efficient reading and developing your literature review 10th december 2015
TRANSCRIPT
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EFFICIENT R
EADING AND
DEVELOPIN
G YOUR
LITERATU
RE REVIEW
K E L L Y P R E E C E
R E S E A R C H E R D E V E L O P M E N T P R O G R A M M E M A N A G E R ( P G R S )
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Santander Postgraduate Research Award
2015-2016
Professional Development for Researchers
35 x £500 Awards for Postgraduate Research Students
Closing Date for Applications: 18 December 2015
http://as.exeter.ac.uk/rdp/funding/
RESEARCHER DEVELOPMENT
www.exeter.ac.uk/rdp/
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Researcher Led Initiatives2015-2016
Professional Development by & for Researchers
6 x £1,000 Awards for Early Career Research Only Staff
8 X £500 Awards for Postgraduate Research Students
Closing Date for Applications: 8th January 2016
www.exeter.ac.uk/rdp/funding/awards
RESEARCHER DEVELOPMENT
www.exeter.ac.uk/rdp/
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WHAT DO YOU WANT FROM THIS COURSE…?
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TODAY WE WILL COVER
Introducing the Literature ReviewSearching the LiteratureReadingNote-takingOrganising your ideasWriting
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LEARNING OUTCOMES
Reduce reading load by intelligent selection
Retain more of what you readSearch and judge relevance of source
material efficientlyKnow strengths and weaknesses of
various types of sources
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Read and take notes with a defined purpose
Understand the purpose and value of a literature review
Feel confident when outlining and writing up the review
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PADLET
http://padlet.com/UofE_RD/efficientreadinganddevelopingyourlitreview10_12_15
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PART 1: INTRODUCING THE LITERATURE REVIEW
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WHAT IS A LITERATURE REVIEW?
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‘The ‘literature review’ is the part of the thesis where there is extensive reference to related research and theory in your field; it is where connections are made between the source texts that you draw on and where you position yourself and your research among these sources…
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…You can use the literature to support your identification of a problem to research and to illustrate that there is a gap in previous research which needs to be filled.’
(Ridley, 2012: 3)
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TWO PARTS
ProductProcess
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TYPES OF LITERATURE REVIEW
• Conceptual• State-of-the-art• Expert• Scoping• Traditional
(Thomson, 2013)
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SO, WHAT IS THE PURPOSE OF A LITERATURE REVIEW?
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THE MULTIPLE PURPOSES OF A LITERATURE REVIEW• It provides a historical background for your
research;• It gives an overview of the current context in
which your research is situated by referring to contemporary debates, issues and questions in the field;
• It includes a discussion of relevant theories and concepts which underpin your research;
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• It introduces relevant terminology and provides definitions to clarify how terms are being used in the context of your own work;
• It describes related research in the field and shows how your work extends or challenges this, or addresses a gap in work in the field;
• It provides supporting evidence for a practical problem or issue which your research is addressing, thereby underlining it significance.
(Ridley, 2012: 24)
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WHAT DOES A LITERATURE REVIEW DO FOR MY RESEARCH?
Builds your confidence as a researcher and a member of the academic community
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Helps you to define the boundaries of your project, which will be as important as knowing your core findings
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Develops your skill as an excellent researcher, who can locate, analyse, critique, synthesise and build on existing knowledge
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LEARNING TO SITUATE YOUR RESEARCH IN THE FIELD
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THE PROCESS
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PHASES OF A LITERATURE REVIEW
Phase 1
Phase 2
Phase 3
Thinking
Searching Reading
Reading
Writing
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The initial research question
The refined research question
The initial scope of research
The revised scope of the review
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PART 2: SEARCHING THE LITERATURE
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FINDING LITERATUREBreakdown your topic and/or research
questions to identify ‘key words’ Pay attention to the keywords used in articlesUse Boolean logic and logical operators –
AND/OR/*Narrow your search – exact phrase or
ADJ/NEARConsider the limits of your search
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THE SNOWBALL TECHNIQUE
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FOR MORE SUPPORT
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RECORDING YOUR SEARCHES
The proposed topic of my researchKey word searches have been completed in the
following places:
Name of catalogue, database, search engine or social bookmarking site
Key word searches conducted or tags used
Results of search (e.g. articles and books located)
Date of search
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KEEPING UP TO DATE – ALERTING SERVICES
• New book alerts• Journal table of content alerts• Database search and auto alerts• Conference alerts• Web content alertsFor more information:
http://vle.exeter.ac.uk/pluginfile.php/515918/mod_resource/content/1/keepinguptodate.pdf
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IN WHAT WAYS DO YOU USE THE FOLLOWING?
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TARGETING SOURCE MATERIALSSocial mediaWord-of-mouthIndicesCritical reviewsEdited volumes
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Journal articles Monographs FootnotesTheses
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PART 3: READING
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TYPES OF READING• Pleasure or interest• Functional (News, Information and
Instructions)• Work (Keeping up to date: ‘local news’,
Reports, Research)
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AN ACTIVE READER…
Is selectiveIs critical Interacts with the textChanges reading orderRe-reads with a purposeAnticipates
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DISCUSSION – READING HABITS
How many hours do you spend reading a week? (Research reading only)
Do you feel you read enough? Where do you read?When do you read?How long is your ‘attention span’?
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PREPARING TO READ
Prepare your workspaceScope the reading projectCollect materialsNo interruptions!
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WHY HARDCOPY WINS
Annotations are flexible and easy Navigation by look and touch Multitasking easierEasier viewing of several documents Easier on the eye
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PREVIEWING AND SELECTING
At the moment…
How do you select what is worth reading? How is this working for you? Do you read every line?
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PREVIEWING AND SELECTING
Currency?Credibility?Relevance?What is new to me?What do I already know?In which order should I read the sections/chapters?
What needs my in-depth attention?
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TASK - SCAN READING
1 Read the title2 Read the abstract3 Read the introduction, the headings, the first
and last sentence of every paragraph and the conclusion and then
4 Tell your neighbour what you thought the article was about
(Thomson, 2012)
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READING CRITICALLY• What is the author’s central argument or main
point, i.e. what does the author want you, the reader, to accept?
• What conclusions does the author reach?• What evidence does the author put forward in
support of his or her arguments and conclusions?• Do you think the evidence is strong enough to
support the arguments and conclusions i.e. is the evidence relevant and wide reaching enough?
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• Does the author make any unstated assumptions about shared beliefs with the reader?
• Can these assumptions be challenged?• What is the background context in which the text
was written? Does the cultural and historical context have an effect on the author's assumptions, the content and the way it has been presented?
(Ridley, 2012: 66)
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ACCELERATION BY DEFAULT
Reading more quickly is the result of Eliminating distractions where possible (or responding to them positively)
Finding focus: time, place, environment Selecting more efficiently (preview, skimming)
Making space for proper reading sessions
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STEPS
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KNOWING WHEN TO STOP
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DEALING WITH INFORMATION OVERLOAD
‘Information overload will make your head spin for a while, but once its settled down again, you will find that you are much better at sorting the good stuff from the bad, and quickly.’
(Marshall and Green, 2010: 55)
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HOW DO I KNOW I’M GETTING SOMEWHERE?
‘[If you're] starting find themes and patterns in the literature ... that means you are making progress.’
(Marshall and Green, 2010: 54)
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HOW DO I KNOW I’M GETTING SOMEWHERE?
‘You will also find that, after a while, the same things keep cropping up, and that means you have covered most of the intellectual ground, even if you haven't read everything written on the matter.’
(Marshall and Green, 2010: 54)
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THE LITERATURE REVIEW: KNOWING WHERE TO STOP• Time• Prioitise• Control• Familiarity• Be realistic
Eloise Zoppos for The Thesis Whisperer
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// COMFORT BREAK \\
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PART 4: NOTE-TAKING
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TALK ABOUT
Why do you take notes?
What is in your notes?
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WHY DO YOU TAKE NOTES?
• To identify and understand the main points of a text• To aid recall• To use in later research and writing• To aid concentration• To make connections between different sources• To rearrange information for writing• To avoid plagiarism
(Ridley, 2012: 67)
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YOUR NOTES
Key wordsParaphrase with the book closed and with
citationsEnclose all quotes or near quotes in your
original notes Summarise each new substantive text in one
short paragraph
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YOUR NOTES
Comparisons with other worksYour critical appraisalNotes should interrogate the text!Knowledge and information mapping
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YOUR NOTESWrite the argument and the claim of the paper in
no more than three to four sentences, then answer these questions:
• Is the text located in the same field, or another one?
• What aspect of your topic does the text address?
• What definition is offered of the topic?
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• If the text is in the same or a different field, what concepts and language are brought to bear on the topic that might be helpful to you?
• What kind of text is this? Is it theory building? A think piece? A meta-study or systematic review? An empirical piece of work?
• What categorisations are offered? • What connections does this text make?
(Thomson, 2012)
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HAND-WRITING WINS
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NOTE-TAKING STRATEGIES
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SUMMARISINGMake a record of the mains points of a text –
notetaking, highlighting, annotatingDraft a summary acknowledging the source and
writing down the main points the text is making. Consider: purpose, main evidence/supporting points, and connections between evidence and argument
Redraft to present the main points in the most logical order
(Adapted from Ridley, 2012 and Thomson, 2015)
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CORNELL METHOD
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NOTE-TAKING MATRIX
Text Argument Field Thesis Topic
Definitions Concepts Type of text
Categorisations offered
Connections
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NOTE TAKING-MATRIX
Author/s (year)
Aims or research questions
Location of study
Sample size and identity
Data collection and methods
Key findings
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NOTE TAKING MATRIX
Themes in research
Preece (2015)
Wood (2012)
Torr (2009)
Smart (2013)
White (2015)
Foster (2014)
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NOTE-TAKING TECHNOLOGIESEvernote - https://evernote.com/
Freemind - http://freemind.sourceforge.net/wiki/index.php/Main_Page
Goodreader - http://www.goodreader.com/
Google Keep - https://www.google.com/keep/
Microsoft One Note - https://www.onenote.com/
Mindnode - https://mindnode.com/
Noteability - http://www.gingerlabs.com/
Scan Pen - http://scanmarker.com/
Scrivener - http://www.literatureandlatte.com/scrivener.php
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BIBLIOGRAPHIC REFERENCING TOOLSEndnote - http://endnote.com/Mendeley – https://www.mendeley.com/ReadCube - https://www.readcube.com/Zotero - https://www.zotero.org/
For more information: http://as.exeter.ac.uk/library/subjectguides/general/referencing/referencingsoftware/
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DATA MANAGEMENT
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GROUP DISCUSSION
What note-taking strategies do you use?Why do they work for you?What might the advantages or disadvantages
be of those introduced in the session?
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PART 5: ORGANISING YOUR IDEAS
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A KNOWLEDGE MAP/MIND MAP
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WHAT GETS SORTED?
Meaningful thingsThings often encounteredUnique things
A Radiant Hierarchy of Ideas
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MIND MAP TO STRUCTURE
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WRITING A LITERATURE REVIEW: SIX STEPS TO GET YOU FROM START TO FINISHStep One: Decide on your areas of
researchStep Two: Search for the literatureStep Three: Find relevant excerpts in
your books and articles
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Step Four: Code the literatureStep Five: Create Your Conceptual
SchemaStep Six: Begin to Write Your Literature
Review
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LATCH – PROCESSING YOUR LITERATURE
Location
Alphabet
Time
Category
Hierarchy
From: The Thesis Whisperer
‘5 Ways to Tame the Literature Dragon’
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PART 6: WRITING
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PLANNING
Adopt a planning tool to draft and re-draft your Lit Review
MindmapsGantt chartsLists…
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RD COURSES ON
Research Planning & Time Management Plan and Write your ThesisCreative Approaches to Writing your
Thesis Completing your Thesis
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WRITE
‘It doesn’t matter if it is dot points, poorly thought out ideas, scribbles from paper notes… Whatever it is, start writing your chapters. Many people only give themselves 6 months to write, and it is so relieving to go back and see stuff already on paper. You will thank yourself for organising your literature, giving yourself some reminders or for thinking! Writing early may save you months of effort when you are strapped for time.’
Extracted from a blog post on www.thesiswhisperer.com
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SO, WRITE EARLY, WRITE OFTEN.
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DEVELOP A CRITICAL BIBLIOGRAPHY
Forms an index of referencesHelps you keep track of what you’ve readHighlights key points – for re-readingGets you to critique not just describeWriting practiceContent you could potentially use in your
thesis
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TO WRITE CRITICALLY YOU SHOULD:Present logical arguments which lead into
your conclusionsProvide sound evidence to support your
argumentEvaluate, select, organise and categorise
(Ridley, 2012: 142)
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STRATEGIES FOR WRITING CRITICALLYComparing and contrasting Strategic and selective referencing Synthesising and reformulating arguments Agreeing with, confirming and defending Highlighting strengths and weaknessesRejecting a point of view with a rationale
(Ridley, 2012: 143)
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FOREGROUND YOUR OWN VOICE
The organisation of the textMaking your own assertions, supported by
relevant referencesMaking explicit connections between theories
and conceptsSummarising and evaluating source material
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Providing summaries at the end of sections/chapters
The use of personal pronounsExpressing a point of
view/agreement/disagreement(Ridley, 2012: 159-174)
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NEED FURTHER ADVICE?
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QUESTIONS?