Literature Review Literature Review

OutlineOutline

Part I. Elements of an Effective Literature Review Part I. Elements of an Effective Literature Review by D. Grant Allen, Pulp & Paper, University of by D. Grant Allen, Pulp & Paper, University of TorontoToronto

Part II. 5 steps to Conduct a Literature Review Part II. 5 steps to Conduct a Literature Review by Dr. Marcelo Castroby Dr. Marcelo Castro

Part III. Source of literature Part III. Source of literature by by Bob Brown , University of Ulster / Newry and Bob Brown , University of Ulster / Newry and Mourne HSSTMourne HSST

Part I. Part I. Elements of an Effective Literature Elements of an Effective Literature

ReviewReview

“Researchers almost never conduct a study in an intellectual vacuum: their studies are undertaken within the context of an already existing knowledge base. Researchers generally undertake a literature review to familiarise themselves with that knowledge base”.

(Polit and Hungler, 2000)

Why Conduct a Literature Review?Why Conduct a Literature Review?

• Avoid “reinventing the wheel”– Learn from others in/outside your area– Know the ‘leading edge’

• Help define your objectives & hypotheses– Source for research idea, research approach– Justify significance (science, engineering...)

• Is your work asking/answering the best questions?

• Put your work in context within the field– Link in discussion section of thesis

• Agreement/disagreement..lead to conclusions

What’s In a Literature Review?What’s In a Literature Review?

• Critical review of the “State of the Art” relevant to your objectives

• Synthesis of relevant literature– Organized in appropriate topics– Not a sequence of abstracts!

PlagiarismPlagiarism

• “To appropriate of pass off (the ideas or words of another) as one’s own”1

• Growing problem with internet

• An academic offence

• Citing the reference at the end of a copied (or mostly copied) phrase/paragraph is still plagiarism

• Use your own words

1The New Penguin English Dictionary, Penguin, 1986

ReferencesReferences

• Cite the original reference, not the reference that cited the original reference

• Go to the source article so you know what it said

• Be current and go back in time!!!– The 90’s..80’s…70’s…….20’s…

Part II. Creswell’s 5 steps to Conduct Part II. Creswell’s 5 steps to Conduct a Literature Reviewa Literature Review

• Step 1: Identify Key Terms or “Descriptors”• Extract key words from your title

(remember, you may decide to change the title later)

• Use some of the words other authors reported in the literature

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Creswell’s 5 steps to Conduct a Creswell’s 5 steps to Conduct a Literature Review (cont’d)Literature Review (cont’d)

• Step 2: Locate Literature• Use academic libraries, do not limit your search

to an electronic search of articles

• Use primary and secondary sources. A “primary source” is research reported by the researcher that conducted the study. A “secondary source” is research that summarizes or reports findings that come from primary sources

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Step 2: Locate LiteratureStep 2: Locate Literature (cont’d)(cont’d)

• It is “best to report mostly primary sources” (p. 82)

• Search different types of literature: summaries, encyclopedias, dictionaries and glossaries of terms, handbooks, statistical indexes, reviews and syntheses, books, journals, indexed publications, electronic sources, abstract series, and databases

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Creswell’s 5 steps to Conduct a Creswell’s 5 steps to Conduct a Literature Review (cont’d)Literature Review (cont’d)

• Step 3: Critically Evaluate and Select Literature• Rely on journal articles published in

national journals• Prioritize your search: first look for

refereed journal articles, then, non-refereed articles, then books, then conference papers, dissertations and theses and then papers posted to websites

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Creswell’s 5 steps to Conduct a Creswell’s 5 steps to Conduct a Literature Review (cont’d)Literature Review (cont’d)

• Step 4: Organize the Literature• Create a “file” or “abstract” system to keep

track of what you read. Each article you read should be summarized in one page containing

Title (type the title so that you can later copy-paste this into the References section of your paper)

Source: journal article, book, glossary, etc.

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Step 4: Organize the Literature Step 4: Organize the Literature (cont’d)(cont’d)

Research problem: one or two lines will suffice

Research Questions or Hypotheses

Data collection procedure (a description of sample characteristics can be very handy as well)

Results or findings of the study

• Sort these abstracts into groups of related topics or areas which can then become the different sections of your review

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Jadual LiteratureJadual Literature

1. Pengarang/Rujukan  

2. Masalah Kajian/Pernyataan Masalah  

3. Objektif Kajian/Tujuan kajian/Soalan

Kajian

 

4. KerangkaTeori/Kerangka Konseptual  

5. Metodologi  

6. Dapatan Kajian/ Keputusan Kajian  

7. Komen/Pendapat/Cadangan  

Creswell’s 5 steps to Conduct a Creswell’s 5 steps to Conduct a Literature Review (cont’d)Literature Review (cont’d)

• Step 5: Write a Literature Review• Types of Reviews:

Thematic Review: a theme is identified and studies found under this theme are described. Major ideas and findings are reported rather than details.

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

Step 5: Write a Literature ReviewStep 5: Write a Literature Review(cont’d)(cont’d)

Study-by-study Review: a detailed summary of each study under a broad theme is provided. Link summaries (or abstracts) using transitional sentences. Must be organized and flow coherently under various subheadings. Avoid string quotations (i.e., lengthy chunks of text directly quoted from a source)

Creswell, J.W. (2005) Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research

A paraphrase is a passage borrowed from a source and rewritten in your own words. A paraphrase should be true to the original authors idea, but is rewritten in your own words and sentence structure. Since you are using someones else’s ideas and expressing them in your own words, it is very important to give credit to the source of the idea.A paraphrase should not use any of the original authors words except incidental conjunctions and common prepositions.

What is a Paraphrase?

As Kearns notes:

“It is desirable to find agreement on terminology that is acceptable to all stakeholders—schools, Vocational Education Training (VET), higher education, employers, individuals, and communities and which recognises that the new agenda of employability skills for the 21st century is about essential life skills as well as enterprise and employability skills.”

(Kearns 2001,p.85)

The Australian Chamber of Commerce and Industry and the Business Council of Australia undertook a comprehensive study of‘employability’ skills in Australia. This study defined as employability skills:

“… skills required not only to gain employment, but also to progress within an enterprise so as to achieve one’s potential and contribute successfully to enterprise strategic directions. Employability skills are also sometimes referred to as Employability skills, capabilities or key competencies “

(Australian Chamber of Commerce and Industry &Business Council of Australia 2002, p.3).

Part III. Sources of literaturePart III. Sources of literature• Own Books or Journals

• Library Books

• Library Journals

Abstracts from other disciplines

PENULISAN BERKESAN

UNTUKPENGAJIAN SISWAZAH

AYAT TOPIK DI AWAL

Kita masih berpeluang untuk bertemu binatang terbesar Di dunia. Binatang ini terlalu besar sehingga tiada siapa pun berpeluang untuk menatap keseluruhan

badannya. Beratnya kira-kira 150 tan dan panjangnya pula lebih kurang 100 kaki. Saiznya pula bersamaandengan gabungan saiz 30 ekor gajah yang besar.

Begitulah hebatnya ikan paus biru.

AYAT TOPIK DI TENGAH

Anda seharusnya mempunyai kebolehan berkomunikasi

yang baik. Pertuturan juga perlu jelas serta intonasi yang menarik. Raut wajah pula manis dan selesa

dipandang. Di samping itu, anda juga harus sentiasa kelihatan

ceria. Menjadi pembaca berita televisyen memerlukan

personaliti yang istimewa. Siapa yang berminat utuk menceburi bidang ini perlulah meneliti

personaliti diri, di samping meningkatkan keupayaan

komunikasi. Sesiapa pun boleh mencuba.

AYAT TOPIK DI HUJUNG

Golongan muda hari ini lebih gemar berhijrah ke bandar Untuk bekerja. Hidup di bandar yang kelihatan

menyeronokkan dan dipenuhi gaya dan hiburan menjadi tarikan utama. Mereka tidak lagi berminat untuk melibatkan diri dalam kegiatan pertanian yang

sebenarnya berpotensi untuk memberi pulangan yang lumayan. Kesan daripada itu, sektor pertanian di negara

ini rata-rata diusahakan oleh golongan tua.

TEKNIK MENYEBUT -1

• Menurut Roselan Baki (2003) penulisan adalah kemahiran literasi yang amat sukar.

• Roselan Baki (2003) menyatakan bahawa penulisan merupakan kemahiran literasi yang amat sukar.

TEKNIK MENYEBUT ke-2

• Penulisan adalah kemahiran literasi yang amat sukar (Roselan Baki, 2003).

• Pengajaran penulisan memerlukan proses pengajaran yang terancang dan progresif (Roselan Baki, 2003).

TEKNIK MENYEBUT ke-3

• Penulisan adalah kemahiran literasi yang amat sukar (Roselan Baki, 2003) dan ini memerlukan proses pengajaran yang terancang dan progresif (Baki Ismail, 2002).

• Tugasan yang berkualiti merupakan hasil usaha pelajar yang tekun dan gigih (Baki Ismail, 2013) dengan bimbingan pengajar yang berilmu, berkemahiran dan profesional (Roselan Baki, 2014).

PENULISAN BIBLIOGRAFI (APA)1. DLM TEKS:

A. Satu teks, Satu pengarang: i) Roselan Baki (2003) bersetuju….. ii) ………. (Roselan Baki, 2003)

iii) “…..…..”(Roselan Baki, 2003: 55)

B. Satu teks, 2 pengarang: i) Roselan Baki dan Farin Roselan (2005) menegaskan bahawa…..

ii) ……….(Roselan Baki & Baki Ismail, 2005) iii) “……….” (Roselan Baki & Baki Ismail, 2005: 55)

C. 3 - 5 PENGARANG

i. Sebutan/Petikan pertama: semua nama (Ali Abu, Abu Abu, Abu Ali & Ali Ali, 2002)

ii. Sebutan/Petikan seterusnya: Ali Abu et al., 2003)

D. 6 dan > PENGARANG Roselan Baki et al., 2003 (sahaja)

Atau

Teamwork is incorporated within higher education (HE) curricula for a number of

reasons including: assisting students to construct knowledge with alternate viewpoints,

improving communication and providing students with the opportunity to practice the

generic skills required for the workforce (Staggers et al., 2008).

Staggers, J., Garcia, S. and Nagelhout, E. (2008), “Teamwork through teambuilding: face-to-face to online”, Business Communication Quarterly, Vol. 71 No. 4, pp. 472-87.

Oakley et al. (2004) suggest that members of an effective team often: work together by

assisting one another to the greatest possible extent; are effective at managing conflict;

and ensure that each team member is responsible and accountable.

Oakley, B., Felder, R.M., Brent, R. and Elhajj, I. (2004), “Turning student groups into effective teams”, Journal of Student Centred Learning, Vol. 2 No. 1, pp 9-34.

i) 1 Pengarang; 2 atau > dan Teks sama tahun

(Roselan Baki, 2003a, 2003b)

ii) Pengarang Hilang: (judul + tahun)

TEKNIK MENULIS RUJUKAN

Journal

Employers put high level of interests in employability skills as must have

skills from graduates. There is no significant differences between the size

of company and employability skills. There are however, significant

differences between information skills and technology skills acquired by

graduates (Husain, Mokhtar, Ahmad, & Mustapha, 2010).

 

Reference

Husain, M. Y., Mokhtar, S. B., Ahmad, A. A., & Mustapha, R. (2010). Importance of Employability Skills from Employers’ Perspective. Procedia - Social and Behavioral Sciences, 7, 430-438.

 

Buku

Corella, L. (2000). Communication and the engineering proffession: A field study. U.K.:College of Communication

Online Article

Breslow, L. (2000), “Teamwork basics”, available at: http://web.mit.edu/tll/teaching-materials/teamwork/index.html (accessed 17 August 2009).