Literature Reviews

In preparation for formal research, a new found awareness of a dissertation literature review brings about a whole new view of its value and importance. Consistent through readings are the necessity of literature reviews. Boote and Beile (2005) stress comprehensive and up-to-date literature review as the best ways for aquiring knowledge for a dissertation but these reviews are more in-depth than Crewell’s (1994) five-step process of identifying terms, finding literature, reading and checking for relevance, organizing selected literature and writing reviews. Boote and Beile (2005) suggest the use of Strike and Posner (1983) three categories to identify a good synthetic review, which includes the clarification and a possible resolution to an problem within one’s field of study, the development of a new perspective, and satisfying the criteria of good theory. A dissertation literature review summarizes similar studies, links to ongoing research, provides a basis for research as a result of previous studies. Boote and Beile (2005) make note of Hart’s extensions to these basic requirements which include a clear articulation of research which needs to be done and why it is important, a clear articulation of it’s practical significance, a synthesis of prior research so as to develop a new perspective and a critical analysis of the methodologies using in prior research. This is above and beyond the basic level of the literature review Creswell discusses.

Boote and Beile (2005) provide a higher level perspective on a literature review which are necessary for a doctoral dissertation. Taking the time to compare each annotation in a literature review against the categories (i.e. coverage, synthesis, methodology, significant and rhetoric) are essential to writing a review where the researcher demonstrates an ability to do research which advances important educational issues (Boote and Beile, 2005). A doctoral literature review requires more than simple summaries and should meet Hart’s criterion as suggested by Boote and Beile (2005) to include:

•    a justification criteria for inclusions and exclusions

•    distinguishing what has been done in the field from what needs to be done

•    placing the research in broader literature

•    placing the research in a historic context

•    acquiring and enhancing related vocabulary

•    articulating important variables and phenomena

•    synthesizing and gaining new perspectives

•    identifying the main methodologies and research techniques that have been used and analyze their advantages and disadvantages

•    relating ideas and theories to research methodologies

•    rationalizing the scholarly and practical significance of the research 

•    a clear and coherent structure.

Specific to me is the developed understanding that the literature review should be a central focus my research. I can expect to review and reread literature throughout this process expecting to change my focus to develop workable and important problems to show a thorough and sophisticated understanding of the field (Boote and Beile 2005). For now, I will review my current annotations to determine if they meet the criterion and will add value to a doctoral literature review.

Boote, D. & Beile, P. (2005). Scholars before researchers: On the Centrality of the Dissertation Literature Review in Research Preparation, Educational Researcher, 34(6), 3-15.