1. Literature review – an introduction Caroline Malthus Te Puna Ako Learning Centre © Unitec New Zealand1

2. This session… Identify the purpose of a literature review Describe the key features of a literature review Identify the differences between descriptive writing and critical analysis Describe a process for putting together a literature review Identify the purpose of a literature review Describe the key features of a literature review Identify the differences between descriptive writing and critical analysis Describe a process for putting together a literature review © Unitec New Zealand2

3. From last session… Comments Questions? Comments Questions? © Unitec New Zealand3

4. Assignment 1 To critically evaluate theories and practice of capacity building within the framework of Social Practice, and develop a body of knowledge relevant to the development of capacity building in Aotearoa New Zealand. To identify scholarly literature pertaining to capacity building both national and international; To identify two aspects of capacity building for an extended literature review; To critically evaluate the literature including the concept of Capacity Building. © Unitec New Zealand4

5. Key requirements: Literature should include Books / Book chapters, Peer reviewed articles, Published Reports - both national and international. Word Limit: 3000 Words. This Assignment is 50% of the course. Work to be emailed to me by Due Date which is Tuesday 13 th March grennie@unitec.ac.nz Numbering each page is an important requirement for your current lecturer. © Unitec New Zealand5

6. Key features of a literature review: Analysis – What is the topic, why important and what are the issues? Synthesis / Relationships – What views are expressed by different experts / authors? Evaluation / Implications – Identify strengths and weaknesses – how do these ideas connect with practice? Analysis – What is the topic, why important and what are the issues? Synthesis / Relationships – What views are expressed by different experts / authors? Evaluation / Implications – Identify strengths and weaknesses – how do these ideas connect with practice? © Unitec New Zealand6

7. Steps in the assignment writing process Do research to get more ideas for your answer Brainstorm ideas Make a plan to guide research Proofread and edit Analyse the question Sort ideas by planning the essay structure Prepare references Write drafts Do research to get more ideas for your answer Brainstorm ideas Make a plan to guide research Proofread and edit Analyse the question Sort ideas by planning the essay structure Prepare references Write drafts

8. Suggested process 1.Analyse the task 2.Brainstorm ideas 3.Make a plan to guide research 4.Do research to get more ideas for your answer 5.Sort ideas by planning the essay structure 6.Write drafts 7.Proofread and edit Prepare reference list from Stage 4 onwards Check with task often Reading and writing may be on going 1.Analyse the task 2.Brainstorm ideas 3.Make a plan to guide research 4.Do research to get more ideas for your answer 5.Sort ideas by planning the essay structure 6.Write drafts 7.Proofread and edit Prepare reference list from Stage 4 onwards Check with task often Reading and writing may be on going

9. Reviewing the literature: process Determine your purpose – What is the question or problem at the centre of your research? Decide what to read (scan, skim, select) and how to read it Engage critically with the readings (study) – Ask questions as you read Make notes and organise your ideas – List the important topics or themes to be covered Write throughout the process Determine your purpose – What is the question or problem at the centre of your research? Decide what to read (scan, skim, select) and how to read it Engage critically with the readings (study) – Ask questions as you read Make notes and organise your ideas – List the important topics or themes to be covered Write throughout the process © Unitec New Zealand9

10. What are the main themes or topics to be covered? Start by pulling in everything that seems important – Brainstorm all the important topics and headings to cover – Look for ways of clustering them into meaningful groups Then organise the material from the mind map into a plan for writing – Look at examples What are the main themes or topics to be covered? Start by pulling in everything that seems important – Brainstorm all the important topics and headings to cover – Look for ways of clustering them into meaningful groups Then organise the material from the mind map into a plan for writing – Look at examples © Unitec New Zealand10

11. Work out key themes: e.g. Craig (2007) article The nature of community The practice of community development Community capacity-building: scope and definitions Experience outside Europe Capacity and partnership A critique of community capacity-building The nature of community The practice of community development Community capacity-building: scope and definitions Experience outside Europe Capacity and partnership A critique of community capacity-building © Unitec New Zealand11

12. Most academic texts should have: A structure – Introduction – Body – Conclusion In-text references and a reference list (APA) Ideas which are explained and linked in paragraphs Reader (lecturer) can see where the writer is taking them Excellent presentation and proof reading © Unitec New Zealand12

13. © Unitec New Zealand13 Introduction Theme 1: Partial conclusion Theme 2: Partial conclusion Theme 3: Partial conclusion Final summary and conclusion Background, definitions of key terms and concepts

14. Write in paragraphs Paragraphs are the building blocks of academic writing A paragraph deals with one main idea This is usually stated at or near the beginning of the paragraph The ideas is developed and discussed in the body of the paragraph The idea is concluded in a way that leads to the next paragraph Paragraphs are the building blocks of academic writing A paragraph deals with one main idea This is usually stated at or near the beginning of the paragraph The ideas is developed and discussed in the body of the paragraph The idea is concluded in a way that leads to the next paragraph © Unitec New Zealand14

15. Paragraphing and use of in-text references The emergence of evidence based practice in the field of social work has received a mixed reception. Some social workers feel that EBP is too mechanistic, “number crunching” and scientific and as such is contrary to the more reflective, humanistic nature of social work (Plath, 2006). Others feel that issues faced by social workers are often multifaceted and complex and that the EBP model may be too narrow to include these. While evidence from the literature in the field of medicine may look specifically at diagnosis or drug interventions, the types of situations which social workers deal with are rarely this specific and evidence from the literature cannot encompass their multifaceted nature (Morago, 2006). Webb (2001) further criticizes EBP on the basis that it suggests that opinion based judgement is somehow inferior to evidence based decision making and that reflective practice is of less benefit than researching the clinical evidence. © Unitec New Zealand15

16. Making evaluative comments The authors provide a useful summary of …. These studies have emphasised ……, which may be important because…. This survey of the literature suggests that this approach might be effective when…. It seems, therefore, that further investigations are needed in order to… The research has tended to focus on ……, rather than….

17. Pointing out limitations: To date the research has not addressed whether or not people who refuse to provide personal details are also likely to… Begum and Mackintosh (2008) do not seem to have considered the more important question of whether… The methods mention above suffer from some limitations mainly concerning the confidentiality of …

18. © Unitec New Zealand18 always focus on the relationship between the existing literature and your own ‘research questions’ this will help you not to lose focus and purpose in your writing keep trying to answer the question “how does this help us to think about the problem?” or “how useful is this in addressing the problem?” always focus on the relationship between the existing literature and your own ‘research questions’ this will help you not to lose focus and purpose in your writing keep trying to answer the question “how does this help us to think about the problem?” or “how useful is this in addressing the problem?”

19. © Unitec New Zealand19 Write with a plan Have a set of headings or theme areas for your literature review Write regularly and seek feedback on your writing From your lecturer (if available) From a learning advisor (Learning Centre) Keep trying to see your writing from your reader’s point of view Is your argument clearly stated? Write with a plan Have a set of headings or theme areas for your literature review Write regularly and seek feedback on your writing From your lecturer (if available) From a learning advisor (Learning Centre) Keep trying to see your writing from your reader’s point of view Is your argument clearly stated?

20. Academic writing is… Supported / Backed up Based on careful reading of evidence Read and use appropriate sources / references Cite / Reference every source Supported / Backed up Based on careful reading of evidence Read and use appropriate sources / references Cite / Reference every source © Unitec New Zealand20

21. What is referencing? …a standard method of acknowledging the sources of information and ideas that you have used in your assignment.

22. APA referencing system In-text references in sentences in the body of the assignment shows where you’ve used ideas and words of an expert includes name of author and year Reference List on a separate page at the end of the assignment list of materials you have consulted © Unitec New Zealand22

23. APA (6 th ed.) referencing style In-text Direct quotations Paraphrases Reference list

24. In- text referencing: Paraphrasing: -ideas of experts in your own words -show your own understanding of the writer’s ideas -NEED REFERENCES -(Cottrell, 2003). -Use most Paraphrasing: -ideas of experts in your own words -show your own understanding of the writer’s ideas -NEED REFERENCES -(Cottrell, 2003). -Use most Quotation -exact copied chunks of text from experts -NEED REFERENCES (Cottrell, 2003, p. 134). -Use least <20% Quotation -exact copied chunks of text from experts -NEED REFERENCES (Cottrell, 2003, p. 134). -Use least <20% © Unitec New Zealand24

25. Useful links for referencing: Quickcite gives useful examples of a range of different reference types: http://www.cite.auckland.ac.nz/index.php This link has good information about APA referencing and examples http://www.unitec.ac.nz/library2/help/citations.htm Unitec Blackboard: Academic Learning Development

26. With post-grad students Help you to analyse an assignment question + to plan Act as readers for your assignments Is it well structured? Does it make sense? Is the language clear and accurate? Is referencing accurate? Is there anything that could be changed to improve it? Does it generally seem to meet the lecturers requirements? Help with reading of difficult text – talking through what the text means. © Unitec New Zealand26

27. For help with writing: Te Puna Ako Learning Centre Contact our administrator ph 815 4321 ext 8611 Also at Waitakere ph 815 4321 ext 5113 Moodle site: Te Puna Ako Learning CentreTe Puna Ako Learning Centre Facilities and services Postgraduate workshop series Space available for group study Tutors available for feedback Individual or group appointments Te Puna Ako Learning Centre Contact our administrator ph 815 4321 ext 8611 Also at Waitakere ph 815 4321 ext 5113 Moodle site: Te Puna Ako Learning CentreTe Puna Ako Learning Centre Facilities and services Postgraduate workshop series Space available for group study Tutors available for feedback Individual or group appointments © Unitec New Zealand27

28. References © Unitec New Zealand28 Bingham, T., (2008). Finding the Evidence: Library Skills for Evidence Based Social Work Practice. Retrieved March 2, 2009 from http://www.library.auckland.ac.nz/subjects/edu/ebp/ebpsocialwork.htm Cottrell, S. (2008). The study skills handbook. Basingstoke: Palgrave Macmillan. Davies, M. (2012). Study skills for intenational postgraduates. London: Palgrave Macmillan Godfrey, J. (2009). How to use your reading in your essays. Basingstoke: Palgrave Macmillan. Swales, J., & Feak, C. (2004). Academic Writing for Graduate Students: A course for nonnative speakers of English (2 nd Ed.). Ann Arbor, Michigan: University of Michigan Press. University of Canberra. (2008). Writing a literature review. Retrieved from http://www.canberra.edu.au/studyskills/writing/literature Waldevogel, J. (2001). Email and workplace communication: A literature review. Language in the Workplace Occasional Papers, 3, 1-12. Retrieved March 1, 2008 from http://www.victoria.ac.nz/lals/lwp/resources/occasional-papers.aspx Wallace, M., & Wray, A. (2006). Critical reading and writing for postgraduates. Thousand Oaks, CA: Sage.

29. Exercise Read the text, and identify the sentences which do the following work: Tell us the general topic Limit this to a specific aspect Tell us what work has already been done on this topic Establish the theoretical framework the writer is basing her study on Identify research that supports the approach she plans to take Look for gaps in existing research Read the text, and identify the sentences which do the following work: Tell us the general topic Limit this to a specific aspect Tell us what work has already been done on this topic Establish the theoretical framework the writer is basing her study on Identify research that supports the approach she plans to take Look for gaps in existing research © Unitec New Zealand29