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ប្រធាននាយកោឋន ា ប្ាវប្ាវ និងទំនាក់ទំនងអនតរាតិ
ាោភូមិនទរដ្ឋបាល
Tel: 012 660 114
Email: bunthoeun_thun@yahoo.com
Lecture 2: Literature Review

Bunthoeun, THUN 2
What is a Literature Review?

• The objective of literature review is to summarise and

synthesize the arguments and ideas of others
• You want to inform the reader about the development
of existing knowledge and idea, the comparative
strengths and weaknesses and a possible gaps in
research.
• Discusses the literature published by scholars, and
reliable sources, which are relevant to your topic and
the questions you are raising.
Bunthoeun, THUN 3
Why do we write Literature Review
• Literature review provide you with a guide to a
particular topic.
• It can give you an overview or act as a stepping stone
• Literature review provide a solid background for a
research paper’s investigation.
• Comprehensive knowledge of the literature of the
field is essential to research papers, thesis and
dissertation

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Writing a good literature review
•Always be clear about the purpose
–To explain your research question
–To show why it is important
–To explain which theory/methodology you will use
•Read with a purpose
–Summarise what you read and make judgements about what you think is
important
–Identify major theories, concepts and debates in your field of study
–Look for similarities and differences
•Write with a purpose
–Evaluate and show relationships in existing work
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Questions to ask about each source
• Have I identified the argument?
• Is it logical and consistent?
• What is the background and context?
• What is the analytical approach?

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The key elements of good literature review
• Analytical
• analysis means asking yourself whether you agree with a viewpoint and if so,
why? What is it that makes you agree or disagree?
• Synthesis
• ‘Synthesises the work and succinctly passes judgement on the relative merits
of research conducted in your field. Reveals limitations or recognises the
possibility of taking research further, allowing you to formulate and justify
your aims for your investigation

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Common mistakes
• Trying to read too much
• Reading but not writing
• Not keeping bibliographic information

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From reading to
writing: mapping
▪ Getting an effective overview
▪ You express clearly what your
area of study is about –
declarative knowledge
(explicit/descriptive)
▪ You begin to identify ways of
classifying this knowledge and
understanding relationships
between elements –
procedural knowledge
(implicit/tacit)

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Exercise:
• Choose a main topic and do the mind mapping or
brainstorming the relevant ideas of the main topic
• Then, identify and regroup the related ideas

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Citation and Referencing

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What is citation and reference?
• A citation is where you note in the text where an idea or
quotation came from
e.g. … is absolutely vital (Roberts 2008).

• A reference gives full details of the source used

e.g. Roberts, K. (2008) Key concepts in sociology. Basingstoke:
Palgrave Macmillan.

• A reference list or bibliography comes at the end of

your work, and gives all your references in alphabetical order
by author name
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• There’re different sources of
information – books, journal articles,
published reports, websites
• Academic sources provide the form of
theoretical ideas, critical evaluation,
research findings, scholarly opinion –
different from your own opinions,
discussion with friends/relatives,
celebrity’s opinion, popular
magazines, opinion in newspaper.
(Bowker, 2007)

• Discussion questions:
Why use sources? Why acknowledge
them?
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Citation- giving reliable evidence
• What not to reference:
• General knowledge
• Information that is common in your field
• Ideas that are definitely your own or insights from your own research.
• Be consistent with your citation- Most universities prefer the Harvard
style.

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When to cite other work
• To support your own ideas (e.g. see also Wong 2004)
• When you adapt/use someone else’s ideas (fig 4.1 adapted from
Smith 2002)
• When a number of authors argue a similar point
• E.g. ‘Project management is complex’ (Wong 2004, Smith 2002, Franks 1999))
• Good referencing is a sign that you know your field but over
referencing can reduce readability
• If someone else says exactly what you want to say then use a direct
quotation-but record the page number (e.g. Hart 1998, p.190)

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Finding sources

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 Why need reference and citation
• To support your own ideas.
• To make your argument convincing for the marker.
• To show the marker you have read widely.
• To show the marker you understand the literature.
• To acknowledge the work of others

• So that you know what you have read

• So that your tutor/ the reader knows what your work is based on, and can find the same
sources
• As part of good academic writing practice
• To avoid plagiarism

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What is plagiarism?
✓ Plagiarism is cheating by passing off someone else’s work as your own.
✓ Always make it clear when you are using someone else’s work

Plagiarism
• If you quote or paraphrase another author's work without including a
reference to it you are plagiarizing.
• Not only is it very easy to detect plagiarism using online services like Turn It In,
but it is also very easy for your tutor to spot it just by reading your work.
• Remember - you are not being marked on your ability to write facts or show
off what you know. Any assumptions or facts you state must have someone
else's credible work to back you up.
• Plagiarism does not only mean cheating, it is mainly used to describe
forgetting or not realizing to include a reference to other's work or theories.

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What information do you cite?
1. Has it been presented formally into the public domain? This can
include printed material, the Internet, a public talk/lecture, a public
performance.
2. Does someone (or an organization) have ownership of it? Look for a
named author or the name of an organization, including a website
or host, that is presenting the information.
3. Is the information presented in the source outside the realm of
“common knowledge”?

➢ Yes to all = cite!

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When Don’t You Need to Acknowledge Authors?
• Such instances relate to the common knowledge, which may also be
thought of as general knowledge or taken-for-granted knowledge. This
common knowledge is often culture bound, and taken-for-granted
knowledge.
Examples of common knowledge
• Beijing is the capital of China.
• Wellington is the capital of New Zealand.
• Maori are the indigenous people of New Zealand.
• RSA is located in the capital of Cambodia.
➢Most university assignments do not require you to focus on
common knowledge. Rather, their purpose is to enable you to
read the ideas of published authors and debate the pros and cons
of these ideas
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Citations – possible ways (Harvard style)
These 3 cite the same information. What are the differences? What is the effect? Which
ways will you use?

❑One study found that teaching students new vocabulary in unrelated

groups was more advantageous than teaching related groups (Erten &
Tekin, 2008).

❑Erten and Tekin (2008) found the teaching students new vocabulary in
unrelated groups…

❑In their study, Erten and Tekin (2008, p. 418) find that “synonyms,
antonyms, hyponyms, or other such relations among words can cause
confusion, and thus require extra time and effort” to learn.

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Referencing (citations are not enough!)
A reference list comes at the end of your writing and
includes all the sources you cited.
It allows your reader to consult your reference list to easily
find a source you’ve discussed.
• How is it ordered?
• Do you include sources you’ve read but haven’t cited? (your
background reading)
• How many references should you have for each source?

Reference example:
Erten, I. H. & Tekin, M. (2008). Effects on vocabulary acquisition of presenting new
words in semantic sets versus semantically unrelated sets. System, 36, 407–422.

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Task 2: Practice

• Look at the handout sheet and add citations where you think they
should go.

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Taxation is a key source of government revenue, but it is often challenged by people unwilling to pay tax. Among EU states, the annual loss of
revenue caused by tax evasion is around €864 billion, which forces government to experiment various approaches including ‘threat-based
approach’, ‘norm-based approach’, and ‘reward-based approach’. The norm-based approach is considered as the most successful one in
engaging people through reciprocation of trust. (table 1)
There are various factors that affect tax compliance such as cultural differences, political attitude, tax system, and corruption, but trust in
government seems to have the most significant effect on tax contribution, as it relates to confidence and cooperation with government
institutions.
Research finds that trust provides many benefits including economic ones (transaction costs, investment environments), but also other social
benefits (individual happiness, rule compliance). A survey demonstrates that trust-power relationship causes taxpayer’s compliance. Trust
level can be influenced by levels of government’s response to people’s demands, and people’s confidence in government institutions.
Nordic countries and South Korea show markedly high levels of trust amongst the citizens. Nordic countries show not only high trust, but also
the happiest countries (figure 1). Whereas South Korea, the level of trust has increased steeply from mid-2000 due to government’s reforms
to eliminate corruption in tax administration with participation and transparency approach. (table 2,3,4)
Promoting trust in government requires time due to different and multi-faceted factors. The building of trust in the Nordic countries started
from the 19th century grassroot social association which built local norms and culture of trust and respect, and with the role of state in
supporting social relationship and general welfare, and fighting corruption. (table 5). The building of trust in South Korea started in early 2000s
from the top political elites who established open and fair process, and followed by governmental institutions’ leadership to cope with
globalization and informatization through the process of decentralization, and with trust tracking mechanism. (figure 2)
The links between happiness, taxes and trust are significantly built around economic factors (income, employment), social factors (social
support, absence of corruption), and health (physical, mental). This means that in society if people believe there is fairness in income
generation process, there will be increase in happiness and trust in government. (figure 3)
Lessons from South Korea, Nordic countries, and WHR 2017 suggest that:
• Tax cut for economic growth may increase inequality due to reduced social supports, and may result in declining trust
• Tax money for improving quality of social welfare will reduce inequality, and increase life satisfaction and trust
• Building openness and transparency in tax, curbing corruption, and supporting grassroot associations significantly increase trust,
Bunthoeun, THUN 24
happiness and tax contribution.
Referencing Style
• Varies by department
• Varies by publication
• Just follow the rules!
Check out the guidelines for each department

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 Referencing styles
To make the reference list and bibliography consistent and easy to read across
different papers there are predefined styles stating how to set them out. Different
subjects prefer to each use different styles. The following are the most popular:
• APA (American Psychological Association): is used by Education, Psychology, and
Sciences. APA is an author/date based style. This means emphasis is placed on the
author and the date of a piece of work to uniquely identify it.
• Harvard: Harvard is very similar to APA. Where APA is primarily used in the USA,
Harvard referencing is the most well used referencing style in the UK and Australia,
and is encouraged for use with the humanities.
• MLA (Modern Language Association): is most often applied by the arts and
humanities, particularly in the USA. It is arguably the most well used of all of the
citation styles.
• Chicago/Turabian: These are two separate styles but are very similar, just like
Harvard and APA. These are widely used for history and economics.
• Vancouver: The Vancouver system is mainly used in medical and scientific papers.
➢Regardless of what subject you're writing for, you should use the style your
university and tutor recommend and you must not mix-and-match.
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Harvard Referencing

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 A quote
A quote from a book:
• “More and more businesses and shoppers
are gravitating toward a new food
marketplace, where farmers and eaters are
building linkages that make it possible for
eaters to buy an increasing percentage of
their food from small, local businesses they
know and trust.” (Ritchie 2002, p. 93)
Notice the quote marks. Page number
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A paraphrase
The same ideas, paraphrased:
• Ritchie (2002) says that more people are buying food from small local
businesses which connect them more closely with the food
producers.

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Citations
• Author’s surname(s) + year of publication plus the page number(s) for
a quote:
(Smith 2007) OR (Runnymede Trust 2012: 12)
• Name in the text:
Khan (2011) suggests that young people usually….
• More than one source to support a point:
(Smith 2007, McDonald 2013)
• Three + authors for one source (put ALL of them in reference list):
(Rea et al. 2013)

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 Examples of APA/Harvard style

- Book
- Journal
- Edited Volume
- Newspaper/magazine
- Website

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Example of a book reference
(Roberts 2008)

Author(s) - (Year of
(family name first) Book title
Publication)

Roberts, K. (2008) Key concepts in sociology.

Basingstoke: Palgrave Macmillan.
Place of
publication Name of publisher

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Example of a book reference – not the 1st edition.
(Fulcher and Scott 2011)

(Year of
Author(s) - Publication) Book title
(family name first)

Fulcher, J. and Scott, J. (2011) Sociology. 4th edition.

Oxford: Oxford University Press.
Edition
Publisher

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Example of a journal article reference
(Robards and Bennett 2011)

Author(s) - (Year of Article title

(family name first) Publication)

Robards, B. and Bennett, A. (2011) MyTribe: post-

subcultural manifestations of belonging on social
network sites. Sociology 45(2), 303-317.
Page numbers

Journal title Volume Issue

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Example of a web document reference
(Samuel et al. 2017)

Author(s) - (Year of Source title

(family names first) Publication)

Samuels, M., Dai, D. and McDonnell, P. (2017) Waiting times

for suspected and diagnosed cancer patients: 2016-17
annual report. NHS England. Publisher/ name
of organisation
https://www.england.nhs.uk/statistics/wp-
content/uploads/sites/2/2017/06/Cancer-Waiting-Times-
Annual-Report-201617-1.pdf Accessed 6 September 2017.

Web address date accessed

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Example of a website reference
(Howard League for Penal Reform 2011)

Institutional (Year of
Source title
Author Publication)

Howard League for Penal Reform (2011) Deaths in prison

custody.
http://www.howardleague.org/deaths-in-prison/
Accessed 22 October 2014.
Web address
Date accessed

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 Example of a chapter reference (Croall 2007)
Author(s) - (Year of Chapter title
Publication) Editors -
(family name first)
(family names first)

Croall, H. (2007) Social class, social exclusion, victims

and crime. In Davies, P., Francis, P. and Greer, C.
(editors) Victims, crime and society. London: Sage.
50-77.
Book title Place of Publisher
Page numbers
publication
of chapter

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Example of a reference list
Croall, H. (2007) Social class, social exclusion, victims and crime. In Davies, P., Francis, P. and
Greer, C. (editors) Victims, crime and society. London: Sage. 50-77.
Fulcher, J. and Scott, J. (2011) Sociology. 4th edition. Oxford University Press.
Howard League for Penal Reform (2011a) Deaths in prison custody.
http://www.howardleague.org/deaths-in-prison/ Accessed 22 October 2014.
Howard League for Penal Reform (2011b) Weekly prison watch.
http://www.howardleague.org/weekly-prison-watch/ Accessed 5 October 2011.
Robards, B. and Bennett, A. (2011) MyTribe: post-subcultural manifestations of belonging on
social network sites. Sociology 45(2), 303-317.
Roberts, K. (2008) Key concepts in sociology. Basingstoke: Palgrave Macmillan.
Samuels, M., Dai, D. and McDonnell, P. (2017) Waiting times for suspected and diagnosed
cancer patients: 2016-17 annual report. NHS England.
https://www.england.nhs.uk/statistics/wp-content/uploads/sites/2/2017/06/Cancer-Waiting-
Times-Annual-Report-201617-1.pdf Accessed 6 September 2017.

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 Secondary referencing - citation
• Smith (2013: 35) quotes Jansson (1983) to make the point that…
OR
• (Blazer-Riley 2000, cited in McCabe and Timmins 2006, p.35)

The page number where

McCabe and Timmins are
citing the work of Blazer-Riley

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Secondary referencing- reference
In your reference list, you need to give:
• The full reference to the original work. (Follow the instructions for referencing a book/journal article etc. Put the
title/journal title in italics).
• Cited in:
• The reference to the source you have used (Follow the instructions for referencing a book/journal article etc. Put the
title/journal title in italics).
• The page number in the source you have used where the reference to the earlier source appears.

• Blazer-Riley, J. (2000) Communication in nursing. 4th edition. St.

Louis: Mosby. Cited in: McCabe, C. and Timmins, F. (2006)
Communication skills for nursing practice. Basingstoke: Palgrave
Macmillan, p.35.

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Sources of Literature Review

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Types of Sources

• Sources can be
primary and
secondary – E.g. ?

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Primary and Secondary Sources

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Task 1: Identifying Source Types
Look at task. Identify whether the source is primary or secondary.

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Bunthoeun, THUN 45
Evaluating sources
You should use good sources (in academic speak: robust studies) in your
writing.

To decide if is a source is good, consider:

•Authority – who is the author? Publisher?

•Currency – is it up-to-date?
•Accuracy – how reliable is the information?
•Objectivity – is there a bias?
•Audience – who is it written for?

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How to find relevant literature
• Journal articles: usually refereed and up-to-date with current research.
• Books: Less up-to-date but can provide detailed analysis
• Working Papers (such as IMF, World Bank)
• Any relevant Government reports or Policy papers (grey literature): Often
vital source of current policy information. Try to read between the lines!
• to find meanings that are intended but that are not directly expressed in something
said or written. E.g. She said she could afford it, but reading between the lines I
don't think she has enough money.
• Conference Proceedings
• Theses
• Magazines (such as Economist)
• Internet: Endless possibilities but watch out for quality and validity
Bunthoeun, THUN 47
Some tips:
❖ Seek the help of the subject librarian if
required/Attend library workshops
❖ Use Google Scholar/ databases for search
❖ References at the end of a journal article are a good
starting point
❖ Start from reading broadly and narrow it down to
your topic gradually

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Step 1: How to Write Literature Review

• Apply Reading strategies

discussed earlier:

• Read smartly
• Read efficiently
• Read critically

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Bunthoeun, THUN 50
• Reading is the most common way of acquiring information to
develop you opinions
• Examples: Reading journal articles, books, websites,
newspapers…etc.
• However, reading for information and reading for pleasure
are different
• Reading for information is a kind of academic reading where
useful information is acquired through active seeking

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Some possible strategies for academic
reading
• Scan first, read details later
• Reading abstract, introduction or conclusion to find out the authors’ main
points, and write down the main point in short sentence
• Pay attention to headings or first sentences of each paragraph to grasp the
authors’ key points
• Take notes
• Bibliographic details of the source (author, date, title, publisher, place of
publication
• Jot down key ideas and short quotes —record the page number
• Write a concise summary of the document, including the thesis statement
and key supporting points
• Write your thoughts about the author’s thesis statement and article

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• Resist the urge to read slowly
• Get the information and move on
• You will have times to engage with author’s argument in detail which involves
careful reading
• don’t stuck with the data, statistics or jargon made by the author

• You should be able to quickly and accurately skim read and take notes
on a journal article in less an hour.

Bunthoeun, THUN 53
Reading strategies
• Ask the purpose in reading and what to find out – decide reading strategy
(reading for overview, reading for specific information, reading for critical
evaluation, reading for synthesis and judgement)
• Try to activate any knowledge you may already have about the topic of the
text so that you can relate what you read to previous knowledge.
• Browse for an overview. Look at the main title, headings and subheadings,
diagrams, tables, and any other illustrations. What is the text about?
• Read the summary, the abstract, the introduction and the conclusion.
• Try to work out how the writer has organised the text and the ideas. For
example, the text, or parts of the text, may be organised chronologically or
in some other form of listing, or the organisation may follow a problem and
solution, compare and contrast or cause and effect pattern.

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• As you read, keep stopping and asking yourself questions:
• ‘Have I read this before?’
• ‘Do I agree with this idea?’
• ‘What have I read so far?’
• ‘Do I need to read any more?’
• ‘What do other authors say about this?’
• When you have finished a section or the whole article / chapter, write down the important points.
• If you cannot do this, re-read the parts that you could not remember.
• Decide whether you need to make notes and if so, what notes you should take and what form
of note-taking to use.
• It is not usually a good idea to take notes on your first reading before you know what the
author is trying to argue.
• It is also advisable to take your notes in pencil, so that you can modify them easily as your
understanding of the text grows.
• Note down the full bibliographic details of the reference first.
• As you take notes, add your personal comments on the ideas (but clearly identified as your ideas
and not the author’s – use a different pen or write them in a separate column).
• Finally, ask ‘Should I follow up on any of this author’s references?’ Should I see if they have been
cited by a later author? ‘Is there anything that I still don’t understand?’ If so, ‘Do I need to seek
some help, or is it not important?’

Bunthoeun, THUN 55
Principles to remember
• You often do not need to read the whole text intensively. Skim read and decide which parts are
relevant. Read only those.
• Try to use the context to work out the meaning of words which you do not know. Stopping to look
up words in a dictionary can disrupt the flow in your understanding of the text.
• Make your own glossary of technical terms as you go. This helps you to learn the terminology and
builds a resource for future reading in the area. It also tests your understanding.
• Reading is an active process. The best readers constantly ask questions about what they are
reading and try to relate the information to what they already know.
• If you cannot understand a text, it is usually because you do not have the background
knowledge which is assumed by the author. Go and read about the topic in a textbook, an
encyclopaedia entry or a popular introduction which can be found on the internet to obtain the
necessary background. Note, however, that you cannot cite these sources as references, because
although they are helpful in getting you oriented, they are usually too general to support an
argument.
• Discussion with other students usually helps to improve understanding of a text and is particularly
helpful when you are experiencing difficulty with a text.

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Effective Reading?

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• https://www.youtube.com/watch?v=zWJaFS3Jjug

Bunthoeun, THUN 58
• “Some books are to be tasted,
others to be swallowed, and some
few to be chewed and digested..."
- Francis Bacon, Essays, 1625

Bunthoeun, THUN 59
Effective Reading- 3 Processes

Review
Read
Preview

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Process 1- Preview
Preview

What are you reading?

Useful Tip: Always Why are you reading?
Remember to keep the
Are you a smart reader?
publication details of
what you read

How is it related to your

Journal paper, book research question?
Check the abstract, chapter, magazine,
Wikipedia, Review (reading may be for different
headings, sub-headings,
studies purposes such as preparing
conclusion
an assignment/prep. , for
lecture)

Bunthoeun, THUN 61
Process 2 Active Reading
• What is the objective of reading?
Reflective • Reflect on your question
reading

• How can you do focused reading?

Focused • Quiet space, highlighters, Pen, pencil and journal, keep moving
Reading forward, take short breaks, music?

Analytical • Look for Keywords, make notes, write down your thoughts
Reading

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Process 3: Review

Discuss with
others
Relate the
readings to other
texts
Write a Review of
what you read in
your own words

Read and
Record key
points

Bunthoeun, THUN 63
Step 2: Organisation and Structure
• Structure of Review
• Introduction
• Body
• Conclusion

• Organisation of Literature Review

• Thematically
• Chronologically
• Conceptually

• Note: There is no best way of organising literature

review; sometimes chronological method may work.

Bunthoeun, THUN 64
 Step 3: Write
• Make Notes in a notebook (keep aside the paper and write down
major points in your words)
• Evaluate critically, look for keywords
• Start Writing- write for 15 minutes at least everyday, don’t
procrastinate!! (កុំព្យាពព្យល ឬ បង្អង្់)
• Think how are you contributing to the literature

• “Stand on the shoulders of giants”

• Have patience, keep writing

• References are very important part of literature review
Bunthoeun, THUN 65
‘Try to be more critical in your writing’
• What is effective criticism?
• Agreeing with or defending a position
• Focusing on ideas, theories and arguments and not the author
• Being aware of your own position and subjectivity
• Selecting elements of various arguments and reformulating
• Identifying inadequacies, lack of evidence or lack of
plausibility
• Identifying errors in the criticisms made by others

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Work with a partner- critically analyse this short
extract from DFID’s website
(http://www.dfid.gov.uk/mdg/default.asp- accessed 7/2/05)

• DFID recognises that the Millennium Development Goals have a crucial part to
play in reducing poverty by 2015 and encouraging progress in the developing
world. As a result, DFID has made them the main focus of all of its work.
• The Eight Millennium Development Goals:
• Eradicate extreme poverty and hunger
• Achieve universal primary education
• Promote gender equality and empower women
• Reduce child mortality
• Improve maternal health
• Combat HIV and AIDS, malaria and other diseases
• Ensure environmental sustainability
• Develop a global partnership for development

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Some suggestions for critique:
• Do targets work?- is there other evidence that they distort policy and
practice
• Focus on one to two goals
• Targets could be a good way to get donors to work together/talk the same
language- does this happen in practice?
• Universal education- but what about quality and employment
opportunities
• What do we mean by empowerment?
• Environmental sustainability for whom?
• I don’t like policy rhetoric but I understand it has a purpose

Bunthoeun, THUN 68
Effective writing requires:
• Planning
• Structure
• Reliable evidence
• Explanation

Bunthoeun, THUN 69
Last words
• An effective literature review is essential in a strong
dissertation
• Don’t be afraid of your own critical voice
• Use other people’s work to support your argument
but acknowledge their input
• Educate your reader-explain what you are saying and
why it is important

Bunthoeun, THUN 70
Group Activity

• Practice the Literature review on the given

articles
• ????

• What were you reading?

• Did you do a focused reading?
• Did you take notes when reading?
• What are the key points?

Bunthoeun, THUN 71