations, and legal entities

Research Problem • The research problem dictates the method of inquiry (research method, or research design)

Problem Clarification>Method • What are the mother’s ages, education level, and marital status for those who have a child with a birth defect from low folic acid intake in Denver County? • There is a significant difference between mothers ages 15-19 having babies with birth defects when placed on supplemental folic acid versus those without the supplements.

Problem Clarification>Method • What is the relationship between mothers ages 15-19 who have effective dietary habits and folic supplement use versus those that do not in relation to the number of birth defects in Denver county. • There is no statistical difference between women ages 15-19 having babies with birth defects from low folic acid intake when randomly comparing Denver to Jefferson Counties

Problem Clarification>Method • How did M. Jones (a 15 y.o.) mother have good nutrition with Folic Acid supplements, still have a baby with neural-spinal tube closure defect? • What is the experience of Jefferson County teen mothers (ages 15-19) caring for babies with spinal cord defect associated with poor nutrition?

Problem Clarification>Method • What keeps teen mothers (ages 15-19) from being nutritionally prepared for pregnancy when they know being sexually active is logically and directly related to becoming pregnant?

Problems • Hypotheses: • Predicts a relationship between variables • More precise than a problem statement • Must be written before collecting the data • Testing the hypothesis is the heart of empirical research • They are never proven, they are accepted or rejected

Problems • Hypotheses • Identify the population, specify the variables, indicate the type of research, indicate variable measurement techniques, suggest an appropriate sampling method, and guide the interpretation of results • Help link theory to reality and back to theory • Encourage logical thinking to reduce misinterpretation

Types of Hypotheses • Simple: predicts a relationship between 1 independent and 1 dependent variable • Null: (or statistical) predicts no relationship • Complex: predicts a relationship with 2 or more independent and dependent variables • Directional: predicts the relationship between the variables (simple or complex) • Nondirectional: no relationship predicted • Research: most commonly used for clarity, is directional and in relational form.

Research Question • Used when knowledge is insufficient or in qualitative studies (exploratory, descriptive) • Written as interrogative sentences-present tense • Identifies the problem • Contains one of more variables • Reflects the problem statement • May or may not be empirical • Focuses on variables and their possible relationships

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