Abstract
A sophisticated literature review (LR) can result in a robust dissertation/thesis by scrutinizing the main problem examined by the academic study; anticipating research hypotheses, methods and results; and maintaining the interest of the audience in how the dissertation/thesis will provide solutions for the current gaps in a particular field. Unfortunately, little guidance is available on elaborating LRs, and writing an LR chapter is not a linear process. An LR translates students’ abilities in information literacy, the language domain, and critical writing. Students in postgraduate programs should be systematically trained in these skills. Therefore, this paper discusses the purposes of LRs in dissertations and theses. Second, the paper considers five steps for developing a review: defining the main topic, searching the literature, analyzing the results, writing the review and reflecting on the writing. Ultimately, this study proposes a twelve-item LR checklist. By clearly stating the desired achievements, this checklist allows Masters and Ph.D. students to continuously assess their own progress in elaborating an LR. Institutions aiming to strengthen students’ necessary skills in critical academic writing should also use this tool.
Highlights
Writing the literature review (LR) is often viewed as a difficult task that can be a point of writer’s block and procrastination (1) in postgraduate life
The LR is not an isolated section of the thesis/dissertation or a copy of the background section of a research proposal. It identifies the state-of-the-art knowledge in a particular field, clarifies information that is already known, elucidates implications of the problem being analyzed, links theory and practice (3–5), highlights gaps in the current literature, and places the dissertation/thesis within the research agenda of that field
By writing the LR, postgraduate students will comprehend the structure of the subject and elaborate on their cognitive connections (3) while analyzing and synthesizing data with increasing maturity
Summary
Writing the literature review (LR) is often viewed as a difficult task that can be a point of writer’s block and procrastination (1) in postgraduate life. Lectures or workshops about LRs themselves are useful because they describe the purposes of the LR and how it fits into the whole picture of a student’s work These activities may explain what type of discussion an LR must involve, the importance of defining the correct scope, the reasons to include a particular resource, and the main role of critical reading. This step comprises the following components: Searching the literature itself: This process consists of defining which databases (electronic or dissertation/thesis repositories), official documents, and books will be searched and actively conducting the search. Third step: Analyzing the results Critical reading and thinking skills are important in this step This step consists of the following components: Reading documents: The student may read various texts in depth according to LR sections and subsections (defining the main topic), which is not a passive activity (1). The whole effort will likely be a work in progress, and continuous refinements in the written material will occur once the writing process has begun
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