CRITERIA IN SELECTING,

CITING, AND SYNTHESIZING LESSON 2

THE RELATED LITERATURE
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WHAT TO KNOW?

•Where to start?
•How to select a subject?
•How many articles to include?
•What is involved in a review of the
literature?
2
START
•What do you know already about your chosen topic? - What do you
have to say critically about what is already known of your topic?
•Has anyone else done anything similar or related to what you
propose?
•How does your research fit in with what has been done before?
•Why is your research worth doing, in the light of what has already
been done?

3
REFLECT
Did you ever receive criticisms like those of the literature review drafts you
wrote during your first time to do research? Or criticisms you have received
from posting on your Facebook page or Twitter account?
1. “Your draft is basically a little more than a list of previous research
papers. While it is clearly well researched, it does not give me a sense of
what has been more significant and less significant. It is hard to understand.”
2. “You seem to have just copied your message from someone else. You do
not have originality.”
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DIFFERENT ELEMENTS OF A
TYPICAL RESEARCH
LITERATURE
1. Journals are published in issues at regular intervals usually
weekly, monthly or quarterly. Because of the regularity of
publication they are also known as periodicals or serials. This
regularity means that each new issue contains articles that
describe the latest research findings; this is a distinct
advantage over other publication media such as books that
take longer to produce and update.
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There are basically TWO MAIN TYPES OF JOURNAL:
1. RESEARCH JOURNALS are published peer-reviewed
articles;
2. PROFESSIONAL JOURNALS are published articles on
professional issues, service developments, the use of
research findings in practice and some short research
articles.
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DIFFERENT ELEMENTS OF A
TYPICAL RESEARCH
LITERATURE
2. Theses and dissertations are very detailed
and comprehensive accounts of research work.
They are usually submitted for a higher degree
at a university. Like reports their publicity and
distribution may be very limited.

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DIFFERENT ELEMENTS OF A
TYPICAL RESEARCH
LITERATURE
3. Conference proceedings comprise brief summaries
of research work presented at conferences. A more
detailed and complete account of the work may
appear at a later date in a journal article, report or
thesis. Researchers often use conferences to present
preliminary findings of their work.
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DIFFERENT ELEMENTS OF A
TYPICAL RESEARCH
LITERATURE
4. Books and textbooks generally provide comprehensive
overviews of a particular subject. In doing so they may refer to,
sometimes extensively, the research literature found in journal
articles, reports, conference proceedings or theses. They are not
usually used to present new research findings. There are, however,
a few exceptions to this and some very important and influential
research findings have been published in book format.

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CARRYING OUT SEARCH
STRATEGY
Data may be obtained from published and unpublished works available
in libraries, offices and online related websites.
One may refer to indexes or catalogues done manually or online use of
a computer system that compile lists of journals, periodicals, books,
articles, magazines, newspapers, and monographs.
Catalogues or indexes of unpublished materials, particularly masters‘
theses and doctoral dissertations, should also be consulted.

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CARRYING OUT SEARCH
STRATEGY
With the advancements in technology, it is now possible to locate sources of
information through computer on-line systems using the internet, CD-ROM, On-line
Public Access Catalogues (OPACs), Computerized Documentation Service
Integrated Sets of Information (CD-ISIS) and other programs to download
bibliographies, abstracts, or full texts of materials.
You as researchers should be able to access libraries in websites for collections that
are relevant to the topic under review.
Websites/internet address and CD-ROM titles may also be used further in the review
of related literature.
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FORMATIVE ASSESSMENT

1. What type of literature references were they able

to collect?
2. Do you think the literature references gathered
are relevant to his/her chosen research topic?
3. What do you think is the relevance of the
different literature references in doing a research?
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ADD: TYPES OF LITERATURE
•PRIMARY LITERATURE
Primary sources means original studies, based on direct observation,
use of statistical records, interviews, or experimental methods, of
actual practices or the actual impact of practices or policies.
•They are authored by researchers, contains original research data, and
are usually published in a peer-reviewed journal.
•Primary literature may also include conference papers, pre-prints, or
preliminary reports. Also called empirical research.
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ADD: TYPES OF LITERATURE
•SECONDARY LITERATURE
Secondary literature consists of interpretations and
evaluations that are derived from or refer to the primary
source literature.
•Examples include review articles (such as meta-analysis
and systematic reviews) and reference works. Professionals
within each discipline take the primary literature and
synthesize, generalize, and integrate new research.

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ADD: TYPES OF LITERATURE
•TERTIARY LITERATURE
Tertiary literature consists of a distillation and collection of
primary and secondary sources such as textbooks,
encyclopedia articles, and guidebooks or handbooks.
•The purpose of tertiary literature is to provide an overview
of key research findings and an introduction to principles
and practices within the discipline.
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ADD: TYPES OF LITERATURE
Primary Secondary Tertiary
Literature Literature Literature
Original research Review articles, Textbooks,
results in journals, systematic reviews, encyclopedias,
dissertations, meta-analysis, handbooks,
conference practice guidelines, newspapers
proceedings, monographs on a
correspondence specific subject 

16
Wallace and Wray have provided a simple
categorization system to help us identify the literature
we have. They describe how the literature we
encounter tends to fall into one of five categories:
1. Theoretical
2. Research
3. Empirical
4. Practice
5. Policy.
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1. THEORETICAL
LITERATURE
Theoretical literature describes expected or anticipated
relationships about the way things happen. For example, there
was a time when there was a theory that the world was flat. Then,
with increased knowledge, scientists were able to work out that
this was not the case and the theory was disproven. In health and
social care, theories are often generated in response to evidence
that has been gathered and interpreted. A theory is developed that
is then refined or refuted when further evidence is obtained.
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2. RESEARCH LITERATURE
Research literature generally refers to a report of a systematic investigation that
has been undertaken in response to the need to answer a specific question, for
example: ―How long do people tend to remain in a pre-contemplative stage
when anticipating behavior change or, indeed, is there any evidence that
everyone goes through a pre-contemplative stage when anticipating behavior
change?” These questions can only be answered by observing what happens in
the real world, rather than in theory. Research studies are generally undertaken
according to an accepted scientific method, which involves defining a research
question, identifying a method to carry out the study, followed by the
presentation of results, and finally a discussion of the results.
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3. EMPIRICAL RESEARCH
Empirical research is a research that is undertaken through the
observation and measurement of the world around us. It studies
the use of observation, experience or experimentation to collect
new data. Data can be collected in a variety of ways; for
example by questionnaire, interview, direct management, and
observations. Such papers tend to be organized into sections,
beginning with a research question, followed by the results and
finally a discussion and conclusion.
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4. PRACTICE LITERATURE
Practice literature is written by practitioners about their field of expertise. This
can come in many different forms— expert opinion, discussion papers, debate,
information from websites, patient information leaflets, and reports of good
practice. Students might find some overlap between research and practice
literature; that is, a lot of health and social care research is undertaken in the
practice setting. The way to distinguish between research and practice literature
is to look for evidence of an explicit and systematic research study that has a
well described method by which the investigation or study has been carried out.
If no such method exits, then literature is likely to be practice literature

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5. POLICY LITERATURE
Policy literature tells practitioners how to act in a set of circumstances.
Policies and guidelines can be written from a given set of
circumstances. Policies and guidelines can be written from a local or
national perspective, or in some cases international. In an ideal context,
policy is based on the results or research evidence. The research on a
particular topic is reviewed and policy and guidelines are written that
are based on these findings. Therefore when students review a policy, it
is useful to explore the basis on which it is written in order to find out
the extent to which the policy is based on current research findings.
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FORMATIVE ASSESSMENT
On a piece of paper, write the research questions that you
have identified.
From your given research questions, identify the type/s of
literature you need in your research.
After identifying the type/s of literature in your research
questions, think about specific related literature examples
that can be included in their study.

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PROCESS FOR CONDUCTING
AND WRITING AN EFFECTIVE
LITERATURE REVIEW
You will struggle with the development of an effective literature-based foundation for a
proposed research.
The proposed processes follow a systematic data processing approach comprised of three
major stages:
1) inputs (literature gathering and screening), filter
2) processing (following Bloom‘s Taxonomy), and
3) outputs (writing the literature review).
This part of the lesson provides the rationale for developing a literature review including
instructions on how to conduct each stage of the process proposed.
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AVEYARD, H. (2014) PRESENTED A
LIST OF STEPS TO HELP US WITH
OUR LITERATURE REVIEW:
•1. Developing a systematic
approach to searching for literature
•2. Identify the literature that will
address your review question
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1. DEVELOPING A SYSTEMATIC
APPROACH TO SEARCHING FOR
LITERATURE
•This is vital for you undergoing literature review. It
should be done in a systematic way ensuring that
they search for relevant texts on their topic.

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1. DEVELOPING A SYSTEMATIC
APPROACH TO SEARCHING FOR
LITERATURE
•A systematic searching strategy contains the following:
•1) Look for the type of literature that will address the review question;
•2) Create search terms that are valid and important to the search;
•3) Using inclusion and exclusion criteria, search for literature using the search
terms through all relevant databases;
•4) Fill in the electronic search by looking for the frequently cited journals as well
as the reference list of the journal articles.
•This approach renders a chance of looking for the maximum amount of
literature. This will avoid “cherry-picking” the literature and entering the first
appropriate literature that comes across.
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2. IDENTIFY THE LITERATURE THAT
WILL ADDRESS YOUR REVIEW
QUESTION
Initially you must develop a strategy to articulate the
focus of literature that will seek to answer their questions.
For example, if you are looking to find out whether the
newly invented kind of gasoline is efficient or not in
lowering fuel costs of people using cars, then finding out
about car users experiences of the new gasoline will not
help you answer your questions, although it will be useful
data.
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2. IDENTIFY THE LITERATURE THAT
WILL ADDRESS YOUR REVIEW
QUESTION
•Alternatively, if you are interested in
exploring peoples‘ experience of not using
this kind of gasoline, students need to have an
approach for detecting this particular literature
rather than examining into related but more
general literature that does not address
students research question.
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2. IDENTIFY THE LITERATURE THAT
WILL ADDRESS YOUR REVIEW
QUESTION
•You need to develop a strategy for managing the
literature so that you can identify quickly literature that is
directly related to their research question.
•Clear and well-defined inclusion and exclusion criteria
will ensure that students do not get sidetracked with data
that are not strictly relevant to their review.
•Setting appropriate criteria assists you in keeping your
study focused.
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2. IDENTIFY THE LITERATURE THAT
WILL ADDRESS YOUR REVIEW
QUESTION
•The inclusion and exclusion criteria will be specific
to students‘ individual literature review but
examples of appropriate criteria assist students in
keeping their study focused. The inclusion and
exclusion criteria will be specific to their individual
literature review but examples of appropriate
inclusion and exclusion criteria might be as follows:

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2. IDENTIFY THE LITERATURE
THAT WILL ADDRESS YOUR
REVIEW QUESTION
EXAMPLE OF INCLUSION
CRITERIA:
•Primary research relating to energy
consumption and those who use
alternative renewable energy sources
•Filipino language only
•Published literature
•2006 onwards
EXAMPLE OF EXCLUSION
CRITERIA
•Primary research relating to those
who use solar panels other than
traditional sources from an electric
company
•None Filipino language
•Unpublished research
•Pre-2006
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The main rationale for settling their inclusion and exclusion criteria is:
1) to give clear information about your submitted review;
2) to focus on their literature searching.
You should be reminded that when thinking about inclusion and
exclusion criteria, think about the dates that are relevant for your review.
The discussion on how inclusion and exclusion criteria add structure and
focus to your review and enable them to set clear boundaries as to what
is included and excluded from their review.
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FORMATIVE ASSESSMENT
Make their own inclusion and exclusion
criteria based on their given research
questions.

34
HOW TO WRITE A
CONCISE REVIEW OF
RELATED LITERATURE
•Doing the review of related literature is not the usual enumeration of
references.
•Presentation of the data gathered should be by topic based on the given
objectives of the research.
•The literature should not be too detailed or brief.
•Text should be based on the current edition of the American
Psychological Association (APA), Modern Language Association of
America (MLA) or the Chicago Manual of Style and other standards
relevant to one‘s discipline.
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HOW TO WRITE A
CONCISE REVIEW OF
RELATED LITERATURE
•The type of reference style will depend on your research studies namely:
•1) APA: Psychology, Education and other Social Sciences;
•2) MLA: Arts and Humanities;
•3) Chicago: History and many other subjects in scholarly and non-
scholarly work
•4) Turbian: an adoption of the Chicago Style;
•5) AMA: Medicine, health, and Biological courses.

36
HOW TO WRITE A
CONCISE REVIEW OF
RELATED LITERATURE
•1) APA:
•http://student.ucol.ac.nz/library/onlineresources/Documents/APA_guide_2015.pdf
•http://web.calstatela.edu/library/guides/3apa.pdf
•http://www.ecu.edu/csdhs/laupuslibrary/upload/apa_style_guide_6th_ed_oct09.pdf
•2) MLA:
•http://www.lib.washington.edu/help/guides/44mla.pdf
•http://lib.trinity.edu/research/citing/MLACitationStyle.pdf
•https://www.library.unlv.edu/help/mla_2009.pdf

37
HOW TO WRITE A
CONCISE REVIEW OF
RELATED LITERATURE
• 3) Chicago:
•  https://www.utica.edu/academic/library/Chicago.pdf
•  http://www.msvu.ca/site/media/msvu/StyleGuideChicago(1).pdf
• 4) Turabian/Chicago:
•  https://writing.wisc.edu/Handbook/PDF/chicago_turabian_uwmadison_writingcenter_june2013.pdf
•  http://www.otago.ac.nz/library/pdf/chicagoturabianstyle.pdf
• 5) AMA:
•  http://www.lib.jmu.edu/citation/amaguide.pdf
•  http://library.stkate.edu/sites/default/files/sites/citingwriting/citeAMA.pdf

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PROVIDING A SUMMARY OF
RESEARCH INFORMATION
•When presenting to the students a summarized content of
all the possible journals, articles, thesis and other relevant
literature gathered, students need to become familiar with
all the information they have gathered and be able to
provide a description of all the studies and other
information they have identified in chronological order,
noting the strengths and limitations of each.

39
PROVIDING A SUMMARY OF
RESEARCH INFORMATION
•They will then be able to give an overall summary of the
information they have found.
•They might find that one paper stands out to them as particularly
useful, either due to the detail that it gives, the strength of the
critical appraisal or the method by which it was undertaken.
•Students might refer to this in an index paper and you can use this
as a useful reference compiled in a table to assist students as they
go through the process of reviewing each paper

40
SUMMARIZING A RESEARCH
INFORMATION IN A TABLE
Fill the Date/ Main Kind of Providing Provide
Author Purpose of study or the strength and
the paper information conclusions limitations

Morse (2016) To explore the Questionnaire All of the general Purposive

Outcomes Based study education Sampling of
Education views preferred campus- students
of general based schools
education teachers
Dioquino (2016) To express opinion Expert Opinion School-based Anecdotal opinion
on student life system integration only
into the
community

41
ACTIVITY
Prepare a table of descriptions, similar to the table in the
previous slide based on the literature they have collected
for their research.

42
USING CONCEPT MAPPING
IN CREATING A LITERATURE
REVIEW
•Students can make use of concept maps for analyzing and
describing the literature review process. Concept maps
can be used in three inter-related ways namely, to extract
and summarize the important points, to synthesize and
organize information obtained from multiple sources.

43
•Concept mappings have been suggested as one of the
tools that can help in making sense of information while
conducting a literature review (Carnot 2006; Rowley and
Slack, 2004). Rowley and Slack (2004), propose that
concept mapping can be a useful way of identifying key
concepts in a collection of documents or a research area‖
(p.8).

44
Source: Maizam, Alias & Zurinah Suradi. Concept
Mapping: ―A Tool For Creating Literature Review".

•They suggest that concept maps can be used as a tool to

―…identify additional search terms during the literature
search, clarify thinking about the structure of the literature
review in preparation for writing the review and
understand theory, concepts and the relationships between
them‖ (Rowley and Slack 2004).

45
Source: Maizam, Alias & Zurinah Suradi. Concept
Mapping: ―A Tool For Creating Literature Review".

•What is more important, representing information in

concept maps will provide a tool for potentially seeing the
interconnections between areas that were not previously
apparent (Novak 1984). Thus, this way, concept maps can
be useful in creating coherence to the actual writing of the
literature review.

46
Source: Maizam, Alias & Zurinah Suradi. Concept
Mapping: ―A Tool For Creating Literature Review".

•What is more important, representing information in

concept maps will provide a tool for potentially seeing the
interconnections between areas that were not previously
apparent (Novak 1984). Thus, this way, concept maps can
be useful in creating coherence to the actual writing of the
literature review.

47
OBJECTIVES:
•1. to recognize the key tasks challenged by students
in creating a literature review;
•2. to determine what concept maps are being used
in the process and;
•3. to define their observations of the worth of
concept mappings in the formation of a literature
review.
48
HOW TO USE A CONCEPT MAP TO
EXTRACT AND SUMMARIZE
IMPORTANT IDEAS IN AN ARTICLE

49
•From their chosen article, ask students to read and
remember important points (main themes and
subthemes) and concepts found. In a piece of paper,
ask them the important points contained in the
articles (Themes—what are they?), next is to ask
them to be specific on those important points
(which are?) and lastly ask them to describe the
subthemes.
50
WRITING UP THE RESULTS
•It is important to present students‘ findings of their
literature review as just that – their findings. They
should make this clear when they write up their
review. They should be written up clearly in a
section entitled ―results/findings‖, just as they
would find the results section in a piece of primary
research.

51
WRITING UP THE RESULTS
•The results of the students‘ literature review are the final themes
that they develop from the mapping they have undertaken. Once
they have coded all results, and have developed their themes, they
will be able to explore the content of their themes in greater detail.
Students then need to consider how these themes address their
research questions. They should have been considering this point
throughout the entire research process and may even have
amended their research question if it seemed likely that most of
their literature was leading towards one particular area, and away
from their initial research question.
52
FORMATIVE SUMMIT
•Ask students to identify their topic and write it in the
middle of a blank sheet of paper. This must be kept
simple and broad enough to allow for a more detailed
exploration.
•Next is to ask them to write down all the important
words and phrases that come to mind in relation to
their topic. These are likely to be useful search terms
when researching for their relevant literature.
53
FORMATIVE SUMMIT
•Ask students later after being given enough time to
find and read their related literature. Students will
then summarize their key findings from journal
articles, books and others using a mind map. You
can ask students to each produce a mind map of
each of the review items they have produced.

54
FORMATIVE SUMMIT
•From the mind maps produced, ask students to tell a
story with their data at hand. Once they have
established their main themes, they need to present
these in the most appropriate way to address their
research questions. Think of this process as
comparable to telling a story—students explain how
the literature they have identified addresses and sheds
light on the research questions they have formulated.
55
SUMMARY/SYNTHESIS/GENE
RALIZATION
•Literature review is a systematic method for
identifying, evaluating and interpreting the work of
researchers, scholars and practitioners in a chosen
field. It is an important part of a research as it
allows the researcher to identify:1) what has
already been written about in the field and 2) what
the emerging issues are.

56
SUMMARY/SYNTHESIS/GENE
RALIZATION
•The researcher can identify gaps in the knowledge that
require further investigation, and/or situate a new piece
of work in relation to existing literature. Beginning
researchers like our students, can be overwhelmed by
the amount of data they have to work with during this
process, and mapping can help them to synthesize key
findings and represent the complexity of the research
topic in a more manageable way.
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SUMMARY/SYNTHESIS/GENE
RALIZATION
•Mapping techniques are useful at the very
beginning of the literature review as a
brainstorming and scoping tool. They come into
their own again at the end when it comes to
planning the write-up. Concept-mapping can also
be useful throughout the review process to clarify
key arguments in the literature.

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