Literature Review Matrix
Instructions: You will conduct a web search on your area of focus using Google, Bing, Yahoo, or any other major search engine. Be sure to take the time to inform yourself on sound research sources including use of peer reviews as listed in the recommended and required resources for the week. To get you started, view What is a Scholarly Journal Article?. Next, you will analyze the first five results that appear from your search in a table format using Microsoft Word. Then, using the same keywords you used to search the Web, you will conduct a search in the Ashford University Library using one of the academic databases (ERIC, ProQuest, EBSCOhost, and so forth) and create a table using Microsoft Word. Finally, you will select two sources from either table that you feel are the best overall based on currency, credibility, authority, and academic integrity and construct a summary.
The assignment needs to include the following areas of content.
The assignment needs to adhere to the following areas for written communication.
In Week Two, we will be critically evaluating the quality and credibility of various sources of information as they relate to the problem/topic you identified last week in your early action research plan.
Literature Reviews are an integral part of doing research. Having knowledge of previous research is certainly important in doing your own research (if nothing else, it can outline the pitfalls for you), but it is important for three other reasons as well.
First, a literature review can help you to both frame and narrow your research. A common problem for researchers is writing an overly broad research question that will soon sink the researcher in an ocean of data to master. By thoroughly reviewing and categorizing the research, the researcher can help himself/herself by focusing on a single area for research.
Second, the literature review can provide a rationale for your research (Galvin, 2007, page 13). Why do this study, anyway? What value will it provide to others? Why is it worth the time, effort, and money to do? A literature review can help answer those questions.
Finally, reviewing the literature can clear up any lingering questions that you may have about your potential research topic. The value here is related to the first item in this section—framing and narrowing the focus so that you can get to the heart of what you are studying.
Briefly considered, a Literature Review consists of five parts:
Selecting the correct data base is a critical place to start. The internet is a wonderful thing, but it is undisciplined and disorganized. A professionally maintained data base is far superior to spending hours Googling search terms that will not lead anywhere useful. In education, of course, the data base of choice is ERIC. As mentioned earlier in this course, the Education Research Information Clearinghouse contains over one million items dating back to the mid-1960s. Many are full text, and it is the one-stop shop for most education research. Between ERIC, the ProQuest Dissertation and Thesis Data Base, and a good online library catalog, you should be able to find what you are looking for.
Once you have done this, identifying sub topics in the literature is a very good idea. This helps to narrow the field and give some structure to what you are doing. Many literature reviews focus on three or four sub-categories. Surveying the literature is a natural extension of this process, in that you are finding
literature to fit categories (or the other way round—either is acceptable). In this survey, you are likely using article titles and abstracts to survey and categorize the literature.
Once you have done this, the next step is reading the literature. There is no getting around it—this takes time and effort, and it can be, honestly, a little dull sometimes. This is especially true of quantitative research, in which statistical analysis plays a strong part.
Finally, writing the literature review is something of an art. It takes the form of a bibliographic essay, in which you write a paragraph or a page about the article, how it relates to the study at hand, what the major findings were, etc. Strong expository writing skills can help with this process. The key thing is to say what you have to say in an organized fashion that fits with the rest of your research. If you can do that, you have accomplished what is necessary.
MAED Self-Check: Begin the approval process by discussing your early ideas with your employer or manager so as to complete the Informed Consent requirement by the end of Week 4. It is advised you wait however, to complete the Informed Consent form until after your instructor has worked with you throughout the instructional weeks to solidify your action research plan.
Galvin, J. (2006). Writing literature reviews: A guide for students of the social and behavior sciences. Glendale, CA: Pyrczak Publishing
Borgman, C. (n.d.). Scholarship in the digital age: Information, infrastructure, and the internet. The MIT Press. Retrieved from http://mitpress.mit.edu/books/scholarship-digital-age
Engle, M. (2013). How to prepare an annotated bibliography. Cornell University Library. Retrieved from http://olinuris.library.cornell.edu/ref/research/skill28.htm
Lucy Scribner Library. (n.d.). Writing an annotated bibliography. Retrieved from http://lib.skidmore.edu/library/index.php/li371-annotated-bib
The Research Assistant (http://www.theresearchassistant.com/index.asp)
The Writing Center. (n.d.). Literature reviews. The University of North Carolina. Retrieved from http://writingcenter.unc.edu/handouts/literature-reviews
Vocabulary.com. (n.d.). Preface. Retrieved from http://www.vocabulary.com/dictionary/preface