masters literature review example

• UWF Libraries

Literature Review: Conducting & Writing

• Sample Literature Reviews
• Steps for Conducting a Lit Review
• Finding "The Literature"
• Organizing/Writing
• APA Style This link opens in a new window
• Chicago: Notes Bibliography This link opens in a new window
• MLA Style This link opens in a new window

Sample Lit Reviews from Communication Arts

Have an exemplary literature review.

• Literature Review Sample 1
• Literature Review Sample 2
• Literature Review Sample 3

Have you written a stellar literature review you care to share for teaching purposes?

Are you an instructor who has received an exemplary literature review and have permission from the student to post?

Please contact Britt McGowan at [email protected] for inclusion in this guide. All disciplines welcome and encouraged.

• << Previous: MLA Style
• Next: Get Help! >>
• Last Updated: Mar 22, 2024 9:37 AM
• URL: https://libguides.uwf.edu/litreview

Press ESC to close

A roadmap for writing a literature review in a master’s thesis: Examples and guidelines

• backlinkworks
• Writing Articles & Reviews
• December 27, 2023

writing a literature review is an essential part of any master’s thesis. IT involves critically evaluating and synthesizing existing research to provide a comprehensive overview of the current state of knowledge in a particular field. A well-written literature review demonstrates your understanding of the scholarly conversation surrounding your research topic and helps to contextualize your own work within the broader academic landscape.

1. Understand the purpose of a literature review

Before you begin writing your literature review, IT ‘s important to understand its purpose. A literature review serves several key functions, including:

• Providing a comprehensive overview of existing research in your field.
• Critically evaluating the strengths and weaknesses of previous studies.
• Identifying gaps in the literature and highlighting areas for future research.
• Contextualizing your own research within the broader academic discourse.

By clearly understanding the purpose of your literature review, you can ensure that your writing is focused and relevant to your thesis.

2. Conduct a comprehensive literature search

Once you have a clear understanding of the purpose of your literature review, the next step is to conduct a comprehensive search for relevant academic sources. This involves searching for peer-reviewed journal articles, books, conference proceedings, and other scholarly publications related to your research topic.

IT ‘s important to use a variety of search strategies, including keyword searches, citation tracking, and database searches, to ensure that you are capturing all relevant literature. Additionally, consider using citation management software to organize and manage your references.

For example, if your master’s thesis is about the impact of social media on mental health, you would want to search for literature that examines the relationship between social media use and psychological well-being. This might include studies on social media usage patterns, the prevalence of mental health issues among social media users, and the potential benefits and drawbacks of social media use.

3. Analyze and synthesize the literature

Once you have gathered a comprehensive collection of literature related to your research topic, the next step is to analyze and synthesize the information. This involves critically evaluating the strengths and weaknesses of each study, identifying key themes and patterns across the literature, and synthesizing the findings into a coherent narrative.

When analyzing and synthesizing the literature, consider the following questions:

• What are the main findings and arguments of each source?
• What are the strengths and weaknesses of each study?
• What key themes and patterns emerge across the literature?

Using the example of the impact of social media on mental health, you might identify several key themes that emerge across the literature, such as the relationship between social media use and depression, the role of cyberbullying in affecting mental well-being, and the potential benefits of online peer support networks.

4. Write the literature review

With a clear understanding of the purpose of your literature review, a comprehensive collection of relevant literature, and a synthesized analysis of the existing research, you are now ready to write your literature review. When writing your literature review, consider the following guidelines:

• Provide a clear and comprehensive overview of the existing literature in your field.
• Critically evaluate and synthesize the key findings and arguments of each source.
• Organize the literature thematically or chronologically to highlight key patterns and developments in the research.
• Keep the focus on how each source relates to your research topic and thesis.

Continuing with the example of the impact of social media on mental health, your literature review might be organized into sections that correspond to the key themes you identified during your analysis. Each section could summarize and evaluate the existing literature on a specific aspect of the relationship between social media use and mental well-being, providing a clear overview of the current state of knowledge in the field.

5. Conclusion

Overall, writing a literature review for your master’s thesis involves understanding the purpose of the literature review, conducting a comprehensive literature search, analyzing and synthesizing the literature, and writing a well-organized and critical review of the existing research. By following these guidelines and examples, you can ensure that your literature review effectively contextualizes your own research within the broader academic discourse.

Q: How long should a literature review be?

A: The length of a literature review can vary depending on the requirements of your master’s thesis and the depth and breadth of the existing literature. In general, a literature review for a master’s thesis is typically around 3000-5000 words, but this can vary based on the specific expectations of your program or advisor.

Q: How many sources should I include in my literature review?

A: The number of sources you include in your literature review will depend on the scope of your research topic and the expectations of your program or advisor. In general, a literature review for a master’s thesis should include a comprehensive collection of relevant sources, typically ranging from 20-50 academic articles, books, and other scholarly publications.

Top 10 Recording Software for Professional Sound Engineering

Designing a professional website with a web hosting wordpress theme.

Recent Posts

• Driving Organic Growth: How a Digital SEO Agency Can Drive Traffic to Your Website
• Mastering Local SEO for Web Agencies: Reaching Your Target Market
• The Ultimate Guide to Unlocking Powerful Backlinks for Your Website
• SEO vs. Paid Advertising: Finding the Right Balance for Your Web Marketing Strategy
• Discover the Secret Weapon for Local SEO Success: Local Link Building Services

Popular Posts

Shocking Secret Revealed: How Article PHP ID Can Transform Your Website!

Uncovering the Top Secret Tricks for Mastering SPIP PHP – You Won’t Believe What You’re Missing Out On!

Unlocking the Secrets to Boosting Your Alexa Rank, Google Pagerank, and Domain Age – See How You Can Dominate the Web!

Discover the Shocking Truth About Your Website’s Ranking – You Won’t Believe What This Checker Reveals!

The Ultimate Collection of Free Themes for Google Sites

Explore topics.

• Backlinks (2,425)
• Blog (2,744)
• Computers (5,318)
• Digital Marketing (7,741)
• Internet (6,340)
• Website (4,705)
• Wordpress (4,705)
• Writing Articles & Reviews (4,208)

Get science-backed answers as you write with Paperpal's Research feature

What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 
• How to write a good literature review 
• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

• Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 
• Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 
• Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 
• Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 
• Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 
• Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

How to write a good literature review

Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. 

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

Paperpal is an AI writing assistant that help academics write better, faster with real-time suggestions for in-depth language and grammar correction. Trained on millions of research manuscripts enhanced by professional academic editors, Paperpal delivers human precision at machine speed.  

Try it for free or upgrade to  Paperpal Prime , which unlocks unlimited access to premium features like academic translation, paraphrasing, contextual synonyms, consistency checks and more. It’s like always having a professional academic editor by your side! Go beyond limitations and experience the future of academic writing.  Get Paperpal Prime now at just US$19 a month!

Related Reads:

• Empirical Research: A Comprehensive Guide for Academics 
• How to Write a Scientific Paper in 10 Steps 
• Life Sciences Papers: 9 Tips for Authors Writing in Biological Sciences
• What is an Argumentative Essay? How to Write It (With Examples)

6 Tips for Post-Doc Researchers to Take Their Career to the Next Level

Self-plagiarism in research: what it is and how to avoid it, you may also like, 4 ways paperpal encourages responsible writing with ai, what are scholarly sources and where can you..., how to write a hypothesis types and examples , measuring academic success: definition & strategies for excellence, what is academic writing: tips for students, why traditional editorial process needs an upgrade, paperpal’s new ai research finder empowers authors to..., what is hedging in academic writing  , how to use ai to enhance your college..., ai + human expertise – a paradigm shift....

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing a Literature Review

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation
• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

The only proofreading tool specialized in correcting academic writing

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Correct my document today

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list if you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can use boolean operators to help narrow down your search:

Read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible, and make sure you read any landmark studies and major theories in your field of research.

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

You can use our free APA Reference Generator for quick, correct, consistent citations.

To begin organising your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly-visual platforms like Instagram and Snapchat – this is a gap that you could address in your own research.

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarising sources in order.

Try to analyse patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organise your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text, your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, discussing the significance of findings in relation to the literature as a whole.
• Critically evaluate: mention the strengths and weaknesses of your sources.
• Write in well-structured paragraphs: use transitions and topic sentences to draw connections, comparisons and contrasts.

In the conclusion, you should summarise the key findings you have taken from the literature and emphasise their significance.

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a dissertation , thesis, research paper , or proposal .

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarise yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, June 07). What is a Literature Review? | Guide, Template, & Examples. Scribbr. Retrieved 29 April 2024, from https://www.scribbr.co.uk/thesis-dissertation/literature-review/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a dissertation proposal | a step-by-step guide, what is a theoretical framework | a step-by-step guide, what is a research methodology | steps & tips.

How To Structure Your Literature Review

3 options to help structure your chapter.

By: Amy Rommelspacher (PhD) | Reviewer: Dr Eunice Rautenbach | November 2020 (Updated May 2023)

Writing the literature review chapter can seem pretty daunting when you’re piecing together your dissertation or thesis. As  we’ve discussed before , a good literature review needs to achieve a few very important objectives – it should:

• Demonstrate your knowledge of the research topic
• Identify the gaps in the literature and show how your research links to these
• Provide the foundation for your conceptual framework (if you have one)
• Inform your own  methodology and research design

To achieve this, your literature review needs a well-thought-out structure . Get the structure of your literature review chapter wrong and you’ll struggle to achieve these objectives. Don’t worry though – in this post, we’ll look at how to structure your literature review for maximum impact (and marks!).

But wait – is this the right time?

Deciding on the structure of your literature review should come towards the end of the literature review process – after you have collected and digested the literature, but before you start writing the chapter. 

In other words, you need to first develop a rich understanding of the literature before you even attempt to map out a structure. There’s no use trying to develop a structure before you’ve fully wrapped your head around the existing research.

Equally importantly, you need to have a structure in place before you start writing , or your literature review will most likely end up a rambling, disjointed mess. 

Importantly, don’t feel that once you’ve defined a structure you can’t iterate on it. It’s perfectly natural to adjust as you engage in the writing process. As we’ve discussed before , writing is a way of developing your thinking, so it’s quite common for your thinking to change – and therefore, for your chapter structure to change – as you write. 

Need a helping hand?

Like any other chapter in your thesis or dissertation, your literature review needs to have a clear, logical structure. At a minimum, it should have three essential components – an  introduction , a  body   and a  conclusion . 

Let’s take a closer look at each of these.

1: The Introduction Section

Just like any good introduction, the introduction section of your literature review should introduce the purpose and layout (organisation) of the chapter. In other words, your introduction needs to give the reader a taste of what’s to come, and how you’re going to lay that out. Essentially, you should provide the reader with a high-level roadmap of your chapter to give them a taste of the journey that lies ahead.

Here’s an example of the layout visualised in a literature review introduction:

Your introduction should also outline your topic (including any tricky terminology or jargon) and provide an explanation of the scope of your literature review – in other words, what you  will   and  won’t   be covering (the delimitations ). This helps ringfence your review and achieve a clear focus . The clearer and narrower your focus, the deeper you can dive into the topic (which is typically where the magic lies). 

Depending on the nature of your project, you could also present your stance or point of view at this stage. In other words, after grappling with the literature you’ll have an opinion about what the trends and concerns are in the field as well as what’s lacking. The introduction section can then present these ideas so that it is clear to examiners that you’re aware of how your research connects with existing knowledge .

2: The Body Section

The body of your literature review is the centre of your work. This is where you’ll present, analyse, evaluate and synthesise the existing research. In other words, this is where you’re going to earn (or lose) the most marks. Therefore, it’s important to carefully think about how you will organise your discussion to present it in a clear way. 

The body of your literature review should do just as the description of this chapter suggests. It should “review” the literature – in other words, identify, analyse, and synthesise it. So, when thinking about structuring your literature review, you need to think about which structural approach will provide the best “review” for your specific type of research and objectives (we’ll get to this shortly).

There are (broadly speaking)  three options  for organising your literature review.

Option 1: Chronological (according to date)

Organising the literature chronologically is one of the simplest ways to structure your literature review. You start with what was published first and work your way through the literature until you reach the work published most recently. Pretty straightforward.

The benefit of this option is that it makes it easy to discuss the developments and debates in the field as they emerged over time. Organising your literature chronologically also allows you to highlight how specific articles or pieces of work might have changed the course of the field – in other words, which research has had the most impact . Therefore, this approach is very useful when your research is aimed at understanding how the topic has unfolded over time and is often used by scholars in the field of history. That said, this approach can be utilised by anyone that wants to explore change over time .

For example , if a student of politics is investigating how the understanding of democracy has evolved over time, they could use the chronological approach to provide a narrative that demonstrates how this understanding has changed through the ages.

Here are some questions you can ask yourself to help you structure your literature review chronologically.

• What is the earliest literature published relating to this topic?
• How has the field changed over time? Why?
• What are the most recent discoveries/theories?

In some ways, chronology plays a part whichever way you decide to structure your literature review, because you will always, to a certain extent, be analysing how the literature has developed. However, with the chronological approach, the emphasis is very firmly on how the discussion has evolved over time , as opposed to how all the literature links together (which we’ll discuss next ).

Option 2: Thematic (grouped by theme)

The thematic approach to structuring a literature review means organising your literature by theme or category – for example, by independent variables (i.e. factors that have an impact on a specific outcome).

As you’ve been collecting and synthesising literature , you’ll likely have started seeing some themes or patterns emerging. You can then use these themes or patterns as a structure for your body discussion. The thematic approach is the most common approach and is useful for structuring literature reviews in most fields.

For example, if you were researching which factors contributed towards people trusting an organisation, you might find themes such as consumers’ perceptions of an organisation’s competence, benevolence and integrity. Structuring your literature review thematically would mean structuring your literature review’s body section to discuss each of these themes, one section at a time.

Here are some questions to ask yourself when structuring your literature review by themes:

• Are there any patterns that have come to light in the literature?
• What are the central themes and categories used by the researchers?
• Do I have enough evidence of these themes?

PS – you can see an example of a thematically structured literature review in our literature review sample walkthrough video here.

Option 3: Methodological

The methodological option is a way of structuring your literature review by the research methodologies used . In other words, organising your discussion based on the angle from which each piece of research was approached – for example, qualitative , quantitative or mixed  methodologies.

Structuring your literature review by methodology can be useful if you are drawing research from a variety of disciplines and are critiquing different methodologies. The point of this approach is to question  how  existing research has been conducted, as opposed to  what  the conclusions and/or findings the research were.

For example, a sociologist might centre their research around critiquing specific fieldwork practices. Their literature review will then be a summary of the fieldwork methodologies used by different studies.

Here are some questions you can ask yourself when structuring your literature review according to methodology:

• Which methodologies have been utilised in this field?
• Which methodology is the most popular (and why)?
• What are the strengths and weaknesses of the various methodologies?
• How can the existing methodologies inform my own methodology?

3: The Conclusion Section

Once you’ve completed the body section of your literature review using one of the structural approaches we discussed above, you’ll need to “wrap up” your literature review and pull all the pieces together to set the direction for the rest of your dissertation or thesis.

The conclusion is where you’ll present the key findings of your literature review. In this section, you should emphasise the research that is especially important to your research questions and highlight the gaps that exist in the literature. Based on this, you need to make it clear what you will add to the literature – in other words, justify your own research by showing how it will help fill one or more of the gaps you just identified.

Last but not least, if it’s your intention to develop a conceptual framework for your dissertation or thesis, the conclusion section is a good place to present this.

Example: Thematically Structured Review

In the video below, we unpack a literature review chapter so that you can see an example of a thematically structure review in practice.

Let’s Recap

In this article, we’ve  discussed how to structure your literature review for maximum impact. Here’s a quick recap of what  you need to keep in mind when deciding on your literature review structure:

• Just like other chapters, your literature review needs a clear introduction , body and conclusion .
• The introduction section should provide an overview of what you will discuss in your literature review.
• The body section of your literature review can be organised by chronology , theme or methodology . The right structural approach depends on what you’re trying to achieve with your research.
• The conclusion section should draw together the key findings of your literature review and link them to your research questions.

If you’re ready to get started, be sure to download our free literature review template to fast-track your chapter outline.

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

You Might Also Like:

27 Comments

Great work. This is exactly what I was looking for and helps a lot together with your previous post on literature review. One last thing is missing: a link to a great literature chapter of an journal article (maybe with comments of the different sections in this review chapter). Do you know any great literature review chapters?

I agree with you Marin… A great piece

I agree with Marin. This would be quite helpful if you annotate a nicely structured literature from previously published research articles.

Awesome article for my research.

I thank you immensely for this wonderful guide

It is indeed thought and supportive work for the futurist researcher and students

Very educative and good time to get guide. Thank you

Great work, very insightful. Thank you.

Thanks for this wonderful presentation. My question is that do I put all the variables into a single conceptual framework or each hypothesis will have it own conceptual framework?

Thank you very much, very helpful

This is very educative and precise . Thank you very much for dropping this kind of write up .

Pheeww, so damn helpful, thank you for this informative piece.

I’m doing a research project topic ; stool analysis for parasitic worm (enteric) worm, how do I structure it, thanks.

comprehensive explanation. Help us by pasting the URL of some good “literature review” for better understanding.

great piece. thanks for the awesome explanation. it is really worth sharing. I have a little question, if anyone can help me out, which of the options in the body of literature can be best fit if you are writing an architectural thesis that deals with design?

I am doing a research on nanofluids how can l structure it?

Beautifully clear.nThank you!

Lucid! Thankyou!

Brilliant work, well understood, many thanks

I like how this was so clear with simple language 😊😊 thank you so much 😊 for these information 😊

Insightful. I was struggling to come up with a sensible literature review but this has been really helpful. Thank you!

You have given thought-provoking information about the review of the literature.

Thank you. It has made my own research better and to impart your work to students I teach

I learnt a lot from this teaching. It’s a great piece.

I am doing research on EFL teacher motivation for his/her job. How Can I structure it? Is there any detailed template, additional to this?

You are so cool! I do not think I’ve read through something like this before. So nice to find somebody with some genuine thoughts on this issue. Seriously.. thank you for starting this up. This site is one thing that is required on the internet, someone with a little originality!

I’m asked to do conceptual, theoretical and empirical literature, and i just don’t know how to structure it

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

• Meriam Library

Literature Reviews

• What's a literature review?

Literature Review Examples

Articles (free for csuc users), additional how-to guides and help.

• Resources for Educators
• Evaluating Info
• Empirical Research This link opens in a new window
• Annotated Bibliography This link opens in a new window

Books On Literature Reviews in the Meriam Library

• Conducting Research Literature Reviews : From the Internet to Paper Call Number: Main Collection - Q180.55.M4 F56 2014
• Literature Reviews Made Easy: A Quick Guide to Success Call Number: Main Collection - PN98.B7 D37 2010
• Preparing Literature Reviews: Qualitative and Quantitative Approaches Call Number: Main Collection - Q180.55.E9 P36 2008
• Systematic Approaches to a Successful Literature Review Call Number: Main Collection - LB1047.3 .B66 2012
• The Literature Review: Six Steps to Success Call Number: Main Collection - LB1047.3 .M33 2009
• Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences Call Number: Reference H61.8 .G34 2013

Books on Research Methodology in the Meriam Library

• Doing Case Study Research : A Practical Guide for Beginning Researchers Call Number: Main Collection - LB1028 .H313 2006
• Evaluating Research Articles from Start to Finish Call Number: Main Collection - Q180.55.E9 G57 2011
• How to do a Research Report: A Guide for Undergraduate Students Call Number: Main Collection - LB2369 .R575 2007
• How to Write a Master's Thesis Call Number: Main Collection - LB2369 .B75 2014
• Understanding Research Methods: An Overview of the Essentials Call Number: Main Collection - Q180.55.M4 P38 2018
• Master's Theses Database of master's theses written by CSU, Chico students, from 2009 on. Many of these will contain published examples of literature reviews.
• Proquest Dissertations and Theses: The Humanities and Social Sciences Collection Containes over 2 million dissertations and theses with abstracts, 24 page free previews, and full-text PDF, if available, for dissertations and theses dating back to 1637.
• Sample APA Paper (lit. review begins page 3) Purdue University Online Writing Lab (OWL)
• A Commentary on Literature Reviews Rhodes, E.A. (2011). A commentary on literature reviews. Volta Reviews, 111(3), 353-368.
• A Guide to Writing the Dissertation Literature Review Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation, 14(13), 1-13.
• The Value and Purpose of the Traditional Qualitative Literature Review Rozas, L.W. & Klein, W.C. (2010). The value and purpose of the traditional qualitative literature review. Journal of Evidence-Based Social Work, 7(5), 382-399.
• Undertaking a Literature Review: A Step-by-Step Approach Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British Journal of Nursing, 17(1), 38-43.
• Undertaking a Structured Literature Review or Structuring a Literature Review: Tales from the Field Armitage, A. & Keeble-Allen, D. (2008). Undertaking a structured literature review or structuring a literature review: tales from the field. Electronic Journal of Business Research Methods, 6(2), 103-114.
• CSU, Chico Office of Graduate Studies - Thesis Assistance Instructions, policies, and guidelines for graduate studies theses/projects.
• CSU, Chico Writing Center Make a one-on-one appointment with a writing tutor to help with your writing assignments.
• Learn How to Write a Review of the Literature University of Wisconsin-Madison
• Literature Review: An Overview for Graduate Students Video overview by North Carolina State University Libraries
• Literature Review: The What, Why and How-to Guide University of Connecticut University Libraries
• Social Work Literature Review Guidelines Purdue University Online Writing Lab (OWL)
• << Previous: What's a literature review?
• Next: Resources for Educators >>
• Last Updated: Sep 2, 2020 12:43 PM
• URL: https://libguides.csuchico.edu/LiteratureReviews

Meriam Library | CSU, Chico

• Library Catalogue

Literature reviews for graduate students

On this page, what is a literature review, literature review type definitions, literature review protocols and guidelines, to google scholar, or not to google scholar, subject headings vs. keywords, keeping track of your research, project management software, citation management software, saved searches.

Related guides:

• Systematic, scoping, and rapid reviews: An overview
• Academic writing: what is a literature review , a guide that addresses the writing and composition aspect of a literature review
• Media literature reviews: how to conduct a literature review using news sources
• Literature reviews in the applied sciences
• Start your research here , literature review searching, mainly of interest to newer researchers

For more assistance, please contact the Liaison Librarian in your subject area .

Most generally, a literature review is a search within a defined range of information source types, such as, for instance, journals and books, to discover what has been already written about a specific subject or topic.  A literature review is a key component of almost all research papers.  However, the term is often applied loosely to describe a wide range of methodological approaches. A literature review in a first or second year course may involve browsing the library databases to get a sense of the research landscape in your topic and including 3-4 journal articles in your paper. At the other end of the continuum, the review may involve completing a comprehensive search, complete with documented search strategies and a listing of article inclusion and exclusion criteria. In the most rigorous format - a Systematic Review - a team of researchers may compile and review over 100,000 journal articles in a project spanning one to two years! These are out of scope for most graduate students, but it is important to be aware of the range of types of reviews possible.

One of the first steps in conducting a lit review is thus to clarify what kind of review you are doing, and its associated expectations.

Factors determining review approach are varied, including departmental/discipline conventions, granting agency stipulations, evolving standards for evidence-based research (and the corollary need for documented, replicable search strategies), and available time and resources.

The standards are also continually evolving in light of changing technology and evidence-based research about literature review methodology effectiveness. The availability of new tools such as large-scale library search engines and sophisticated citation management software continues to influence the research process.

Some specific types of lit reviews types include systematic reviews , scoping reviews , realist reviews , narrative reviews , mapping reviews, and qualitative systematic reviews , just to name a few. The protocols and distinctions for review types are particularly delineated in health research fields, but we are seeing conventions quickly establishing themselves in other academic fields.

The below definitions are quoted from the very helpful book, Booth, A., Papaioannou, D., & Sutton, A. (2012). Systematic approaches to a successful literature review . London: SAGE Publications Ltd.

For more definitions, try:

• Grant, M.J. & Booth, A. (2009). A typology of reviews: an analysis of the 14 review types and associated methodologies. Health Information & Libraries Journal , 26(2), 91-108. doi: 10.1111/j.1471-1842.2009.00848.x
• Sage Research Methods Online. A database devoted to research methodology. Includes handbooks, encyclopedia entries, and a research concepts map.
• Research Methods
• Report Writing
• Research--Methodology
• Research--Methodology--Handbooks, manuals, etc.

Note:   There is unfortunately no subject heading specifically for "literature reviews" which brings together all related material.

Mapping Review : "A rapid search of the literature aiming to give a broad overview of the characteristics of a topic area. Mapping of existing research, identification of gaps, and a summary assessment of the quantity and quality of the available evidence helps to decide future areas for research or for systematic reviews." (Booth, Papaioannou & Sutton, 2012, p. 264)

Mixed Method Review : "A literature review that seeks to bring together data from quantitative and qualitative studies integrating them in a way that facilitates subsequent analysis" (Booth et al., p. 265).

Meta-analysis : "The process of combining statistically quantitative studies that have measured the same effect using similar methods and a common outcome measure" (Booth et al., p. 264).

Narrative Review: "A term used to describe a conventional overview of the literature, particularly when contrasted with a systematic review" (Booth et al., p. 265).

Note: this term is often used pejoratively, describing a review that is inadvertently guided by a confirmation bias.

Qualitative Evidence Synthesis : "An umbrella term increasingly used to describe a group of review types that attempt to synthesize and analyze findings from primary qualitative research studies" (Booth et al., p. 267).

Rapid Review : "Assessment of what is already known about a policy or practice issue, by using systematic review methods to search and critically appraise existing research" (Grant & Booth, 2009, p.96).

Note: Rapid reviews are often done when there are insufficient time and/or resources to conduct a systematic review. As stated by Butler et. al, "They aim to be rigorous and explicit in method and thus systematic but make concessions to the breadth or depth of the process by limiting particular aspects of the systematic review process" (as cited in Grant & Booth, 2009, p. 100). 

Scoping Review: "A type of review that has as its primary objective the identification of the size and quality of research in a topic area in order to inform subsequent review" (Booth et al., p. 269).

Systematic Review : "A review of a clearly formulated question that uses systematic and explicit methods to identify, select and critically appraise relevant research and to collect and analyse data from the studies that are included in the review" (Booth et al., p. 271).

Note : a systematic review (SR) is the most extensive and well-documented type of lit review, as well as potentially the most time-consuming. The idea with SRs  is that the search process becomes a replicable scientific study in itself. This level of review will possibly not be necessary (or desirable) for your research project.

Many lit review types are based on organization-driven specific protocols for conducting the reviews. These protocols provide specific frameworks, checklists, and other guidance to the generic literature review sub-types. Here are a few popular examples:

Cochrane Review - known as the "gold standard" of systematic reviews, designed by the Cochrane Collaboration. Primarily used in health research literature reviews.

• Cochrane Handbook for Systematic Reviews of Interventions . "The official document that describes in detail the process of preparing and maintaining Cochrane systematic reviews".

Campbell Review - the sister organization of the Cochrane Institute which focuses on systematic reviews in the social sciences.

• So you want to write a Campbell Systematic review?
• Campbell Information Retrieval Guide. The details of effective information searching

Literature Reviews in Psychology

A recent article in the  Annual Review of Psychology  provides a very helpful guide to conducting literature reviews specifically in the field of Psychology.

How to Do a Systematic Review: A Best Practice Guide for Conducting and Reporting Narrative Reviews, Meta-Analyses, and Meta-Syntheses. (2019). Annual Review of Psychology, 70 (1), 747-770. doi: 10.1146/annurev-psych-010418-102803

Rapid Reviews have become increasingly common due to their flexibility, as well as the lack of time and resources available to do a comprehensive systematic review. McMaster University's National Collaborating Centre for Methods and Tools (NCCMT) has created a  Rapid Review Guidebook , which "details each step in the rapid review process, with notes on how to tailor the process given resource limitations."  

Scoping Review

There is no strict protocol for a scoping review (unlike Campbell and Cochrane reviews). The following are some recommended guidelines for scoping reviews:

• Scoping Reviews  from the JBI Manual for Evidence Synthesis
• Current best practices for the conduct of scoping reviews, from the EQUATOR Network

In addition to protocols which provide holistic guidance for conducting specific kinds of reviews, there are also a vast number of frameworks, checklists, and other tools available to help focus your review and ensure comprehensiveness. Some provide broader-level guidance; others are targeted to specific parts of your reviews such as data extraction or reporting out results.

• PICO or PICOC A framework for posing a researchable question (population, intervention, comparisons, outcomes, context/environment)
• PRISMA Minimum items to report upon in a systematic review, as well as its extensions , such as  PRISMA-ScR (for scoping reviews)
• SALSA framework: frames the literature review into four parts: search (S), appraisal(AL), synthesis(S), analysis(A)
• STARLITE Minimum requirements for reporting out on literature reviews.
• Critical Appraisal Skills Program (CASP) Checklists Includes a checklist for evaluating Systematic Reviews.

These are just a sampling of specific guides generated from the ever-growing literature review industry.

Much of the online discussion about the use of Google Scholar in literature reviews seems to focus more on values and ideals, rather than a technical assessment of the search engine's role. Here are some things to keep in mind.

• It's good practice to use both Google Scholar and subject-specific databases (example: PsycINFO) for conducting a lit review of any type. For most graduate-level literature reviews, it is usually recommended to use both.
• You should search Google Scholar through the library's website when off-campus. This way you can avoid being prompted for payment to access articles that the SFU Library already subscribes to.
• Search tips for Google and Google Scholar

Google Advantages:

• Allows you to cast a wide net in your search.
• The most popular articles are revealed
• A high volume of articles are retrieved
• Google's algorithm helps compensate for poorly designed searches
• Full-text indexing of articles is now being done in Google Scholar
• A search feature allow you to search within articles citing your key article
• Excellent for known-item searching or locating a quote/citation
• Helpful when searching for very unique terminology (e.g., places and people)
• Times cited tool can help identify relevant articles
• Extensive searching of non-article, but academic, information items: universities' institutional repositories, US case law, grey literature , academic websites, etc.

Disadvantages:

• The database is not mapped to a specific discipline
• Much less search sophistication and manipulation supported
• Psuedo-Boolean operators
• Missing deep data (e.g., statistics)
• Mysterious algorithms and unknown source coverage at odds with the systematic and transparent requirement of a literature review.
• Searches are optimized (for example, by your location), thwarting the replicability criteria of most literature review types
• Low level of subject and author collocation - that is, bringing together all works by one author or one sub-topic
• Challenging to run searches that involve common words. A search for "art AND time", for example, might bring up results on the art of time management when you are looking for the representation of time in art. In contrast, searching by topic is readily facilitated by use of subject headings in discipline-specific databases. Google Scholar has no subject headings.
• New articles might not be pushed up if the popularity of an article is prioritized
• Indexes articles from predatory publishers , which may be hard to identify if working outside of your field

Unlike Google Scholar, subject specific databases such as  PsycINFO , Medline , or Criminal Justice Abstracts are mapped to a disciplinary perspective. Article citations contain high-quality and detailed metadata. Metadata can be used to build specific searches and apply search limits relevant to your subject area. These databases also often offer access to specialized material in your area such as grey literature , psychological tests, statistics, books and dissertations.

For most graduate-level literature reviews, it is usually recommended to use both. Build careful searches in the subject/academic databases, and check Google Scholar as well.

For most graduate-level lit reviews, you will want to make use of the subject headings (aka descriptors) found in the various databases.

Subject headings are words or phrases assigned to articles, books, and other info items that describe the subject of their content. They are designed to succinctly capture a document's concepts, allowing the researcher to retrieve all articles/info items about that concept using one term. By identifying the subject headings associated with your research areas, and subsequently searching the database for other articles and materials assigned with that same subject heading, you are taking a significant measure to ensure the comprehensiveness of your literature review.

About subject headings:

• They are applied systematically : articles and books will usually have about 3-8 subject headings assigned to their bibliographic record.
• The subject headings come from a finite pool of terms -  one that is updated frequently.
• They are often organized in a hierarchical taxonomy , with subject headings belonging to broader headings, and/or having narrower headings beneath them. Sometimes there are related terms (lateral) as well.
• They provide a standardized way to describe a concept. For instance, a subject heading of "physician" may be used to capture many of the natural language words that describe a physician such as doctor, family doctor, GP, and MD.

One way to identify subject headings (SHs) of interest to you is to start with a keyword search in a database, and see which SHs are associated with the articles of interest.

A. In the below example, we start with a keyword search for "type a" personality in PsycINFO .  A more contemporary term to describe this phenomena is then found in the subject heading field:

B. Another way to identify subject headings related to your topic is to go directly to a database's thesaurus or index. For example, if we are researching depression, the PsycINFO entry for major depression suggests some narrower terms we could focus our search by.

For more in-depth help with using subject headings in a literature review, please contact the Liaison Librarian in your subject area .

• NEW! Covidence . Covidence is a web-based literature review tool that will help you through the process of screening your references, data extraction, and keeping track of your work. Ideal for streamlining systematic reviews, scoping reviews, meta-analyses, and other related methods of evidence synthesis.
• NVivo is a robust software package that helps with management and analysis of qualitative information.The Library's Research Commons offers extensive support for NVivo.
• Research Support Software offered by the Research Commons

Citation management software such as Zotero, Mendeley, or Endnote is essential for completing a substantial lit review. Citation software is a centralized, online location for managing your sources. Specifically, it allows you to:

• Access and manage your sources online, all in one place
• Import references from library databases and websites
• Automatically generate bibliographies and in-text citations within Microsoft Word
• Share your collection of sources with others, and work collaboratively with references
• De-duplicate your search results* (*Note: Mendeley is not recommended for deduplication in systematic reviews.)
• Annotate your citations. Some software allows you to mark up PDFs.
• Note trends in your research such as which journals or authors you cite from the most.

More information on Citation Management Software

Did you know that many databases allow you to save  your search strategies? The advantages of saving and tracking your search strategies online in a literature review include:

• Developing your search strategy in a methodological manner, section by section. For instance, you can run searches for all synonyms and subjects headings associated with one concept, then combine them with different concepts in various combinations.
• Re-running your well-executed search in the future
• Creating search alerts based on a well-designed search, allowing you to stay notified of new research in your area
• Tracking and remember all of the searches you have done. Avoid inadvertently re-doing your searches by being well-documented and systematic as you go along - it's worth the extra effort!

Databases housed on the EBSCO plaform (examples: Business Source Complete, PsycINFO, Medline, Academic Search Premier) allow you to create an free account where you might save your searches:

• Using the EBSCOhost Search History - Tutorial [2:08]
• Creating a Search Alert in EBSCOhost - Tutorial [1:26]

How to write a literature review introduction (+ examples)

The introduction to a literature review serves as your reader’s guide through your academic work and thought process. Explore the significance of literature review introductions in review papers, academic papers, essays, theses, and dissertations. We delve into the purpose and necessity of these introductions, explore the essential components of literature review introductions, and provide step-by-step guidance on how to craft your own, along with examples.

Why you need an introduction for a literature review

When you need an introduction for a literature review, what to include in a literature review introduction, examples of literature review introductions, steps to write your own literature review introduction.

A literature review is a comprehensive examination of the international academic literature concerning a particular topic. It involves summarizing published works, theories, and concepts while also highlighting gaps and offering critical reflections.

In academic writing , the introduction for a literature review is an indispensable component. Effective academic writing requires proper paragraph structuring to guide your reader through your argumentation. This includes providing an introduction to your literature review.

It is imperative to remember that you should never start sharing your findings abruptly. Even if there isn’t a dedicated introduction section .

Instead, you should always offer some form of introduction to orient the reader and clarify what they can expect.

There are three main scenarios in which you need an introduction for a literature review:

• Academic literature review papers: When your literature review constitutes the entirety of an academic review paper, a more substantial introduction is necessary. This introduction should resemble the standard introduction found in regular academic papers.
• Literature review section in an academic paper or essay: While this section tends to be brief, it’s important to precede the detailed literature review with a few introductory sentences. This helps orient the reader before delving into the literature itself.
• Literature review chapter or section in your thesis/dissertation: Every thesis and dissertation includes a literature review component, which also requires a concise introduction to set the stage for the subsequent review.

You may also like: How to write a fantastic thesis introduction (+15 examples)

It is crucial to customize the content and depth of your literature review introduction according to the specific format of your academic work.

In practical terms, this implies, for instance, that the introduction in an academic literature review paper, especially one derived from a systematic literature review , is quite comprehensive. Particularly compared to the rather brief one or two introductory sentences that are often found at the beginning of a literature review section in a standard academic paper. The introduction to the literature review chapter in a thesis or dissertation again adheres to different standards.

Here’s a structured breakdown based on length and the necessary information:

Academic literature review paper

The introduction of an academic literature review paper, which does not rely on empirical data, often necessitates a more extensive introduction than the brief literature review introductions typically found in empirical papers. It should encompass:

• The research problem: Clearly articulate the problem or question that your literature review aims to address.
• The research gap: Highlight the existing gaps, limitations, or unresolved aspects within the current body of literature related to the research problem.
• The research relevance: Explain why the chosen research problem and its subsequent investigation through a literature review are significant and relevant in your academic field.
• The literature review method: If applicable, describe the methodology employed in your literature review, especially if it is a systematic review or follows a specific research framework.
• The main findings or insights of the literature review: Summarize the key discoveries, insights, or trends that have emerged from your comprehensive review of the literature.
• The main argument of the literature review: Conclude the introduction by outlining the primary argument or statement that your literature review will substantiate, linking it to the research problem and relevance you’ve established.
• Preview of the literature review’s structure: Offer a glimpse into the organization of the literature review paper, acting as a guide for the reader. This overview outlines the subsequent sections of the paper and provides an understanding of what to anticipate.

By addressing these elements, your introduction will provide a clear and structured overview of what readers can expect in your literature review paper.

Regular literature review section in an academic article or essay

Most academic articles or essays incorporate regular literature review sections, often placed after the introduction. These sections serve to establish a scholarly basis for the research or discussion within the paper.

In a standard 8000-word journal article, the literature review section typically spans between 750 and 1250 words. The first few sentences or the first paragraph within this section often serve as an introduction. It should encompass:

• An introduction to the topic: When delving into the academic literature on a specific topic, it’s important to provide a smooth transition that aids the reader in comprehending why certain aspects will be discussed within your literature review.
• The core argument: While literature review sections primarily synthesize the work of other scholars, they should consistently connect to your central argument. This central argument serves as the crux of your message or the key takeaway you want your readers to retain. By positioning it at the outset of the literature review section and systematically substantiating it with evidence, you not only enhance reader comprehension but also elevate overall readability. This primary argument can typically be distilled into 1-2 succinct sentences.

In some cases, you might include:

• Methodology: Details about the methodology used, but only if your literature review employed a specialized method. If your approach involved a broader overview without a systematic methodology, you can omit this section, thereby conserving word count.

By addressing these elements, your introduction will effectively integrate your literature review into the broader context of your academic paper or essay. This will, in turn, assist your reader in seamlessly following your overarching line of argumentation.

Introduction to a literature review chapter in thesis or dissertation

The literature review typically constitutes a distinct chapter within a thesis or dissertation. Often, it is Chapter 2 of a thesis or dissertation.

Some students choose to incorporate a brief introductory section at the beginning of each chapter, including the literature review chapter. Alternatively, others opt to seamlessly integrate the introduction into the initial sentences of the literature review itself. Both approaches are acceptable, provided that you incorporate the following elements:

• Purpose of the literature review and its relevance to the thesis/dissertation research: Explain the broader objectives of the literature review within the context of your research and how it contributes to your thesis or dissertation. Essentially, you’re telling the reader why this literature review is important and how it fits into the larger scope of your academic work.
• Primary argument: Succinctly communicate what you aim to prove, explain, or explore through the review of existing literature. This statement helps guide the reader’s understanding of the review’s purpose and what to expect from it.
• Preview of the literature review’s content: Provide a brief overview of the topics or themes that your literature review will cover. It’s like a roadmap for the reader, outlining the main areas of focus within the review. This preview can help the reader anticipate the structure and organization of your literature review.
• Methodology: If your literature review involved a specific research method, such as a systematic review or meta-analysis, you should briefly describe that methodology. However, this is not always necessary, especially if your literature review is more of a narrative synthesis without a distinct research method.

By addressing these elements, your introduction will empower your literature review to play a pivotal role in your thesis or dissertation research. It will accomplish this by integrating your research into the broader academic literature and providing a solid theoretical foundation for your work.

Comprehending the art of crafting your own literature review introduction becomes significantly more accessible when you have concrete examples to examine. Here, you will find several examples that meet, or in most cases, adhere to the criteria described earlier.

Example 1: An effective introduction for an academic literature review paper

To begin, let’s delve into the introduction of an academic literature review paper. We will examine the paper “How does culture influence innovation? A systematic literature review”, which was published in 2018 in the journal Management Decision.

The entire introduction spans 611 words and is divided into five paragraphs. In this introduction, the authors accomplish the following:

• In the first paragraph, the authors introduce the broader topic of the literature review, which focuses on innovation and its significance in the context of economic competition. They underscore the importance of this topic, highlighting its relevance for both researchers and policymakers.
• In the second paragraph, the authors narrow down their focus to emphasize the specific role of culture in relation to innovation.
• In the third paragraph, the authors identify research gaps, noting that existing studies are often fragmented and disconnected. They then emphasize the value of conducting a systematic literature review to enhance our understanding of the topic.
• In the fourth paragraph, the authors introduce their specific objectives and explain how their insights can benefit other researchers and business practitioners.
• In the fifth and final paragraph, the authors provide an overview of the paper’s organization and structure.

In summary, this introduction stands as a solid example. While the authors deviate from previewing their key findings (which is a common practice at least in the social sciences), they do effectively cover all the other previously mentioned points.

Example 2: An effective introduction to a literature review section in an academic paper

The second example represents a typical academic paper, encompassing not only a literature review section but also empirical data, a case study, and other elements. We will closely examine the introduction to the literature review section in the paper “The environmentalism of the subalterns: a case study of environmental activism in Eastern Kurdistan/Rojhelat”, which was published in 2021 in the journal Local Environment.

The paper begins with a general introduction and then proceeds to the literature review, designated by the authors as their conceptual framework. Of particular interest is the first paragraph of this conceptual framework, comprising 142 words across five sentences:

“ A peripheral and marginalised nationality within a multinational though-Persian dominated Iranian society, the Kurdish people of Iranian Kurdistan (a region referred by the Kurds as Rojhelat/Eastern Kurdi-stan) have since the early twentieth century been subject to multifaceted and systematic discriminatory and exclusionary state policy in Iran. This condition has left a population of 12–15 million Kurds in Iran suffering from structural inequalities, disenfranchisement and deprivation. Mismanagement of Kurdistan’s natural resources and the degradation of its natural environmental are among examples of this disenfranchisement. As asserted by Julian Agyeman (2005), structural inequalities that sustain the domination of political and economic elites often simultaneously result in environmental degradation, injustice and discrimination against subaltern communities. This study argues that the environmental struggle in Eastern Kurdistan can be asserted as a (sub)element of the Kurdish liberation movement in Iran. Conceptually this research is inspired by and has been conducted through the lens of ‘subalternity’ ” ( Hassaniyan, 2021, p. 931 ).

In this first paragraph, the author is doing the following:

• The author contextualises the research
• The author links the research focus to the international literature on structural inequalities
• The author clearly presents the argument of the research
• The author clarifies how the research is inspired by and uses the concept of ‘subalternity’.

Thus, the author successfully introduces the literature review, from which point onward it dives into the main concept (‘subalternity’) of the research, and reviews the literature on socio-economic justice and environmental degradation.

While introductions to a literature review section aren’t always required to offer the same level of study context detail as demonstrated here, this introduction serves as a commendable model for orienting the reader within the literature review. It effectively underscores the literature review’s significance within the context of the study being conducted.

Examples 3-5: Effective introductions to literature review chapters

The introduction to a literature review chapter can vary in length, depending largely on the overall length of the literature review chapter itself. For example, a master’s thesis typically features a more concise literature review, thus necessitating a shorter introduction. In contrast, a Ph.D. thesis, with its more extensive literature review, often includes a more detailed introduction.

Numerous universities offer online repositories where you can access theses and dissertations from previous years, serving as valuable sources of reference. Many of these repositories, however, may require you to log in through your university account. Nevertheless, a few open-access repositories are accessible to anyone, such as the one by the University of Manchester . It’s important to note though that copyright restrictions apply to these resources, just as they would with published papers.

Master’s thesis literature review introduction

The first example is “Benchmarking Asymmetrical Heating Models of Spider Pulsar Companions” by P. Sun, a master’s thesis completed at the University of Manchester on January 9, 2024. The author, P. Sun, introduces the literature review chapter very briefly but effectively:

PhD thesis literature review chapter introduction

The second example is Deep Learning on Semi-Structured Data and its Applications to Video-Game AI, Woof, W. (Author). 31 Dec 2020, a PhD thesis completed at the University of Manchester . In Chapter 2, the author offers a comprehensive introduction to the topic in four paragraphs, with the final paragraph serving as an overview of the chapter’s structure:

PhD thesis literature review introduction

The last example is the doctoral thesis Metacognitive strategies and beliefs: Child correlates and early experiences Chan, K. Y. M. (Author). 31 Dec 2020 . The author clearly conducted a systematic literature review, commencing the review section with a discussion of the methodology and approach employed in locating and analyzing the selected records.

Having absorbed all of this information, let’s recap the essential steps and offer a succinct guide on how to proceed with creating your literature review introduction:

• Contextualize your review : Begin by clearly identifying the academic context in which your literature review resides and determining the necessary information to include.
• Outline your structure : Develop a structured outline for your literature review, highlighting the essential information you plan to incorporate in your introduction.
• Literature review process : Conduct a rigorous literature review, reviewing and analyzing relevant sources.
• Summarize and abstract : After completing the review, synthesize the findings and abstract key insights, trends, and knowledge gaps from the literature.
• Craft the introduction : Write your literature review introduction with meticulous attention to the seamless integration of your review into the larger context of your work. Ensure that your introduction effectively elucidates your rationale for the chosen review topics and the underlying reasons guiding your selection.

Master Academia

Get new content delivered directly to your inbox.

Subscribe and receive Master Academia's quarterly newsletter.

The best answers to "What are your plans for the future?"

10 tips for engaging your audience in academic writing, related articles.

How to prepare your viva opening speech

Energy management in academia

How to disagree with reviewers (with examples!)

How to benefit from ChatGPT as an academic

• Undergraduate courses
• Postgraduate courses
• Foundation courses
• Apprenticeships
• Part-time and short courses
• Apply undergraduate
• Apply postgraduate

Search for a course

Search by course name, subject, and more

• Undergraduate
• Postgraduate
• (suspended) - Available in Clearing Not available in Clearing location-sign UCAS

Fees and funding

• Tuition fees
• Scholarships
• Funding your studies
• Student finance
• Cost of living support

Why study at Kent

Student life.

• Careers and employability
• Student support and wellbeing
• Our locations
• Placements and internships
• Year abroad
• Student stories
• Schools and colleges
• International
• International students
• Your country
• Applicant FAQs
• International scholarships
• University of Kent International College
• Campus Tours
• Applicant Events
• Postgraduate events
• Maps and directions
• Research strengths
• Research centres
• Research impact

Research institutes

• Durrell Institute of Conservation and Ecology
• Institute of Cyber Security for Society
• Institute of Cultural and Creative Industries
• Institute of Health, Social Care and Wellbeing

Research students

• Graduate and Researcher College
• Research degrees
• Find a supervisor
• How to apply

Popular searches

• Visits and Open Days
• Jobs and vacancies
• Accommodation
• Student guide
• Library and IT
• Partner with us
• Student Guide
• Student Help
• Health & wellbeing
• Student voice
• Living at Kent
• Careers & volunteering
• Diversity at Kent
• Finance & funding
• Life after graduation

Literature reviews

Writing a literature review.

The following guide has been created for you by the  Student Learning Advisory Service . For more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our  workshops . Alternatively, have a look at our  SkillBuilder  skills videos.   

Preparing a literature review involves:

• Searching for reliable, accurate and up-to-date material on a topic or subject
• Reading and summarising the key points from this literature
• Synthesising these key ideas, theories and concepts into a summary of what is known
• Discussing and evaluating these ideas, theories and concepts
• Identifying particular areas of debate or controversy
• Preparing the ground for the application of these ideas to new research

Finding and choosing material

Ensure you are clear on what you are looking for. ask yourself:.

• What is the specific question, topic or focus of my assignment?
• What kind of material do I need (e.g. theory, policy, empirical data)?
• What type of literature is available (e.g. journals, books, government documents)?

What kind of literature is particularly authoritative in this academic discipline (e.g. psychology, sociology, pharmacy)?

How much do you need?

This will depend on the length of the dissertation, the nature of the subject, and the level of study (undergraduate, Masters, PhD). As a very rough rule of thumb – you may choose 8-10 significant pieces (books and/or articles) for an 8,000 word dissertation, up to 20 major pieces of work for 12-15,000 words, and so on. Bear in mind that if your dissertation is based mainly around an interaction with existing scholarship you will need a longer literature review than if it is there as a prelude to new empirical research. Use your judgement or ask your supervisor for guidance.

Where to find suitable material

Your literature review should include a balance between substantial academic books, journal articles and other scholarly publications. All these sources should be as up-to-date as possible, with the exception of ‘classic texts’ such as major works written by leading scholars setting out formative ideas and theories central to your subject. There are several ways to locate suitable material:

Module bibliography: for undergraduate dissertations, look first at the bibliography provided with the module documentation. Choose one or two likely looking books or articles and then scan through the bibliographies provided by these authors. Skim read some of this material looking for clues: can you use these leads to identify key theories and authors or track down other appropriate material?

Library catalogue search engine: enter a few key words to capture a range of items, but avoid over-generalisations; if you type in something as broad as ‘social theory’ you are likely to get several thousand results. Be more specific: for example, ‘Heidegger, existentialism’. Ideally, you should narrow the field to obtain just a few dozen results. Skim through these quickly to identity texts which are most likely to contribute to your study.

Library bookshelves: browse the library shelves in the relevant subject area and examine the books that catch your eye. Check the contents and index pages, or skim through the introductions (or abstracts, in the case of journal articles) to see if they contain relevant material, and replace them if not. Don’t be afraid to ask one of the subject librarians for further help. Your supervisor may also be able to point you in the direction of some of the important literature , but remember this is your literature search, not theirs.

Online: for recent journal articles you will almost certainly need to use one of the online search engines. These can be found on the ‘Indexing Services’ button on the Templeman Library website. Kent students based at Medway still need to use the Templeman pages to access online journals, although you can get to these pages through the Drill Hall Library catalogue. Take a look as well at the Subject Guides on both the Templeman and DHL websites.

Check that you have made the right selection by asking:

• Has my search been wide enough to ensure that I have identified all the relevant material, but narrow enough to exclude irrelevant material?
• Is there a good enough sample of literature for the level (PhD, Masters, undergraduate) of my dissertation or thesis?
• Have I considered as many alternative points of view as possible?
• Will the reader find my literature review relevant and useful?

Assessing the literature

Read the material you have chosen carefully, considering the following:

• The key point discussed by the author: is this clearly defined
• What evidence has the author produced to support this central idea?
• How convincing are the reasons given for the author’s point of view?
• Could the evidence be interpreted in other ways?
• What is the author's research method (e.g. qualitative, quantitative, experimental, etc.)?
• What is the author's theoretical framework (e.g. psychological, developmental, feminist)?
• What is the relationship assumed by the author between theory and practice?
• Has the author critically evaluated the other literature in the field?
• Does the author include literature opposing their point of view?
• Is the research data based on a reliable method and accurate information?
• Can you ‘deconstruct’ the argument – identify the gaps or jumps in the logic?
• What are the strengths and limitations of this study?
• What does this book or article contribute to the field or topic?
• What does this book or article contribute to my own topic or thesis?

As you note down the key content of each book or journal article (together with the reference details of each source) record your responses to these questions. You will then be able to summarise each piece of material from two perspectives:     

Content: a brief description of the content of the book or article. Remember, an author will often make just one key point; so, what is the point they are making, and how does it relate to your own research project or assignment?

Critical analysis: an assessment of the relative strengths and weaknesses of the evidence used, and the arguments presented. Has anything conveniently been left out or skated over? Is there a counter-argument, and has the author dealt with this adequately? Can the evidence presented be interpreted another way? Does the author demonstrate any obvious bias which could affect their reliability? Overall, based on the above analysis of the author’s work, how do you evaluate its contribution to the scholarly understanding and knowledge surrounding the topic?    

Structuring the literature review

In a PhD thesis, the literature review typically comprises one chapter (perhaps 8-10,000 words), for a Masters dissertation it may be around 2-3,000 words, and for an undergraduate dissertation it may be no more than 2,000 words. In each case the word count can vary depending on a range of factors and it is always best, if in doubt, to ask your supervisor.

The overall structure of the section or chapter should be like any other: it should have a beginning, middle and end. You will need to guide the reader through the literature review, outlining the strategy you have adopted for selecting the books or articles, presenting the topic theme for the review, then using most of the word limit to analyse the chosen books or articles thoroughly before pulling everything together briefly in the conclusion.

Some people prefer a less linear approach. Instead of simply working through a list of 8-20 items on your book review list, you might want to try a thematic approach, grouping key ideas, facts, concepts or approaches together and then bouncing the ideas off each other. This is a slightly more creative (and interesting) way of producing the review, but a little more risky as it is harder to establish coherence and logical sequencing.

Whichever approach you adopt, make sure everything flows smoothly – that one idea or book leads neatly to the next. Take your reader effortlessly through a sequence of thought that is clear, accurate, precise and interesting. 

Writing up your literature review

As with essays generally, only attempt to write up the literature review when you have completed all the reading and note-taking, and carefully planned its content and structure. Find an appropriate way of introducing the review, then guide the reader through the material clearly and directly, bearing in mind the following:

• Be selective in the number of points you draw out from each piece of literature; remember that one of your objectives is to demonstrate that you can use your judgement to identify what is central and what is secondary.
• Summarise and synthesise – use your own words to sum up what you think is important or controversial about the book or article.
• Never claim more than the evidence will support. Too many dissertations and theses are let down by sweeping generalisations. Be tentative and careful in the way you interpret the evidence.
• Keep your own voice – you are entitled to your own point of view provided it is based on evidence and clear argument.
• At the same time, aim to project an objective and tentative tone by using the 3rd person, (for example, ‘this tends to suggest’, ‘it could be argued’ and so on).
• Even with a literature review you should avoid using too many, or overlong, quotes. Summarise material in your own words as much as possible. Save the quotes for ‘punch-lines’ to drive a particular point home.
• Revise, revise, revise: refine and edit the draft as much as you can. Check for fluency, structure, evidence, criticality and referencing, and don’t forget the basics of good grammar, punctuation and spelling.

Literature Review Guide: Examples of Literature Reviews

• What is a Literature Review?
• How to start?
• Search strategies and Databases
• Examples of Literature Reviews
• How to organise the review
• Library summary
• Emerald Infographic

All good quality journal articles will include a small Literature Review after the Introduction paragraph.  It may not be called a Literature Review but gives you an idea of how one is created in miniature.

Sample Literature Reviews as part of a articles or Theses

• Sample Literature Review on Critical Thinking (Gwendolyn Reece, American University Library)
• Hackett, G and Melia, D . The hotel as the holiday/stay destination:trends and innovations. Presented at TRIC Conference, Belfast, Ireland- June 2012 and EuroCHRIE Conference

Links to sample Literature Reviews from other libraries

• Sample literature reviews from University of West Florida

Standalone Literature Reviews

• Attitudes towards the Disability in Ireland
• Martin, A., O'Connor-Fenelon, M. and Lyons, R. (2010). Non-verbal communication between nurses and people with an intellectual disability: A review of the literature. Journal of Intellectual Diabilities, 14(4), 303-314.

Irish Theses

• Phillips, Martin (2015) European airline performance: a data envelopment analysis with extrapolations based on model outputs. Master of Business Studies thesis, Dublin City University.
• The customers’ perception of servicescape’s influence on their behaviours, in the food retail industry : Dublin Business School 2015
• Coughlan, Ray (2015) What was the role of leadership in the transformation of a failing Irish Insurance business. Masters thesis, Dublin, National College of Ireland.
• << Previous: Search strategies and Databases
• Next: Tutorials >>
• Last Updated: Feb 27, 2024 4:07 PM
• URL: https://ait.libguides.com/literaturereview

Literature Review

• Starting the literature review
• Sources and strategy
• Writing the review
• Examples of dissertations
• Helpful guides

Dissertation examples

Undergraduate dissertations are not available in the library. We are currently working on selecting and digitising a selection of USW undergraduate dissertations.

You will find our postgraduate dissertations in our research repository USW Pure.

Ask your supervisor if they have any good examples of past dissertations that you can have a look at.

• Bristol University
• Leeds University  
• Nottingham University  
• << Previous: Writing the review
• Next: Helpful guides >>
• Last Updated: May 1, 2024 3:13 PM
• URL: https://libguides.southwales.ac.uk/literaturereview

• How it works

Sample Master Education Literature Review

Here is a sample that showcases why we are one of the world’s leading academic writing firms. This assignment was created by one of our expert academic writers and demonstrated the highest academic quality. Place your order today to achieve academic greatness. Read a guide about how to write a literature review .

View a different grade

Analyse and Explore Contemporary Research Literature to Identify Areas for Service Improvement

Introduction.

Tuberculosis (TB) was declared a global health emergency by the World Health Organization (WHO) in 1993. Despite this, it remains a significant cause of mortality and morbidity throughout the world. Tomas et al. (2013) find that tuberculosis has been gradually declining since the 1990s and 2000s, with an estimated nine million incidences of tuberculosis in 2010.

TB is caused by mycobacterium tuberculosis which is an air-borne disease and transmitted when an individual with the active form of the disease sneezes, coughs, spits, or speaks (Bender, Andrews, & Peter, 2010; Bodenmann et al., 2009; Kan, Kalin, & Bruchfeld, 2013; Nuzzo, Golub, Chaulk, & Shah, 2013).

It is estimated that one-third of the global population is infected with tuberculosis, but not all infected people can develop it. The disease can remain latent, asymptomatic, and non-infectious for many years (van der Werf & Zellweger, 2016). However, in about 10% of cases, the infection can reactivate at any time (Werf & Kramarz, 2016a).

The reemergence of tuberculosis in low-prevalence industrialized countries in the West and Australia has become a public health challenge. A part of the disease’s reemergence is attributed to multiple antibiotic resistance and its interaction with AIDS/HIV (Tomás et al., 2013). According to Panchal et al. (2013),

TB is strongly connected with poverty; in developed and less developed countries, 95% of the deaths linked to TB occur in places of poverty and marginalization in developed countries. According to the WHO (2016), population groups who are vulnerable to tuberculosis includes prisoners, injecting drug users, the homeless, ethnic minorities, and migrants – documented or undocumented, refugees, economic and labour migrants, asylum seekers – are those who experience access to health services is complicated by factors of social discrimination, poverty, and isolation.

Various political and socio-economic factors have recently surged the human migration rate, contributing to changes in different patterns of tuberculosis infection (Werf & Kramarz, 2016a). Many Western countries and Australia has seen an increase in TB infection with the influx of migrants and refugees (Rogo et al., 2017).

According to Tomas et al. (2013), in North America, Europe, and Australia, TB disproportionally impacts foreign-born populations that have migrated from Africa, Asia, and/or Latin America because TB infection rates in this area are much higher. In countries with low incidence, the infection rate among foreign-born migrants is ten to twenty times that of the autochthonous population (Tomás et al., 2013).

However, some studies indicate low infection rates in non-immigrant populations (Barniol et al., 2009). Still, the risk of transmission within the immigrant communities in the host country is very high.

Reactivation of latent TB infection is common among immigrant populations. It is considered the main reason behind many TB cases that occur even many years after the arrival of migrants into the host country. Current measures and interventions are not enough to detect latent TB and call for more active surveillance (Moore-Gillon, Davies, & Ormerod, 2010).

Notwithstanding the high proportion of TB cases among immigrants in low-incidence countries, there is an ensuing debate about the screening and educational programs and their public health impact. Research notes that TB control and treatment services in low-incidence countries that house a large population of immigrants face many challenges from the changing patterns of TB. The primary research question the current study looks to answer is;

How is latent tuberculosis tackled among immigrant populations in low-incidence Western countries and Australia regarding screening, educating, and adhering to patients’ treatments?

The current report looks to access and analyze relevant research literature to answer the research question. Understanding these factors plays an imperative role in evaluating and adapting the current programs and processes in place.

Research Aims & Objectives

The general aim of this literature review is to explore screening processes for immigrants, their perceptions and knowledge of TB in addition to educational programs catered for them, and immigrant patient adherence to TB treatment. Using the developed research question and the study’s primary aim, the research objectives have been devised.

• Use current peer-reviewed academic papers and articles to examine the latent TB screening process/programs and patient education programs for immigrant populations in developed countries of the West and Australia.
• Use current peer-reviewed academic papers and articles to examine how well immigrant populations with latent TB adhere to their treatment programs.
• Implement the literature critique model by Caldwell et al. (2005) when analyzing the literature review results.

Three primary themes are being used to organize and analyze the literature review;

• Screening of immigrant populations with latent tuberculosis.
• Education/awareness of latent tuberculosis in immigrant populations.
• Immigrant populations with latent tuberculosis adhering to treatment plans and medication.

Justification of Research

Many immigrant populations migrating to developed countries of the West and Australia are at higher risk of reactivating the latent TB disease. In many low-incidence industrialized countries with the high flux of immigration from less-developed countries, the general tuberculosis control strategies minimize transmission through identifying and curing a high portion of cases.

This strategy’s main components include early detection of TB, adequate treatment adherence for active infections, and detection and prophylactic treatment of latent infections, in some cases (Tomás et al., 2013). However, there is a notable difference between countries regarding screening and education programs for immigrants, such as screening/education locations, the programs’ administrative and financial costs, and legalities for providing care (Werf & Kramarz, 2016b; Wieland et al., 2012).

Often a migrant’s legal, economic and social circumstances can have detrimental impacts on the disease’s progression, diagnosis, treatment, and adherence to the scheme. Not only does this put immigrants at risk, but it also places a large risk to non-immigrant populations.

Immigrants face an array of issues in the process of migration which includes challenges like communication problems, adapting to new surroundings, loss of social support, acculturation, and discrimination which can be further aggravated by fear of TB, the stigmas associated with its diagnosis, fear of deportation, and changes that may need to be made when undergoing TB treatment.

Results from the current research can provide medical professionals insight into the macro-and micro-level impacts of TB on immigrant populations. Understanding these factors may lead to public health policy changes that are more lenient on immigrants and aid the wider community. Nurses can gain practical insight and knowledge from patient care results in immigrant populations with latent TB. The current study can also contribute to the existing literature to improve care and public health policies.

Methodology

Systematic literature review.

The current study uses a systematic literature review of qualitative, quantitative, and mixed methods studies. The literature review uses rigid methods and analysis to identify, evaluate and synthesize scientific evidence from primary studies on latent tuberculosis among immigrant populations.

According to Boland et al. (2013), a systematic literature review is designed to “locate, appraise, and synthesize” the best available evidence related to a specific research question to provide informed, evidence-based answers. In evidence-based nursing, a systematic literature review aids nurses in deciding whether the evidence is relevant to a particular patient.

It provides balanced clinical expertise pointing out the risks and benefits of specific procedures, treatments, and processes (Bettany-Saltikov, 2012). This study’s approach is relevant to tackling latent tuberculosis in immigrants allowing professionals insight into the screening process, adherence to treatment, views, and attitudes towards tuberculosis.

Search Strategy

The current study’s Searches were carried out in the following databases: NCBI/PubMed, PLOS one, Embase, and Springer. These databases are used because of the number of articles they house and provide access to relevant topics to study.

Search topics in these databases included terms like “tuberculosis,” “immigrants,” “screening,” “adherence to treatment,” and “education” in combination with search terms and MeSH descriptions. The concept of “immigrant” in the current study uses a broad interpretation that includes asylum-seekers, economic refugees, and international migrants.

Refinement of search terms is essential to ensure that time is spent narrowing down appropriate literature (Holly, Salmond, & Saimbert, 2011). A second stage manual search was conducted on the selected articles’ bibliographies to identify the maximum possible relevant articles. A final internet search using Google Scholar was used to minimize the possibility of losing relevant sources.

Inclusion & Exclusion Criteria

Both qualitative and quantitative studies were included in the systematic literature review. The search was limited to studies that were published in English. It was also necessary that publication remain recent, making it essential to limit the publication date from 2009-2017.

However, the study’s place was partially restricted in the search only to include industrialized Western countries and Australia. Studies that were literature reviews of any kind were excluded from the study.

Also, studies that had conducted any randomized control trial were excluded from this literature review. Such studies were excluded because they could not provide relevant data regarding the selected themes used to analyze the literature.

Study Selection

The initial results using the databased highlighted above identified a total of 3,223 articles. This was reduced to 2,394 articles when removing duplicates/overlapping articles from each database (829 duplicates). Afterward, titles and abstracts were reviewed, removing 2,041 articles since they were irrelevant to the research topic.

The 353 remaining articles were then read, both abstracts and full-text versions, resulting in 22 articles that were selected as meeting the inclusion criteria set above. Each of the articles’ bibliographies was then searched in addition to searches on Google Scholar, which further identified 6 articles that met the inclusion criteria. A total of 28 articles were finalized for inclusion in the literature review.

The selected articles were then compiled into a matrix to synthesize them based on the devised themes for analysis. The themes included are screening immigrants, education/knowledge of immigrants on latent tuberculosis, and adherence to immigrants’ treatments. The matrix of studies can be found in appendix A.

Framework for Analysing Research Articles

Baker (2014) asserted the necessity for becoming familiar with the work being analyzed to examine its relevance, strengths, and limitations to the research question when critiquing a piece of literature. Hence, the literature review uses the model developed by Caldwell et al. (2005) in critiquing literature (see fig.2) as the standard.

Figure 2- Research Critique Framework (Caldwell et al., 2005)

The model proposed by Caldwell et al. (2005) has a basic framework that breaks down the process of critiquing into four main questions that need to be answered.

This includes; ensuring that the literature review is current and comprehensive; if the sample is adequately described and reflective of the population for quantitative studies; if the selection criteria for recruiting patients is described and if a sampling method is identified for qualitative studies; and if the conclusion of the study is comprehensive (Caldwell et al., 2005).

Literature Review

Results and findings.

A total of 28 articles were reviewed for the current literature review, with all the articles summaries and implications provided in Appendix A of this report. Complete analysis in this chapter of each piece of literature was not possible due to the current report’s word limit’s constrictions. Each of the articles presented one or more of the themes designated for analysis.

Each article is organized based on the themes they held and analyzed based on the Caldwell et al. (2005) model discussed earlier. The purpose of the investigation was to identify trends in the literature that may lead to contradictions or gaps/weaknesses that need to be filled.

Each piece of literature has been organized based on the themes being discussed and chronologically, based on the publication date from oldest to newest.

Panchal et al. (2013) study the potential impact on prospective TB incidence of implementing a strategy of targeted LTBI screening when immigrant registers with primary care. The study finds that LTBI screening at primary care registration provides an effective strategy for potentially identifying immigrants at high risk for developing TB (Panchal et al., 2013).

However, the study includes missing data into its statistical analysis, making it extremely probable for the study to have an extreme bias. The missing data is associated with the study’s cohorts’ attrition with internal migration away from the region during the observation period and the possibility of under ascertaining TB cases before 2006 (Panchal et al., 2013).

Schepisi et al. (2013) assessed adherence to and yield of TB screening programs based on symptom screening conducted at primary care centres for regular and irregular refugees/asylum seekers and immigrants in Rome, Italy. Evidence found that verbal symptom screening for TB of migrants in primary healthcare centres had yielded a higher percentage of migrants visiting specified TB clinics (Schepisi et al., 2013).

The study reports 254 individuals that provided at least one symptom of active TB during screening. Of these patients referred to a TB clinic, about half of them were present for further diagnosis and eventual treatment. A drawback to the study was the lack of detail on the screening model used.

The study does not outline TB symptoms used to determine a migrant’s eligibility to be recommended to TB clinics. It was found that 30 percent of migrants were not referred for further diagnostic evaluation (Schepisi et al., 2013), which ultimately questions the entire results.

Bennett et al. (2014) used TBHI screening results to analyze the prevalence of LTBI among the refugee population in San Diego, California, from January 2010 and October 2012. Based on the study, the screening initiative indicated 43 percent of cases with LTBI come from Sub-Saharan Africa (Bennett, Brodine, Waalen, Moser, & Rodwell, 2014).

The study found that these patients were less likely to initiate treatment than refugees from the Middle East. Bennett et al. (2014) also found that refugees with post-secondary education at minimum were more likely to participate in screening, understanding the disease, and then initiating treatment.

One of the study’s drawbacks is its methodology, which heavily relied on self-report data on factors such as smoking, diabetes, malignancy, ESRD, and education (Bennett et al., 2014). Therefore, there is an excellent chance of information bias which may have limited the variables’ accuracy or underreported because of perceived stigma.

Heuvelings et al. (2016) focus on screening techniques in European countries and Canada for LTBI. The study focuses the screening efforts placed on a category of the “vulnerable” population, including migrants, those of foreign birth, homeless people, drug/alcohol abusers, prisoners, and people with HIV in big cities (Heuvelings et al., 2016).

The study finds that screening uptake improves after vulnerable populations are specifically accommodated based on their unique needs (Heuvelings et al., 2016). The study is lacking in differentiating between populations and their correlations with screening. The study’s major research gap clans the screening effects into one broad category labelled “vulnerable population. Therefore, the study results are difficult to comprehend as generalizations are made to son in the study.

Pareek et al. (2016) examine the significance of LTBI on high-income countries with foreign-born patients to determine the best possible screening processes to lower the disproportionate burden of TB on these countries. The study focuses on multiple countries by reviewing their screening strategies in terms of yield and cost-effectiveness.

The study finds that common screening methods used for LTBI include tuberculin skin tests and interferon-gamma release assay, which is conducted post-arrival to the host countries (Pareek et al., 2016). The study finds that most high-income countries do not practice screening for LTBI. Do so post-arrival However, those who do, Pareek et al. (2016) see this method to be programmatically challenging to implement with the number of immigrants accepting and completing treatment to be suboptimal.

Zenner et al. (2017) examined the screening program Blackburn TST-based LTBI screening between 1989 and 2001 and further studied the treatment program between 2009 and 2013 that had used QuantiFERON (QFT) testing. According to the study, screening programs were aimed at recent migrants from high incidence TB areas identified through registrations with primary care physicians or a referral from the port of arrival (Zenner et al., 2017).

The comparative study of the two screening methods shows that there was a better predictive value of QFT than compared to TST. Zenner et al. (2017) also observe a greater reactivation rate of LTBI in the immigrant population, particularly immigrants from Southeast Asia, primarily from Pakistan and India.

However, there is a significant research gap found in Zenner et al.’s (2017) study, which is the length of the follow-up timing with participants being far-ranging and, in some cases, unknown. There are also cases in the study with participants that had entered the UK, resided, and then exited the UK (with the date of exit unknown), only to reenter again.

Tardin et al. (2009) aimed to analyze TB in a low-incidence area (i.e., area in Geneva) using a computerized database that had identified an unusually high proportion of patients coming from a specific country between 2004 and 2006. Aside from its primary aim, the study also conducted a cultural evaluation to examine the social stigma of TB in the community, especially for contact tracing methods.

The study was primarily quantitative, focusing on 13 patients diagnosed with TB and using RFLP (restriction fragment length polymorphism) analysis. Tardin et al. (2009) were able to identify all the possible ethical issues in the study. To maintain ethical credibility, Tardin et al. (2009) addressed these issues and maintained its integrity and participants.

The study’s main findings are the revelation that the community has the low acceptance of the diagnosis of TB as it’s considered a ‘dirty and sinful” disease that only impacts people of low status or living deprived life (Tardin et al., 2009). The study provided a cultural evaluation that allowed several strategies to use community characteristics to facilitate contact tracing by enhancing TB testing and portraying it as a desirable social behaviour.

Wieland et al. (2012) examine the use of English as a second language program at a community centre as the backdrop setting of understanding perceptions about TB among foreign-born persons. The study was qualitative in that it used focus groups as a means for data collection among 83 participants. The study found a plethora of misconceptions about the transmission of TB and nearly no knowledge of latent TB.

The hindrance to obtaining TB-related knowledge was practical consideration for the foreign-born participants, like transportation costs and conflicts with their work schedule.

Hire an Expert Literature Review Writer

Orders completed by our expert writers are

• Formally drafted in the academic style
• 100% Plagiarism-free & 100% Confidential
• Never resold
• Include unlimited free revisions
• Completed to match exact client requirements

Butcher et al. (2013) examined 52 participants who were refugees and undergoing Isoniazid treatment for LTBI. The questionnaire distributed to participants focused on total knowledge and total side effects scores.

The study found a range of misconceptions about how TB was spread via water, dust, wind, or pollution (Butcher et al., 2013). These misconceptions impacted the patient’s willingness to take medication and comply with the treatment standards.

Colson et al. (2014) examine the TB knowledge, attitudes, and beliefs of foreign-born people in the US and Canada. The study finds that most participants had correctly answered their knowledge-based question son TB, while a majority also answered the perceived questions in the affirmative (Colson et al., 2014). Participants from Mexico and Latin America had a higher model adjusted knowledge score than immigrants from other world regions.

Gao et al. (2015) studied the knowledge and perceptions of LTBI among Chinese immigrants in Canada. The study is brilliantly executed by honing a specific immigrant population in a high-income low incidence country.

The study uses a mixed-methods methodology different from other studies discussed under this theme that used quantitative research approaches. Gao et al. first used a cross-section patient survey with focus group discussions with Chinese immigrants to understand the cultural perception of LTBI (2015).

The study results are significant as they suggest a significant concern in receiving the complex healthcare system. This took away the immigrant group’s want for testing and treatment.

Gao et al.’s (2017) focused on studying education material for immigrants regarding tuberculosis and LTBI. The study used a video that was a culturally tailored, multi-lingual, 4.5-minute health promotional video focused on LTBI with Canadian immigrants (Gao et al., 2017). Gao et al. (2017) found that 84 percent of viewers had found the video helpful while viewing the video caused a 21 percent increase in knowledge about LTBI.

This includes a significant increase in basic knowledge of LBTI transmission, symptoms, and treatments. However, the study did not focus on the video’s potential adverse effects, such as exaggerated fear, which can be considered an ethical ramification of conducting the study (Gao et al., 2017).

The study also lacked a long-term follow-up to determine if the knowledge that was gained was sustained. A major gap is the lack of clinical evidence that correlates knowledge acquisition to greater treatment or seeking screening.

Adherence to Treatment

Trauer and Krause’s (2011) study focused on newly arrived refugees from February 2006 to January 2009, studying the prevalence of latent TB and their adherence to treatments. The study found that older male patients from the Eastern Mediterranean region were associated with increased latent TB.

However, the results found that only 44 percent of refugees had completed treatment (Trauer & Krause, 2011). The common reason for discontinuation or non-adherence to treatments was gastrointestinal side effects and their loss to follow-up. There were no cultural obstacles to the acceptance of treatment or stigmas that hindered treatment regimes.

Nuzzo et al. (2013) looked to determine the proportion of refugee patients at the Baltimore City Health Department TB program completing their LTBI treatment compared to other referral groups. Examine 841 patients, and it was concluded that 81 percent of refugees had completed their LTBI treatments compared to 50 percent of non-refugee patients and 35 percent of US-born patients (Nuzzo et al., 2013).

The findings are not presented because the research approach mainly focused on quantitative research, which does not examine participant opinions or perspectives, keeping strictly to empirical analysis measures. This lack of analysis in the study prevents it from reaching its full potential and brings to question the conclusions drawn in the study.

The lack of explanation is a major research gap that needs to be filled to understand more refugees’ phenomena adhering to treatment than native-born patients.

Kan et al. (2013) aimed at studying treatment completion in refugees to identify factors associated with failure to complete preventive treatments. The study had found that younger patients from Somalia and asylum seekers were more likely not to complete their preventative treatments.

However, the trend of medication completers has increased by 16 percent, most like caused by a skewness from an influx of European immigrants (Kan et al., 2013). The skewed data used for comparison purposes in the study makes it more challenging to provide accurate conclusions to question the entire study.

Peluso et al. (2014) focused on analysing a student-run free clinic for LTBI patients in a predominately Hispanic immigrant community. The study found that their foundation, which focused on cultural case management, improved adherence to LTBI treatments. The free clinic model used matching patients and providers based on language competence and social or cultural affiliations (Peluso et al., 2014).

There was improved communication between patient and provider through shared language, direct phone call access, and patient-centred interviews (Peluso et al., 2014). The drawback to the study is that it used a relatively small sample size, making it difficult to draw definitive conclusions from the statistical comparison of factors linked to treatment outcome and adherence to treatment.

Subedi et al. (2015) examined the evaluation and treatment of LTBI in refugees at various member clinics of Philadelphia Refugee Health Collaborative (PRHC) vs. non-PRHC clinics. Subedi et al. (2015) examine a specific model implemented in PRHC practices hiring a bilingual refugee health service coordinator.

This resulted in refugees being screened in great proportion, attending follow-up appointments, and completing the course of treatment. The model studied bases its success on a multidisciplinary approach whereby doctors, nurses, social workers, and caseworkers manage refugees’ screening, evaluation, and treatment follow-up.

From the sample, 89 refugees completed follow-up appointments and 34 completed treatments in PRHC clinics compared to only 31 completing follow-ups and 9 completing treatments in non-PRHC clinics (Subedi et al., 2015).

Rogo et al. (2017), in their quantitative study, studied 120 patients with LTBI in Rhode Island. The study followed these participants over their 9-month course of Isoniazid, all of them being children. The study compared refugee patients with those who were not refugees to develop a basis for their conclusions.

The study has found a greater completion rate among refugee populations as they had adhered better to treatment regimes, especially among female patients. The refugee population also attended more scheduled visits compared to non-refugee patients in the study.

Service Improvement

The literature review provides insight into the clinical issues related to screening, education, and adherence to treatment among immigrant populations with latent TB. Older studies in the current literature review, those pre-dating 2010, have shown that there is generally a low level of knowledge about latent TB and widespread misconceptions about the disease, especially regarding its transmission.

Some of the respondents in the studies did not have basic knowledge about the nature of bacteria and infection related to airborne transmission (Colson, Franks, Sondengam, Hirsch-Moverman, & El-Sadr, 2010; Nkulu, Hurtig, Ahlm, & Krantz, 2010; Wieland et al., 2012) but participants in other studies had attributed the disease to its correct facts (Colson et al., 2014; Gao et al., 2017; Rogo et al., 2017).

The attitudes and perceptions differed in each study based on its research location and the immigrant’s ethnicity group being studied. For example, in Gao et al. (2015), Chinese immigrants viewed the disease as irresponsible lifestyles or caused by living conditions, while the study conducted by Kan et al. (2013) found that Somali refugees considered TB to be a form of divine punishment for those that practiced a form of witchcraft or were dishonest.

When only focusing on immigrants’ education, the results provide insight into how the other three themes are impacted. With lack of education, more immigrants are likely not to adhere to preventive treatments, active treatments, and participate in screenings which were evident from the results obtained from studies like Bodenmann et al. (2009); Kulanes et al. (2010); Minodier et al. (2010); and Rogo et al. (2017).

Therefore, healthcare organizations and policy-making bodies need to widen their reach in immigrant populations to educate them on TB and latent TB. A greater awareness in the population will result in immigrants participating in a great deal more in screening and treatment. Heuvelings et al. (2016) found in their study that mobile screening units in Canada had increased the percentage of screenings in the country’s immigrant population.

Keeping in line with this service, it is recommended that low-incidence but high-income countries with large immigrant populations should invest in mobile health units dedicated to preventive diseases, like latent TB, to become available to their immigrant communities. A similar case was studied by Ospina et al. (2012), which found that community health workers improved screening and contact tracing among immigrants with TB in Barcelona.

Using a group of volunteer nurses, a mobile health unit’s strategy designated to specific areas that hold large populations of immigrants can help bring the incidence rate down. None of the literature reviewed in the current study has examined this particular strategy, most probably because it is non-existent.

However, this strategy’sactual implementation may be led to research in this area that focuses on mobile health units’ impact on screening, education, and adherence to treatment for latent TB.

If you need assistance with writing your literature review, our professional literature review writers are here to help!

The current study aimed to study how latent TB was tackled in the immigrant populations of low-incidence and high-income countries of the West and Australia. The literature review answered the research question to the fullest extent based on the available data. The current report uses 28 articles that were selected using the procedure of the systematic literature review.

Each of the articles was then analyzed using Caldwell et al. (2005) to critique academic literature. Based on the review, it is found that immigrant populations have a great lack of education in the topic of latent TB, often associated with their cultural misconceptions.

Articles published before 2010 found greater misinformation among immigrant populations, while more recent articles, particularly those published in 2017, saw a greater amount of awareness amongst them. The study has found various ways in which latent TB screening occurs, each differing based on the host country conducting the screening process.

However, most countries screen latent TB before the arrival of the host country. Studies have found that this allows for a greater chance of reactivation of latent TB among the immigrant population. There is no universal form of screening, causing disparities of TB incidences in each host country.

One of the most critical findings of the study was refugees’ great participation in adherence to TB and latent TB treatments compared to other forms of immigration and even native-born patients. Unfortunately, the studies analyzed could not provide the underlying cause for this phenomenon, proving a wide research gap in the literature.

Based on the literature review findings, a service improvement recommendation was made to improve the status of TB among immigrant populations in low-incidence, high-income countries.

The recommendation is made to healthcare organizations of such countries and policymakers – a greater effort in education and awareness programs targeted to immigrant communities in host countries. It was recommended that government and healthcare providers invest in mobile units dedicated to educating, screening, and providing treatment to immigrant communities for preventable diseases.

This recommendation’s justification comes from the literature review, which links a lack of education and knowledge to a lack of screening and non-adherence to treatments. This conclusion is based on correlation and not causation, as all the literature studied did not explain the relationship between these factors.

Barniol, J., Niemann, S., Louis, V. R., Brodhun, B., Dweck, C., Richter, E., … Junghanss, T. (2009). Transmission dynamics of pulmonary tuberculosis between autochthonous and immigrant sub-populations. BMC Infectious Diseases, 9, 197. https://doi.org/10.1186/1471-2334-9-197

Bender, A., Andrews, G., & Peter, E. (2010). Displacement and tuberculosis: recognition in nursing care. Health & Place, 16(6), 1069–1076. https://doi.org/10.1016/j.healthplace.2010.06.007

Bennett, R. J., Brodine, S., Waalen, J., Moser, K., & Rodwell, T. C. (2014). Prevalence and treatment of latent tuberculosis infection among newly arrived refugees in San Diego County, January 2010-October 2012. American Journal of Public Health, 104(4), e95–e102. https://doi.org/10.2105/AJPH.2013.301637

Bettany-Saltikov, J. (2012). How To Do A Systematic Literature Review In Nursing: A Step-By-Step Guide: A Step-By-Step Guide. McGraw-Hill Education (UK).

Bodenmann, P., Vaucher, P., Wolff, H., Favrat, B., de Tribolet, F., Masserey, E., & Zellweger, J.-P. (2009). Screening for latent tuberculosis infection among undocumented immigrants in Swiss healthcare centres; a descriptive exploratory study. BMC Infectious Diseases, 9, 34. https://doi.org/10.1186/1471-2334-9-34

Boland, A., Cherry, M. G., & Dickson, R. (2013). Doing a Systematic Review: A Student’s Guide. SAGE.

Butcher, K., Biggs, B.-A., Leder, K., Lemoh, C., O’Brien, D., & Marshall, C. (2013). Understanding of latent tuberculosis, its treatment, and treatment side effects in immigrant and refugee patients. BMC Research Notes, 6, 342. https://doi.org/10.1186/1756-0500-6-342

Colson, P. W., Couzens, G. L., Royce, R. A., Kline, T., Chavez-Lindell, T., Well, S., … Tuberculosis Epidemiologic Studies Consortium (TBESC). (2014). Examining the impact of patient characteristics and symptomatology on knowledge, attitudes, and beliefs among foreign-born tuberculosis cases in the US and Canada. Journal of Immigrant and Minority Health, 16(1), 125–135. https://doi.org/10.1007/s10903-013-9787-7

Colson, P. W., Franks, J., Sondengam, R., Hirsch-Moverman, Y., & El-Sadr, W. (2010). Tuberculosis knowledge, attitudes, and beliefs in foreign-born and US-born patients with latent tuberculosis infection. Journal of Immigrant and Minority Health, 12(6), 859–866. https://doi.org/10.1007/s10903-010-9338-4

Gao, J., Berry, N. S., Taylor, D., Venners, S. A., Cook, V. J., & Mayhew, M. (2015). Knowledge and Perceptions of Latent Tuberculosis Infection among Chinese Immigrants in a Canadian Urban Centre. International Journal of Family Medicine, 2015. https://doi.org/10.1155/2015/546042

Gao, J., Cook, V. J., & Mayhew, M. (2017). Preventing Tuberculosis in a Low Incidence Setting: Evaluation of a Multi-lingual, Online, Educational Video on Latent Tuberculosis. Journal of Immigrant and Minority Health, 1–10. https://doi.org/10.1007/s10903-017-0601-9

Guh, A., Sosa, L., Hadler, J. L., & Lobato, M. N. (2011). Missed opportunities to prevent tuberculosis in foreign-born persons, Connecticut, 2005-2008. The International Journal of Tuberculosis and Lung Disease: The Official Journal of the International Union Against Tuberculosis and Lung Disease, 15(8), 1044–1049. https://doi.org/10.5588/ijtld.10.0518

Holly, C., Salmond, S., & Saimbert, M. (2011). Comprehensive Systematic Review for Advanced Nursing Practice. Springer Publishing Company. Kan, B., Kalin, M., & Bruchfeld, J. (2013). Completing treatment for latent tuberculosis: patient background matters. The International Journal of Tuberculosis and Lung Disease, 17(5), 597–602. https://doi.org/10.5588/ijtld.12.0692

Kulane, A., Ahlberg, B. M., & Berggren, I. (2010). “It is more than the issue of taking tablets”: the interplay between migration policies and TB control in Sweden. Health Policy (Amsterdam, Netherlands), 97(1), 26–31. https://doi.org/10.1016/j.healthpol.2010.02.014

Minodier, P., Lamarre, V., Carle, M.-E., Blais, D., Ovetchkine, P., & Tapiero, B. (2010). Evaluation of a school-based program for diagnosis and treatment of latent tuberculosis infection in immigrant children. Journal of Infection and Public Health, 3(2), 67–75. https://doi.org/10.1016/j.jiph.2010.02.001

Moore-Gillon, J., Davies, P. D. O., & Ormerod, L. P. (2010). Rethinking TB screening: politics, practicalities and the press. Thorax, 65(8), 663–665. https://doi.org/10.1136/thx.2009.132373

Nkulu, F. K., Hurtig, A.-K., Ahlm, C., & Krantz, I. (2010). Screening migrants for tuberculosis – a missed opportunity for improving knowledge and attitudes in high-risk groups: A cross-sectional study of Swedish-language students in Umeå, Sweden. BMC Public Health, 10(1), 349. https://doi.org/10.1186/1471-2458-10-349

Nuzzo, J. B., Golub, J. E., Chaulk, P., & Shah, M. (2013). Analysis of Latent Tuberculosis Infection Treatment Adherence Among Refugees and Other Patient Groups Referred to the Baltimore City Health Department TB Clinic, February 2009–March 2011. Journal of Immigrant and Minority Health, 17(1), 56–65. https://doi.org/10.1007/s10903-013-9882-9

Ospina, J. E., Orcau, À., Millet, J.-P., Sánchez, F., Casals, M., & Caylà, J. A. (2012). Community health workers improve contact tracing among immigrants with tuberculosis in Barcelona. BMC Public Health, 12(1), 158. https://doi.org/10.1186/1471-2458-12-158

Panchal, R. K., Browne, I., Monk, P., Woltmann, G., & Haldar, P. (2013). The effectiveness of primary care-based risk stratification for targeted latent tuberculosis infection screening in recent immigrants to the UK: a retrospective cohort study. Thorax, 69(4), 354–362. https://doi.org/10.1136/thoraxjnl-2013-203805

Pareek, M., Greenaway, C., Noori, T., Munoz, J., & Zenner, D. (2016). The impact of migration on tuberculosis epidemiology and control in high-income countries: a review. BMC Medicine, 14, 48. https://doi.org/10.1186/s12916-016-0595-5

Pareek, M., Watson, J. P., Ormerod, L. P., Kon, O. M., Woltmann, G., White, P. J., … Lalvani, A. (2011). Screening of immigrants in the UK for imported latent tuberculosis: a multicentre cohort study and cost-effectiveness analysis. The Lancet Infectious Diseases, 11(6), 435–444. https://doi.org/10.1016/S1473-3099(11)70069-X

Peluso, M. J., Hung, A., Lukasiewicz, A., Chang, H., Ramallo, J., Bartlett, M., … Ellis, P. (2014). Successful management of latent tuberculosis infection in an underserved community by a student-run free clinic. Journal of Health Care for the Poor and Underserved, 25(2), 837–862. https://doi.org/10.1353/hpu.2014.0109

Rogo, T., Eleanya, C., Hirway, P., Pelland, D., Lewis, C., Dennehy, P., & Losikoff, P. (2017). Adherence to Latent Tuberculosis Infection Treatment in a Population with a High Number of Refugee Children. Rhode Island Medical Journal (2013), 100(2), 34–38.

Schepisi, M. S., Gualano, G., Fellus, C., Bevilacqua, N., Vecchi, M., Piselli, P., … Girardi, E. (2013). Tuberculosis case finding based on symptom screening among immigrants, refugees, and asylum seekers in Rome. BMC Public Health, 13(1), 872. https://doi.org/10.1186/1471-2458-13-872

Subedi, P., Drezner, K. A., Dogbey, M. C., Newbern, E. C., Yun, K., Scott, K. C., … Johnson, C. C. (2015). Evaluation of latent tuberculous infection and treatment completion for refugees in Philadelphia, PA, 2010-2012. The International Journal of Tuberculosis and Lung Disease: The Official Journal of the International Union Against Tuberculosis and Lung Disease, 19(5), 565–569. https://doi.org/10.5588/ijtld.14.0729

Tardin, A., Dominicé Dao, M., Ninet, B., & Janssens, J.-P. (2009). Tuberculosis cluster in an immigrant community: case identification issues and a transcultural perspective. Tropical Medicine & International Health, 14(9), 995–1002. https://doi.org/10.1111/j.1365-3156.2009.02325.x

Tomás, B. A., Pell, C., Cavanillas, A. B., Solvas, J. G., Pool, R., & Roura, M. (2013). Tuberculosis in Migrant Populations. A Systematic Review of Qualitative Literature. PLOS ONE, 8(12), e82440. https://doi.org/10.1371/journal.pone.0082440 Torgerson, C. (2003). Systematic Reviews. A&C Black.

Trauer, J. M., & Krause, V. L. (2011). Assessment and management of latent tuberculosis infection in a refugee population in the Northern Territory. The Medical Journal of Australia, 194(11), 579–582.

Van der Werf, M. J., & Zellweger, J. P. (2016). Impact of migration on tuberculosis epidemiology and control in the EU/EEA. Euro Surveillance: Bulletin Europeen Sur Les Maladies Transmissibles = European Communicable Disease Bulletin, 21(12). https://doi.org/10.2807/1560-7917.ES.2016.21.12.30174

Werf, M. J. van der, & Kramarz, P. (2016). Tackling tuberculosis in migrants. The Lancet Infectious Diseases, 16(8), 877–878. https://doi.org/10.1016/S1473-3099(16)00148-1

Wieland, M. L., Weis, J. A., Yawn, B. P., Sullivan, S. M., Millington, K. L., Smith, C. M., … Sia, I. G. (2012). Perceptions of Tuberculosis Among Immigrants and Refugees at an Adult Education Center: A Community-Based Participatory Research Approach. Journal of Immigrant and Minority Health / Center for Minority Public Health, 14(1), 14–22. https://doi.org/10.1007/s10903-010-9391-z

Zenner, D., Loutet, M. G., Harris, R., Wilson, S., & Ormerod, L. P. (2017). Evaluating 17 years of latent tuberculosis infection screening in northwest England: a retrospective cohort study of reactivation. The European Respiratory Journal, 50(1). https://doi.org/10.1183/13993003.02505-2016

Frequently Asked Questions

How to write a masters level literature review.

To write a master’s level literature review:

• Define the scope and purpose.
• Search and select relevant sources.
• Summarize and analyze each source.
• Identify trends and gaps.
• Organise into themes.
• Critically evaluate sources.
• Synthesize findings coherently.

USEFUL LINKS

LEARNING RESOURCES

COMPANY DETAILS

• How It Works

• Free Samples
• Premium Essays
• Editing Services Editing Proofreading Rewriting
• Extra Tools Essay Topic Generator Thesis Generator Citation Generator GPA Calculator Study Guides Donate Paper
• Essay Writing Help
• About Us About Us Testimonials FAQ
• Masters Literature review
• Samples List

An literature review examples on masters is a prosaic composition of a small volume and free composition, expressing individual impressions and thoughts on a specific occasion or issue and obviously not claiming a definitive or exhaustive interpretation of the subject.

Some signs of masters literature review:

• the presence of a specific topic or question. A work devoted to the analysis of a wide range of problems in biology, by definition, cannot be performed in the genre of masters literature review topic.
• The literature review expresses individual impressions and thoughts on a specific occasion or issue, in this case, on masters and does not knowingly pretend to a definitive or exhaustive interpretation of the subject.
• As a rule, an essay suggests a new, subjectively colored word about something, such a work may have a philosophical, historical, biographical, journalistic, literary, critical, popular scientific or purely fiction character.
• in the content of an literature review samples on masters , first of all, the author’s personality is assessed - his worldview, thoughts and feelings.

The goal of an literature review in masters is to develop such skills as independent creative thinking and writing out your own thoughts.

Writing an literature review is extremely useful, because it allows the author to learn to clearly and correctly formulate thoughts, structure information, use basic concepts, highlight causal relationships, illustrate experience with relevant examples, and substantiate his conclusions.

• Studentshare
• Literature review

Examples List on Masters Literature review

• TERMS & CONDITIONS
• PRIVACY POLICY
• COOKIES POLICY