Written by Dena Taylor from the Health Sciences Writing Centre at the University of Toronto, this tip sheet provides a definition and helpful questions to ask yourself while conducting a literature review
This page features a tutorial using mind mapping software, PDF readers and reference managers to review scholarly literature and draft a doctoral thesis or similar contexts where a literature review is required
This article summarizes some pivotal information on how to write a high-quality dissertation literature review. It begins with a discussion of the purposes of a review, presents taxonomy of literature reviews, and then discusses the steps in conducting a quantitative or qualitative literature review. The article concludes with a discussion of common mistakes and a framework for the self-evaluation of a literature review.
A step-by-step guide for writing a literature review
The following articles from the library databases provide both introductory and in-depth analysis of the nature, purpose and challenges of writing literature reviews. Several different methods and contexts are discussed, including traditional, systematic, meta-analytic and structured approaches.
The article presents an overview of the benefits of literature reviews and discusses the differences between several types of literature reviews and common problems that are encountered in the literature review process
This articles discusses surrounding the role of the initial literature review in research using the grounded theory method, including arguments for and against the use of a substantial topic-related initial literature review
This paper explores the findings of case studies of Structured Literature Review (SLR) based dissertations and argues in favour of using the Rapid Structured Literature Review (RSLR) research strategy to address problems and issues found in the SLR approach
This paper argues in favour of traditional literature reviews as a valid and important way to identify existing patterns and gaps in research while discussing the flaws in the meta-analysis approach to literature reviews
Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications. Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests. Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. For such summaries to be useful, however, they need to be compiled in a professional way. This article presents ten principles to follow when conducting a literature review.
The article focuses on the methodology of systematic reviews and meta-analysis. It explains that systematic review is a research method which summarizes the scientific evidence regarding a particular research question while meta-analysis synthesizes quantitative results to determine the relationship between predictors and outcomes. Guidelines for evaluating and interpreting the results of systematic reviews and meta-analyses as well as their importance to palliative care are also offered.
This article presents a step-by-step guide to facilitate understanding by presenting the critical elements of the literature review process in the context of nursing education and practice, with reference to to different types of literature reviews and the literature review as an academic assignment or part of the research process
The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains.
As preparation for establishing a simulation laboratory, a review of the purpose of simulation, learning theories, advantages and challenges, regulatory viewpoints, budgetary needs, and educator training is presented.
Various forms of participation in postsecondary education by students with intellectual disabilities have received increased attention from the field of special education over the past decade. This review of literature from 2001 through 2010 builds on a similar review conducted by Neubert, Moon, Grigal and Redd (2001) to determine whether there have been changes in the types of programs offered, whether participation in various degrees of postsecondary education results in improved outcomes for individuals with intellectual disabilities, and whether the evidence indicates that postsecondary education is a preferred outcome to other transition outcomes.
This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks.
This article offers a review of the current literature on college student online reading for academic purposes. The review includes an explanation of important terms used in the field; studies of student online reading preferences, comprehension, and strategies; and problems with online reading for students.
The article focuses on research regarding the implications of the use of student satisfaction to measure success in higher education (HE) through a literature review. It mentions the National Student Survey (NSS), the most public measurement of undergraduate students' feedback using the perception-only model. It discusses its possible implications on students, professors and other university staff, and universities. However, satisfaction is not a good measure when used in isolation.
This paper is a review of reports on information literacy and the workforce. There is a substantial body of literature on information literacy in K-16 educational settings, but there is much less literature on implications for the workplace and job-related lifelong learning. The topical categories of the reports are: the importance of information literacy for the workforce; how information literacy differs in work and educational settings; and barriers to information literacy in the workplace.
Boote & Belle's Review Analysis & Rubric
Another influential analysis of literature reviews comes from educational researchers Danny N. Boote and Penny Beile, who created a scoring rubric for assessing the quality of literature reviews.
This article suggests criteria to evaluate the quality of dissertation literature reviews and reports a study that examined dissertations at three universities. Acquiring the skills and knowledge required to be education scholars, able to analyze and synthesize the research in a field of specialization, should be the focal, integrative activity of predissertation doctoral education.