Reading and Writing

Reading and Writing

Quarter 2 – Module 10: Literature Review
First Edition, 2020

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Published by the Department of Education - Schools Division of Pasig City

Development Team of the Self-Learning Module

Writer: Elmer G. Mones
Editor: Editha S. Enriquez
Layout Artist: Marisol Aspuria Baguisi

Management Team: Ma. Evalou Concepcion A. Agustin

OIC-Schools Division Superintendent
Aurelio G. Alfonso EdD
OIC-Assistant Schools Division Superintendent
Victor M. Javeña EdD
Chief, School Governance and Operations Division and
OIC-Chief, Curriculum Implementation Division

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Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
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Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
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Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

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Reading and Writing

Quarter 2
Self-Learning Module 10
Literature Review
Introductory Message

For the Facilitator:

Welcome to the Reading and Writing Self-Learning Module on Literature Review.

This Self-Learning Module was collaboratively designed, developed, and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st-century skills especially the 5 Cs, namely: Communication,
Collaboration, Creativity, Critical Thinking, and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them to
manage their learning. Moreover, you are expected to encourage and assist the
learners as they do the tasks included in the module.
For the learner:

Welcome to the Reading and Writing Self-Learning Module on Literature Review.

The hand is one of the most symbolized parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn, create,
and accomplish. Hence, the hand in this learning resource signifies that you as a
learner is capable and empowered to successfully achieve the relevant competencies
and skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an active
learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest - This measures how much you have learned from the
entire module.
 EXPECTATIONS

CONTENT STANDARD: The learner understands the requirements of

composing academic writing and professional correspondence.
PERFORMANCE STANDARD: The learner produces each type of academic
writing and professional correspondence following the properties of well
written texts and process approach to writing.
LEARNING COMPETENCY: Identify the unique features of and requirements
in composing texts that are useful across disciplines: Literature Review.
LEARNING OBJECTIVES:
1. Determine the purpose of a literature review.
2. Analyze the features of a literature.
3. Produce an effective literature review.

PRETEST

On the spaces provided, write the main ideas of the given paragraphs.

(1) This paper maps out the different perspectives on creativity, and the
teaching and learning of creativity, and brings together latest thinking in this
field. It is a rich resource of examples of the way that technology is currently
used to support creativity through encouraging learners to make connections,
develop ideas, create meaning, collaborate and communicate. It also
highlights some of the key questions concerning assessment and creativity.
(2) The use of the term ICT is inadequate to describe the variety of
technologies, settings and interventions through which new technologies have
an impact on people’s lives. Digital technologies exhibit features of
provisionality, interactivity, capacity, range, speed and automatic functions
which enable users to do things that could not be done as effectively, or at all,
using other tools. People who are ‘ICT capable’ are certainly able to use a
variety of skills and techniques with particular technologies. More
importantly, they are also able to understand the reasons why digital
technologies might be appropriate for particular tasks and situations, make
informed choices in their use, evaluate their impact and be open to new
developments and possibilities. It is the interaction between the distinctive
features of ICT and the characteristics of creativity that opens up new
perspectives on the development of creativity in education.
(3) Many learners and teachers have established a wide range of
activities to support approaches to creativity and exploit the features of digital
technologies in processes such as: (a)developing ideas: supporting imaginative
conjecture, exploration and representation of ideas; (b) making connections:
supporting, challenging, informing and developing ideas by making
connections within formation, people, projects and resources; (c) creating and
making: engaging in making meanings though fashioning processes of
capture, manipulation and transformation of media; (d) collaboration:
working with others in immediate and dynamic ways to collaborate on
outcomes and construct shared knowledge; (e) communication and
evaluation: publishing and communicating outcomes for evaluation and
critique from a range of audiences. These activities are not always discrete or
sequential and there can be synchronicity in their expression and overlap of
applications for different purposes. Examples of such activities range from
using simulations and adventure games to explore the question ‘what would
happen if…?’, to publishing hypertext stories or constructing avatars to meet
and interact in three-dimensional, virtual worlds. This wealth of activity
illustrates how children and young people are able to use ICT to demonstrate
creative characteristics in the interaction between people and processes in
subject areas which are authentic, relevant and challenging.
Source:https://www.researchgate.net/publication/32231354_Literature_Review_in_Creativity_New_Technologies_and_Learning

Main Ideas:
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
 RECAP

What comes to your mind when you hear the term “CREATIVE?” Write your
answer in the spaces provided.

1.

2. CREATIVE 4.

3.

LESSON

A literature review is a type of academic writing that provides an

overview of a specific topic. It discusses and analyses published information
in a particular subject area. It is more than a summary of the sources, and
has an organizational pattern that combines both summary and synthesis
(Washington University in St. Louis, 2020).

Purposes of a Literature Review (Barrot 2018)

1. It stablishes the importance of the topic and the research gap.
2. Provides readers with relevant information that will familiarize them
with the topic.
3. Clarifies the contradictions between and among the previous studies.
4. Justifies the research method, questions, and the conceptual and
theoretical framework.
Structure of a Literature Review
The literature review has the following structure:
1. Introduction
 clear and understandable definition of the paper’s thesis and a
logical transition to the review.
 the author’s rationale for the review.
 how data is organized.
 short transition to the content of the main body that leads to the
given research topic.

2. Body
 list of sources organized in accordance with their topics or in
chronological order.
 explanation of every subcategory of sources’ relevance as well as how
they are connected with each other and the main topic of the paper.
3. Conclusion
 summary of all significant points drawn from the literature.
 a critical evaluation of the current reception of the referenced
sources.
 highlighted information gaps or any errors that you were able to find
in the existing knowledge.
 suggestion regarding the possibility of further research.
 explanation on how the study fills the gaps in the existing knowledge
of the matter.

Writing a Literature Review (University of South Carolina 2020)

1. Scan the articles to get an overview of each one.
2. Based on your overview, group the articles by categories.
3. Organize yourself before reading the articles.
4. Use a consistent format in your notes.
5. Look for explicit definitions of key terms in the literature.
 6. Look for key statistics for use near the beginning of your literature
review.
7. Pay special attention to review articles on your topic.
8. Prepare note cards with short notable quotations that might be used
(very sparingly) in your review.
9. Look for methodological strengths.
10. Look for methodological weaknesses.
11. Distinguish between assertion and evidence.
12. Identify the major trends or patterns in the results of previous studies.
13. Identify gaps in the literature.
14. Identify relationships among studies.
15. Note how closely each article relates to your topic.
16. Evaluate your reference list for currency and for coverage.

Guided Practice
Write T if the statement is true and F if it is false.

_____ 1. Writing a literature review is similar to writing a book review.

_____ 2. A literature review is limited only to books and journals.
_____ 3. A literature review is exclusive to professionals.
_____ 4. The focus of a literature review is to summarize and synthesize the
arguments and ideas of others.
_____ 5. A literature review provides a handy guide to a particular topic.

ACTIVITIES

Activity 1
Read the selection then summarize it in three to five sentences. Write your
answer in the space provided below.
 The “6 Thinking Hats” is a system designed by Edward de Bono as an
approach to promote creative thinking. It is a tool used to enhance real
thinking to make the process more productive and focused. The ‘6 Thinking
Hats’ separates thinking into 6 different roles, each role identified with a
colored symbolic thinking hat. This approach helps to redirect thoughts by
mentally switching from one hat to the other.

The following are the 6 thinking hats and what each color represents:
1. “White Hat”- stating facts and information, things you already know.
2. “Yellow Hat”-looking at the bright side, being optimistic and positive,
adding value and benefits.
3. “Red Hat”- expressing feelings and emotions, your reactions and
opinions.
4. “Blue Hat”-managing and controlling, looking at the bigger picture.
5. “Green Hat”-exploring other alternatives, generating new ideas and
solutions.
6. “Black Hat”-being realistic and practical, being cautious, finding where
things might go wrong, discovering dangers and difficulties. Black Hat
is usually called the ‘devil’s voice’.

The above 6 hats, when combined together, allows your mind to think
clearly and objectively. For example, you can start by grabbing the “Blue Hat”
asking yourself questions such as: what is our goal? Are the 6 guidelines
observed clearly? What is the subject addressed? This helps you get an overall
view of your problem. Next, you can grab the “Red Hat” expressing what you
feel towards the problem and asking yourself who might be affected by this
problem. Then, you can grab “Yellow” and later “Green Hat” to invent new
concepts and solutions. Finally, you can switch between the “White” and
“Black hat” in order to validate your solution by using information that you
already know.
Start training your mind to switch directions from one hat to another
to solve problems efficiently, effectively bringing out benefits too!
Source: https://www.potential.com/articles/creative-thinking/ | Thinking Hats: Approach Creative Thinking by de Bono
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Activity 2
Reread the text in Activity 1. Then, use it in writing a five-sentence paragraph
about the advantages of creative thinking in studying Reading and Writing
Skills subject. Write your answer below.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

WRAP-UP

Explain the statement below based on what you have learned from the lesson.

Writing literature reviews help students improve their critical and

creative thinking skills.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
 VALUING

Explain the role of creativity in writing a literature review?

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

POSTTEST

Write a literature review based on one of the titles below. You may write your
answer on a sheet of paper.

1. Stressors and Stress Coping Mechanism among Grade 12 Students

2. Influence of Extracurricular Activities to the Academic Performance of
Students
3. Effects of Alcoholism to the Health of Teenagers
4. Factors Affecting Anxiety among Students
5. A Case Study on the Challenges Faced by Self-supporting Students
6. The Effects of Having a Religious Family Culture in the Value
Orientation of Selected Students: Towards The Development of Campus
Ministry Program
 KEY TO CORRECTION

vary vary vary vary

Answers may Answers may Answers may Answers may
Posttest Valuing Wrap-up Activity 1
5. T
4. T
3. F
vary 2. F vary vary
Answers may 1. F Answers may Answers may
Activity 1 Guided Practice Motivation Pretest

References
Book:
Jessie S. Barrot, Ph.D. Practical Research 1 for Senior High School. C & E Publishing,
Inc. 2018.

Jessie S. Barrot, Ph.D. Academic Reading and Writing Skills for Senior High School.
C & E Publishing, Inc. 2016.

Web Sources:
https://libguides.wustl.edu/our?p=302677

https://uscupstate.libguides.com/ld.php?content_id=56718326

https://papersowl.com/blog/literature-review-structure-example

https://www.researchgate.net/publication/32231354_Literature_Review_in_Creati
vity_New_Technologies_and_Learning

https://www.potential.com/articles/creative-thinking/