the lit review - mapping & organising research

7/30/2019 The Lit Review - Mapping & Organising Research

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The literatureThe literature

review: mappingreview: mapping

and organisingand organisingyour researchyour research

readingreadingMay 7, 2012University Graduate School(UGS)


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THE THEME TODAY:

Reading purposefully and

organising all that reading so

it is:

R E T R I E V A B L E

HOW can we do this?

University Graduate School (UGS)


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We use reading strategiesWe use reading strategies

Read with different skills for different purposes:oPreviewing(look at the title, keywords, flip through)

oSkimming(for an overview)

oScanning(to locate specific information or ideas)

oClose reading (to extract certain detail)

oReading analytically (text structure, categories,

hierarchies)

oReading critically (connecting new information to what

you already know)



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Reading to organise what you read

DO IT LOGICALLY:

SUMMARISE: Using the reading (text) structure

ASSESS: Looking forcategories, hierarchies, arguments andorganising them around yourresearch area orinvestigativequestion

REFLECT: Making judgements about the significance



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HOW? THE INFORMATIONAL EXTRACTION

Two main ways for you to extract and then report. But first:

have a purpose in mind which is?

use the skill offocussing on the relevant issues

leave out unrelated information.

These two skills are very different, and require a different set

of skills: Summarising and paraphrasing



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To summarise means that you:

condense the relevant information or ideas - end up with a

summary shorter than the original text, but retrievable.

organise the information: use the original text, or develop

your own format.

use your own words

cite and give the reference.



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To paraphrase means that you:

report on the information so that the full meaning is

reproduced.

produce a piece of writing of the same length as (maybelonger than) the original reading

use your own words

cite and give the reference



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Special points to note about this process:

Specialist terms ortheoretical categories orvocabulary are

almost impossible to write in your own words.

Some specialist terms or theoretical categories are in the

common canon or general knowledge.



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A basic question: what isA basic question: what is

research reading analysis?research reading analysis?

Understanding how the whole is madeup ofparts

Deciding on what the essentialelements are

Understanding how the parts arerelated



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How do we analyse an article?How do we analyse an article?

Use clues from:

1. Table of contents

2. Headings and sub-headings3. Paragraph structure

4. Graphic organisers [concept maps] toshow

o Categories

o Hierarchies



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[Reading] Academic Writing

Its not just sentences:

Uses headersandsub-headings, and uses bold and slightly

largerfonts.

These are visual cues to information-structureand help thereader to flip back if needed.

Diagrams/images: not just inserted, use them to give a macro-

view and as a guide to rhetorical staging.



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Academic Paragraphs

Topic SentencesA topic sentence is a brief sentence that identifiesthe main point that will be addressed in theparagraph.

It is usually the first sentence of a paragraph.

In a well-structured piece ofexpository writing,the topic sentences can give you an understandingof the content of the following paragraph.


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Academic Paragraphs

The topic and the controlling idea:A topic sentence contains a topic and acontrolling idea.

The topic is linked to the overall content of thesection of the report, and the controlling idea isthe main point discussed in that paragraph.

The controlling idea provides the perspective orlimits of the paragraph.


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An example:

Topic: Education

Controlling Idea/s or Points /FOCUS

Information technology Financial support

Developing countries, women

Topic sentences

Educationtopichas been greatly affected by informationtechnologycontrolling idea.

Financial supportcontrolling ideais essential in the developmentof an effective educationtopicprogram.Educationtopicfor womenin developing countriesis

necessary to boost literacy ratescontrolling idea.


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SAMPLE JOURNAL PARAGRAPH

Less is known about how other financial variables such as trading volume

and the informativeness of stock prices are related to market power.

[TOPIC SENTENCE] Perroti and von Thadden (2003) argue that a firmsdominant investors can limit the informativeness of its stock price by being

opaque, which in turn mitigates product market competition[Elaboration 1]. In

Stoughton, Wong and Zechner (2001), consumers infer product quality from the

stock price, so a high-quality entrant has an incentive to go public to expose itself

to speculators attention [Elaboration 2]. Tookes (2007) is the most closelyrelated to our work [Elaboration 3]. She examines trading and information

spillovers across competing stocks. She shows that informed agents prefer to

trade shares in a more competitive firm, even if their information is not

specifically about this firm but about a competitor. In her setting, agents are risk

neutral and capital-constrained so they seek the stockwith the greatest sensitivityto shocks [Elaboration 3 detail]. In contrast, we assume that agents are risk

averse and characterize how the risk-return tradeoffvaries with a firms market

power [POSITION STATEMENT].



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organisersorganisers

Visual representation to help you understand

categories of information and how they relate toeach other in your area of research reading

What are some different types of concept

organisers? mind map (shows relationships to central idea)

tree or branch diagram (shows categories &hierarchies)

flow chart (shows progression in a process) table or matrix (shows placement of itemsalong two axes)



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Types of conceptTypes of concept

organisersorganisers

Branch diagram Mind map



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Using categories and hierarchiesUsing categories and hierarchies

for research readingfor research reading



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Using categories and hierarchiesUsing categories and hierarchies

in everyday life?in everyday life?



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SAMPLE JOURNAL PARAGRAPH

Less is known about how other financial variables such as trading volume

and the informativeness of stock prices are related to market power.

[GENERAL IDEA] Perroti and von Thadden (2003) argue that a firmsdominant investors can limit the informativeness of its stock price by being

opaque, which in turn mitigates product market competition [Specifics 1]. In

Stoughton, Wong and Zechner (2001), consumers infer product quality from the

stock price, so a high-quality entrant has an incentive to go public to expose itself

to speculators attention [Specifics 2]. Tookes (2007) is the most closely relatedto our work[Specifics 3]. She examines trading and information spillovers across

competing stocks. She shows that informed agents prefer to trade shares in a

more competitive firm, even if their information is not specifically about this firm

but about a competitor. In her setting, agents are risk neutral and capital-

constrained so they seek the stock with the greatest sensitivity to shocks

[Specifics 3 detail]. In contrast, we assume that agents are risk averse and

characterize how the risk-return tradeoff varies with a firms market power

[POSITION STATEMENT].



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You are doing all this organised reading to make

judgments, or be critical:

As to the truth, merit, relevance, effectiveness, breadth,

contribution of something to a particular field [or your

area of investigation].

Its coming from an understanding of its informationalstructure.

Its connecting it to what you already know or have read

previously.

And its to thus reflect on the validity and significance

of information and ideas.



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MethodologiesFor information-focussed, analytical, and relational

research reading.

Four methods may be used or adapted/combined

to extract the information and then and organiseyour readings:

descriptive questioning

annotated bibliographythe 5 Cs method

using notecards/EndNote


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Descriptive Questionings: Method 1Descriptive Questionings: Method 1In reading a research article, you could simply ask:

Who wrote the article and what are the authors qualifications?When was it written?

Who is the article for?

Why was the study carried out?

What is the authors main point, or thesis?

How has the author collected the data?

Whatresults were found?

What relevant sources does the author use?

Whatlimits did the author place on the study?

What aspects of this study are relevant to your researchquestion/area?



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Or, you could use the ABSTRACT to glean info.

Use abstract sequence of moves or stages.

Helps you focus very quickly on what you need to glean from the reading.

1. Areaunder investigation / Significanceof the area

2. Problem addressed

3. Aims/ Methodologyused

4. ResultsorOutcomes

5. Implications ofoutcomes

relevant to your research question/area?

Organise your notes-taking around these ideas!



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An example applied from a research funding proposal abstract:

Mining multiple information sources can provide rich knowledge which

is difficult to discover by mining single data sources. (reason for

doing the work - significance) Comparing and collaborating multi-

source data for mining are critical. (problem or need addressed)

This project aims to systematically investigate the theoretical

foundations and practical solutions for mining multiple information

sources (methodology suggested?), with the objective of delivering

a unified multi-source collaborative and comparative miningframework (results). The expected outcomes are: (1) establishing

the theoretical foundations for this emerging data mining research

area, (2) benefiting key application areas, such as bioinformatics,

business intelligence, and security informatics, and (3) helping

maintain Australia's leading role in data mining research.(implications of outcomes)



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Whatis relevant here to my research

question or research area?



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What is it?

It is a systematic review and record of all significant

literature that you have sourced and read.

It is designed to remind you of the relevance, accuracy,

and quality of the sources you have read and cited.

Supervisors can set this as a task to be sure thatsustained and informational/evaluative reading is

carried out in a timely manner.

TheThe ANNOTATED BIBLIOGRAPHY:ANNOTATED BIBLIOGRAPHY:

Method 2Method 2



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What does it do?

It briefly describes and/orappraises the sources.

Fordescribing: annotations usually

summarise the subject of the source outline the authors argument, methodology and

conclusions.

Forappraising: annotations may focus on

the authors argument (persuasive? didactic?) the reliability of the evidence, its relationship to other critics its contribution to the field of research

TheThe ANNOTATED BIBLIOGRAPHYANNOTATED BIBLIOGRAPHY



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HERE, YOU COULD USE A SYSTEM:

INITIAL READING (first PASS)

A. Author

B. Date of Publication

C. Edition or Revision

D. Publisher

E. Title of Journal

CONTENT ANALYSIS (second PASS)

A. Intended Audience

C. Coverage

D. Writing StyleE. Evaluative Reviews



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I. INITIAL READING

A. AuthorAuthor's credentials; institutional affiliation; educational background, past

writings, or experience? Degree of cross citation?

B. Date of Publication

Too old?

C. Edition orRevision

A first edition or revised and updated to reflect changes in knowledge.

D. Publisher

Scholarly: university or commercial?

Refereed; conference proceedings?

E. Title of Journal

Scholarly or a popular journal?

TheThe ANNOTATED BIBLIOGRAPHYANNOTATED BIBLIOGRAPHYSuggested strategiesSuggested strategies


Adapted from: http://www library cornell edu/olinuris/ref/research/skill26 htm


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II. CONTENT ANALYSISA. Intended AudienceStudents, academics, researchers?

B. Objective ReasoningInformation valid and well-researched?Ideas and arguments in line with other works you have read on the sametopic? Author objective and impartial?

C. Coverage

Updates other sources, substantiates other readings, adds newinformation?Extensively or marginally cover your topic?Material primary or secondary in nature?

D. Writing Style

Organized logically? Main points clearly presented? Text easy to read, orturgid? Author's argument: repetitive?E. Evaluative ReviewsLook for these in libraries and on-line.

Adapted from: http://www.library.cornell.edu/olinuris/ref/research/skill26.htm



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1. Category: What type of paper is this? A measurement paper? Ananalysis of an existing system? A description of a research

prototype?

2. Context: Which other papers is it related to? Which theoreticalbases were used to analyze the problem?

1. Correctness: Do the assumptions appear to be valid?

2. Contributions: What are the papers main contributions?

3. Clarity: Is the paper well written?

Or, focus on the 5 x Cs Method 3Or, focus on the 5 x Cs Method 3



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It helps to jot down the key points, or to make comments in the margins

of the paper, as you read.

1.Look carefully at the figures, diagrams and otherillustrations in the

paper.

2.Pay special attention to graphs. Are the axes properly labeled etc. ?

Common mistakes will separate rushed, shoddy work from the truly

excellent.

3.Remember to mark relevant unread references for further reading (thisis a good way to learn more about the background of the paper).

Adapted from Keshav, S. ACM SIGCOMM Computer Communication Review 83 Volume 37, Number 3, July 2007, p.83-4

And, heres some extra advice for yourAnd, heres some extra advice for your

readingreading



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NOTECARDS & ENDNOTE M th d 4


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NOTECARDS & ENDNOTE: Method 4

READING PATH? How orWhat do you typically read first? Where do

you start? What parts of a reading text or article can you use?

Here are some suggested Notecard orEndNote headings:

Abstract

Key words/ideas

Author/institution

Publication

Date

References

Key theories/methods/findings

Topic sentences

Connection to my work?



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Task & Discussion

Take one (or a few) of your readings and attempt to apply or adapt

the methods which seem suitable for helping you to organise your

research reading program:

descriptive questioning

annotated bibliography

the 5 Cs methodusing notecards/EndNote

Think and make notes about the ways or areas (at micro & macro

levels) it connects(or does not connect) with your research topic,

and note if it leads you on to any other ideas for reading further.

If there is time, discuss what you have done, how, and why with

someone else.



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Q & A - Discussion



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U i it G d t S h l (UGS)

the lit review - mapping & organising research

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