2 Vv Use of the Literature tec tl Cn an are advanced. PURPOSES OF THE LITERATURE “The literature in a research study accomplishes several purposes: {a} Teshares withthe reader the results of other studies that ae closely ‘elated tothe study being reported (Fracnkel & Millen, 1990) (b) Te Use ofthe Literature 2 relates a study to the larges, ongoing dialogue in the literature about a topic, filling in gaps and extending prior studies (Marshall & Rossman, 1989). cl It provides a framework for establishing the im- portance of the study, as well as 2 benchmark for comparing the results ofa study with other findings. All or some ofthe reasons may be the foundation for writing the scholarly literature into a study [see Miller, 1991, for a more extensive discussion of purposes for ‘using literature in a study). Beyond the question of why it is used is the additional paradigm issue of how it is used. I return to the patadigm discussion presented in Chapter 1 as ¢ framework. ‘THE LITERATURE IN A QUALITATIVE ‘OR QUANTITATIVE STUDY pestis pene jhtipenen said tesla econ ithe ethedlogeal soups; nel hal beruedinductelyo thei fes oc dct the guertins ane fy te socks a et eee a ‘tata soci te eetsa ene aetna bon wien cel La aL al te ‘o listen to informants and to build a picture based 'As with the use of theory, however, the amountiof literature varies by type of qualitative design. In theoretically oriented quali tative studies such as ethnographies or critical ethnographies, the literature on a cultural concept or a critical theory from the literature is intsoduced by researchers early in their siudy plan. In grounded theory, case studies, and phenomenological studies, literature will be less used to set the stage for the study. ‘These two fundamental ideas—the inductive process of research, and the variation in use of licerature by design type—raise the ‘question of where one should plan to use the literature in a ‘Qualitative study [ offer three placement locations, and the litera- turecan be used in any orallofthesclocations. As shown in Table 2.1, ‘one can discuss the related literature in the introduction toa study. It provides a useful backdrop for the problem—who has written oe2 RESEARCH DESIGN about it, who has studied it, who has indicated the importance of Studying the issue. This “framing” of the problem is, of course, ‘contingent on available studies. One can find illustrations ofthis model in many qualitative studies employing different design types. The second form is to review the literature in a separate Section, a model that resembles the more traditional form of conduct- ing quantitative research. This approach is used most frequently + hen the audience consists afndviduals or wurnals with positivist brienation. Moreover the theory-oriented qualitative stuies, such fs ethnography and critica theory, might locate the theory diseus- sion an litratare ina separate section, typically toward the begin- ning of the study, In the third form, the researcher may incosporate the relate literature in he final section of the study, where it s tsed to compare and contrast with the results [or themes or eate- ores) to emerge from the study. This model is especially popular in grounded theory studies, and {recommend itbecause it uses the lierature inductively. ‘Quantitative studies include «substantial amount of literature to provide dtection fo che research questions or hypotheses In planning «quantitative study, ce literature often i wsed to inteo- duce a problem in the introduction, is described in detail in a section titled "Relaed Literature” or*Review of Literature” orsome ther similar concept, and typically is advanced as a basis for comparing with results tobe found inthe study, Regardless of the placement, the literature is used deductively as a framewgyk for the research Guestions or hypotheses “A separate ection onthe review of the literature deserves special mention because it isa poplar form for writing literature into a study, This literature review may take several forms, and no consen- Sus exists about which frm is preferable. Cooper (198 suggested that literature reviews ean be integrative where they simply are ‘summaries of past research, This model is popular in dissertation proposals and dissertations, A second form recommended by Cooper {s-a theoretical review, whezein the researcher focuses on extant theory that relates tothe problem being studied. This form may be demonstrated best in journal artes in which the author inte- rates the theory into the introduction to the study final form Table 2.1 _ Criteria and Method Tye fr Using Literature in a Qualitative Stud 4 Qualitative Study fable Method pee amples of (ie of the seraare 38 iu £ ig bee a 3688 ety G in noe ge g2T2 i ou i He a wast! g . a fad tase “his approach sed in al spe alte design but ti on i a 4 yb esther ‘the inductive” proces of quate “Thi approach is most auitable for seseach the and dee erature is presemted in the ‘tdy atthe nde bcomes basso comparing and contesting ‘ndings of the quale say aera + ‘theory who Tierature becomes an side once patterns or ‘spris have been entFa RESEARCH DESIGN suggested by Cooper is a methodological review, in which the re- searcher focuses on methods and definitions, These reviews may provide not only 4 summary of studies but also an actual critique ff the strengths and weaknesses of the method sections. Some fauthors use this form in dissertations and in “review of related Titeratuce” sections in journal articles. ‘My suggestions, then, for planning to use the literature in qualitative 8F quantitative study are as follows: - Y In a qualitative study use the bterature sparingly in the begin ring of the plan in order to convey an inductive design unless the qualitative design type requires a substontial literature ‘orientation at the outset. ‘Y Consider the most appropriate place for the litearare in a qual tative study and base the decision on the audience for the project. Keep in mind placing it at the beginning to "frame" the problem, placing it in a separate section, and using it at the end ofa study to compare and contrast with the findings. 1 Use the literature in a quantitative stay deductive asa basis {for advancing research questions or hypotheses. ¥ Use the literature to introduce the study, to describe related literature ina separate section, and to compare with findings in a quantitative study plan. ¥ Ifa separate review of the literature is used, consider whether the literaeare will be déférbed as integrative summaries, theo~ retical reviews, or methodological reviews. A typical practice in dissertation writing is to advance an integrative review. DESIGN TECHNIQUES IN LITERATURE USE Regardless of whether one is writing the literature into a quali- tative or # quantitative study, several approaches are useful in identifying, writing, planning, and locating iteracure im a study. Use ofthe titerature 25 ‘Material to Include in a Review YY Include essential information from: articles in a review ofa single research study or essay. Researchers need to consider what ‘material is to be extracted from a research study and summa: rized ina “review of related literature” section. Knowing what to abstract and how to abstract it quickly becomes an impor- tant issue when one is reviewing hundreds of studies. A oq. Summary of a Journal article includes the following points: ‘Mention the problem being addressed. State the central purpose or focus of the study. Briefly stat infomation about the sample, population, or subjects Review key results that relate to the study. Depending on whether or not the review is a methodologi- Exiveie|[Coope, 1984) pon our eel a ms odelopicalHawmia these ns inst and meth In well-crafted journal articles, the problem and puspose state ments are clearly stated inthe introduction tothe article. Informa. ‘tion about the sample, population ar subjects is found midway rough the aren a method [or pikedur} section. The reales ten are reported toward the end of the article, For book-length research srs, look forthe sme pints, Consider the folowing Beample 1. Review ofa Quantitative Stady In chis example I present a paragraph summarizing the major components of a quantitative study (Creswell, Seagren, & Henry, 1979) much like the paragraph might appeat in a "review ofthe liter. ature” section of a dissertation or a journal attic, In appearance ‘he summary may look like an abstract, but in reality Ieonsciously have chosen key components to address