Topic outline

  • Organsing and reading literature

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    • Organising and reading literature and reviews of creative artefacts BSSH

    • Contents:
      • Searching
      • Recording
      • Prioritising
      • Retrieving
      • Reading
      • Summarising and synthesising
        • Questions and language phrases for reading, summarising and synthesising for the literature review
        • Questions and language phrases for creative artefact review 
        • Example: Summarising and synthesising literature for the literature review
      • Filing

      Introduction

      Researchers review literature for a variety of purposes. Perhaps the most important of these is to pull together what has been written on the problem or focus area in order to highlight the significance or importance of the present research. This is presented in the introduction and the literature review sections of the research proposal. 

      Researchers also review literature to define key terms, to explain the context of the research, and to explain and justify the methodological rationale of the research. Once the research is complete, literature is referred to in results and discussion writing to compare and contrast the conclusions with existing research and scholarship.  

      Organising literature and reading effectively is then critical to almost every aspect of the research and writing process.

      Searching

      1. You might start your literature search by speaking with your supervisor/s to identify key readings relating to your topic.
      2. Check the references used in key texts. Are there some that are recurring, or that focus specifically on your area of interest? 
      3. Use the search option on the web sites of key journals to locate articles of direct relevance to your topic.
      4. Make an appointment with Academic Library Services. The librarian on your campus can advise you about search options and resources relating to your topic. In addition, you can attend the library workshops within EDGE and use the library’s on-line tutorials.
      5. Work through the relevant catalogues, databases, indexes, bibliographies and web-sites.
      6. Set up journal alerts.
      7. Think about synonyms for keywords (eg prisons, correctional services, goals, remand centres, detention centres). It may be necessary to consult encyclopaedia, dictionaries, thesauri and other resources in the Reference Collection to find these. 
      8. Keep a record of your search terms, the data bases searched, any time periods used, and other information that describes your search parameters. Keep this information, preferably with excel spread sheets or other places where your literature and literature summaries are stored.

      Recording references

      1. Set up your information management system (Refworks or Endnote).
      2. Keep a record of the catalogues, databases, indexes, bibliographies and web-sites you have searched. Make a note of what they cover and where and how they can be accessed.
      3. Keep a file with the above information in it for handy future reference.
      4. Develop the habit of screening the literature for relevance before you record it, download it, print it out, or order a hard copy. This way you will not become overwhelmed.
      5. Record your reasons for excluding and including literature as you go. This will need to be provided in your writing.
      6. Record citation details of relevant literature and where it is located (catalogue number, database, book shop).
      7. Check referencing style and use a pre-defined referencing style appropriate for your discipline. Getting into good habits early is important.
      8. Use the HELP information on databases to find out what save options are available.

      Prioritising

      1. From reading the titles and abstracts, or based on advice from your supervisor/s, prioritise the literature and make a note of why an item has a high, medium or low priority (at the stage you are working).
      2. You might consider what time period you need to read for—contemporary research developments, earlier seminal works.
      3. Nominate the most important texts for your research proposal—key theories/research in your area, most recent findings.
      4. Differentiate between textbooks, research articles and books, and books written for non-academic audiences. For the most part, particularly at the research proposal stage, you will be most interested in reading academic literature within your field in order to support your research gap.
      5. When using referencing software such as EndNote or Refworks where items within databases can be directly imported, try not to get distracted by the technology. There is no advantage to having 2000 references in the database if their relationship to the topic is unclear. Being selective at every stage of the literature review process will help to avoid becoming overwhelmed with  information.

      Retrieving

      1. Print off or save journal articles from the databases, photocopy articles and chapters if you prefer to read print (making sure you comply with copyright regulations) or borrow books you have decided warrant a close reading.
      2. At this stage try to limit the number of books you buy. Most of the literature will be available through the University, but research degree students also have access to inter-library loans, and have borrowing rights with the University of Adelaide and Flinders University.

      Reading

      1. Before close reading you may want to scan the title, headings, summary or abstract, introduction and conclusion, and first and last paragraph and sentence.
      2. Be clear about your purpose for reading before you start. The most important first step in reading for research purposes is understanding the main finding or argument of the paper or book, and the implications of that finding. 
      3. Always write as you read by summarising the key finding or the main idea of the piece.
      4. The next step is to read for similarities and differences of the key finding or main idea of the piece with other reading. This enables you to think about how you will present the field in your literature review, and how you will structure your literature review.
      5. Depending upon how you will justify the 'gap' your research aims to fill you may want to consider underlying conceptual or methodological assumptions, how the methodology has shaped the findings, the implications arising from the research. 
      6. Have a rough estimate of how long it will realistically take for you to read a piece of this length. Most people would only be able to effectively read between one to four papers in a day.
      7. Write about what you are reading. This ensures you understand what you have read. It also ensures you are not wasting time reading something you will soon forget.
      8. As you read, think about where you will use the text in your own writing. 
      9. Try to focus questions on aspects of your own research that you need to write about. Don't get side tracked on interesting, but irrelevant detail. 
      10. Write down answers to pre-set questions as you read (see below).
      11. Try to write down the main idea or the answer to your questions in your own words without referring to the text as you read. Then see if you have an accurate take on the piece by going back and checking with the reading. This helps to ensure you are engaging with the main ideas. It also produces more fluent writing that reflects your own writing style. 
      12. Allow time to preview and review your written summaries of reading at the beginning and end of reading sessions. 
      13. Develop a systematic and disciplined approach to reading that aims primarily to understand what others in your field have found or are arguing. You are reading for an understanding of the main ideas of others, and to understand how they arrived at those conclusions.
      14. For really difficult texts, you may need to re-read several times. You could form a reading group, or discuss the text with your supervisor or other academics, or refer to a secondary text on the subject to help you gain access to the ideas.
      15. A mind map may be useful to organise timelines, similarities and differences, conceptual distinctions, or topic areas in the field.
      16. You may want to supplement your index of summaries with a copy of the text with highlighting in important sections or notes in the margins.
      17. When taking notes, use quotation marks when you use the author's words directly to prevent possible plagiarism later. Always record the page number/s when copying directly from the text.
      18. Avoid using secondary references; go to the original to ensure an accurate reading of the text whenever possible.

      Questions and language phrases for reading and summarising published academic texts for the literature review

      What is the key finding or central argument?

      • The paper argues that ... .
      • The findings show that ... .

      What is the implication arising from the finding, argument or conclusion (for theory, methodology, policy, practice, other outcome)? What do the authors advocate as a solution to the problem or conundrum raised by the paper/book?

      • The findings are read to suggest that ... .
      • The authors recommend ... .

      What methods and methodology was adopted to reach the finding/argument?

      • The findings are based on ... methods.
      • The study is based on a ... methodology assuming that ... .

      What other assumptions/concepts/theories form the basis of the question, argument, conclusions?

      • The argument/interpretation of findings assumes that ... .
      • The findings are based on ... theory which holds that ... .
      • The concept of ... is used to explain ... .

      How is the finding/argument similar to and different from the central argument/finding and implications of other literature I have read?

      • The argument agrees with those who argue that ... .
      • The findings concur with the conclusion that ... .
      • This argument/finding is different from others on the problem area because ... .

      Does the research answer my question/focus? If not, why not?

      • The paper highlights ... , but does not consider ... .
      • The assumption/focus/sample/etc of ... does not account for ... . This leaves unanswered questions about ... .

      Questions and language phrases to guide creative artefact review

      Central ideas, themes, moods, influences, biases: What is expressed in the work?

      • The artefact expresses … 

      Materials, symbolism, practice, approach, genre, motifs, plot device: How are the ideas at the centre of the work expressed in the artefact and creative practice?

      • This is achieved by use of …  

      Implications of the themes and creative practice: What does the work imply, or how does it fit into academic or popular discourse about the topic? 

      • The work suggests that …

      Similarities and differences among artefacts and surrounding academic commentary: What significant areas of commonality and differences in point of view and practice are there within work on the focus area?

      • The work is similar to …  
      • The approach concurs with views/assumptions about …
      • The work is different from others on the focus area because ….

      Literary/artistic value, quality of contribution. 

      • The work contributes …

      Example: Summarising and synthesising literature for the literature review

      Since the 'significance' or newness of research is demonstrated in a review of existing approaches and findings, the summaries and groupings of academic texts produced in the reading process can form the basis of the literature review in the research proposal.  The example below aims to show the steps involved in summarising and synthesising literature for the literature review. In the example the topic used is doctoral supervision pedagogy.

      The first step in reading and writing for the literature review involves summarising the key findings or argument of an academic text. The second step involves grouping individual summaries together into similar topic area or foci. This is repeated on two separate topics (supervision and communities of practice) in the example below. The second step within each example involves writing a synthesis or a summary of the summaries of the single texts on the topic, with a reference bracket including all of the single summaries. A synthesis which brings both topics together to present an overview of both aspects of the topic can then be written. 

      Synthesising literature into categories in this way shows sophistication in intellectual skills and a deep grasp of the field. For more on writing a critical literature review see the topic entitled 'reviewing literature' linked from the left hand menu. 

      Although the content will be different, the same cognitive process and steps are used in a review which combines literature and artefacts. 

      Step 1: Summarise findings of single studies on a similar aspect of the topic (doctoral supervision)

      Lee 2008—argues that rather than encapsulate supervision in a set of functions to be carried out, supervision should be understood in conceptual and relational terms. 

      Emilsson and Johnsson 2007—argue existing approaches to supervision training are ineffective because they don’t address the problem of relationship break down and trust which is critical to supervisory success.

      Anderson, Day and McLaughlin 2000—argue that the interpersonal relationship between student and supervisor and clarity around how both parties conceive their respective responsibilities for progressing the task is critical to doctoral student success. 

      Step 2: Synthesise topic 1

      Formative work on doctoral supervision pedagogy emphasises the need for a less functional and more relational focus within supervision training to enhance interpersonal trust and clarity about responsibilities (Lee, 2008; Emilsson and Johnsson, 2007; Anderson, Day and McLaughlin, 2006). 

      Step 1: Summarise findings of single studies on second aspect of topic (communities of practice)

      Dysthe, Samara and Westrheim 2006—argue that a novel research education model—involving student colloquia, supervision/student groups combined with individual supervision organised around feedback on student writing—supports students’ growing participation and learning in discipline communities of practice. 

      Malfroy 2005—argues that supplementation of supervision by research seminars and other forums fosters knowledge sharing and collaborative learning. 

      Step 2: Synthesis topic 2

      Higher education research on doctoral education points to the benefits of communities of practice that enable reflexive engagement with writing and disciplinary cultures in research learning (for example see Dysthe et al., 2006 and Malfroy, 2005). 

      Step 3: Synthesise different foci in literature in your own words (doctoral supervision pedagogy and communities of practice)

      Recent decades have seen a shift away from traditional functional conceptions of doctoral supervision in which supervisors work is envisaged as a set of tasks performed largely in isolation with individual candidates. There has been greater attention to the importance of the interpersonal dimension in research learning and clarity about each parties’ responsibilities, as well as the role that peer learning and discipline experts beyond the supervision relationship make to doctoral outcomes. 

      Filing

      1. Adopt an organised approach to filing from the start. This will save you time in the long run. 
      2. Excel spread sheets are most commonly used because they enable you to use multiple search items to retrieve information later depending on your need.
      3. The topics or foci that emerge from your reading summaries can be used to organise texts under conceptual or topic headings and sub headings. The filing process can then help to determine, and to mirror the structure of your writing. 
      4. Continue to organize and re-organize your literature summaries at every stage of the planning and writing process, from the library search to the final draft.

      This resource was developed by Wendy Bastalich

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