LEARNING FROM OTHERS AND REVIEWING THE LITERATURE

1. LEARNING FROM OTHERS AND REVIEWING THE LITERATURE Prepared by Mary Krystine P. Olido for the subject Practical Research I

2. WRITING REVIEW OF RELATED LITERATURE A review of related literature is an analysis of man’s written or spoken knowledge of the world. You examine representations of man’s thinking about the world to determine the connection of your research with what people already know about it (Wallman, 2014)

3. WRITING REVIEW OF RELATED LITERATURE Fusing your world understanding with the author’s world perceptions enables you to get a good analysis of existing written works that are related to your research study (Wallman, 2014)

4. Purposes of Review of Related Literature (RRL) To obtain background knowledge of your research. To relate your study to the current condition or situation of the world.

5. Purposes of Review of Related Literature (RRL) 3. To show the capacity of your research work to introduce new knowledge. 4. To expand, prove, or disprove the findings of previous research studies.

6. Purposes of Review of Related Literature (RRL) 5. To increase your understanding of the underlying theories, principles, or concepts of your research. 6. To explain technical terms involved in your research study.

7. Purposes of Review of Related Literature (RRL) 7. To highlight the significance of your work with the kind of evidence it gathered to support the conclusion of your research. 8. To avoid repeating previous research studies. 9. To recommend the necessity of further research on a certain topic.

8. The Process of Review of Related Literature (RRL)

9. Stage 1: Search for the Literature This is the stage of review of related literature where you devote much of your time in looking for resources of knowledge, data, or information to answer your research questions or to support your assumptions about your research topic.

10. Stage 1: Search for the Literature There are three basic types of literature sources: General references – that will direct you to the location of other sources. Primary sources – that directly report or present a person’s own experiences. Secondary sources – that report or describe other people’s experiences or worldviews.

11. Stage 1: Search for the Literature - Secondary sources of knowledge give the most number of materials such as the internet, books, peer-reviewed articles in journals, published literary reviews of a field, grey literature or unpublished and non peer-reviewed materials like theses, dissertations, conference proceedings, leaflets and posters, research studies in progress, and other library materials.

12. Stage 1: Search for the Literature Websites introducing materials whose quality depends solely on every individual, social media networks (Twitters, Facebook, blogs, podcasts, YouTube, video, etc.) and other online encyclopedia such as Wikipedia, are the other sources of information that you can consult during this stage. But they are not as dependable as the other sources of knowledge. Some consider the information from these as not very scholarly in weight because it is susceptible to anybody’s penchant for editing. Since any person is free to use the Internet for displaying information that is peer-reviewed or not, you need to be careful in evaluating online sources. (Mc Leod 2012)

13. Stage 1: Search for the Literature Wikipedia – can be a General Reference but not a Primary Source of information. Internet sources – can be accepted depending on the web site used. Personal web site of an author is acceptable, but a blog post of a blogger is not acceptable. Other social media sites - can be used depending on the purpose of obtaining such information. Facebook posts can be obtained if your study is about social media post, however, if you quote an author’s post about his/her study findings, it’s better to obtain information from his/her paper not on social media.

14. Here are the pointers you have to remember in researching for the best sources of information or data: (Fraenbell, 2012) 1. Choose previous research findings that are closely related to your research. 2. Give more weight to studies done by people possessing expertise or authority in the field of knowledge to which the research studies belong.

15. Here are the pointers you have to remember in researching for the best sources of information or data: (Fraenbell, 2012) 3. Consider sources of knowledge that refer more to primary data than to secondary data. 4. Prefer getting information from peer-reviewed materials than from general reading materials.

16. Stage 2: Reading the Source Material Reading, understanding, or making the materials meaningful to you is what will preoccupy you on the second stage of reading RRL. You can only benefit much from your reading activities if you confront the reading materials with the help of your HOTS.

17. Stage 2: Reading the Source Material HOTS – Higher Order Thinking Skills In understanding the sources of knowledge with your HOTS, you need to think interpretatively through these ways of inferential thinking: predicting, generalizing, concluding, and assuming. On top of these should be your ability to criticize or evaluate, apply, and create things about what you have read.

18. Stage 2: Reading the Source Material Hence, reading or making sense of the source materials does not only make you list down ideas from the materials, but also permits you to modify, construct, or reconstruct ideas based on a certain principle, theory, pattern, method, or theme underlying your research.

19. Stage 3: Writing the Review Connecting and organization of ideas to form an overall understanding of the materials by paraphrasing or summarizing your searched information. In doing either of these two, you get to change the arrangement of ideas, structures of the language, and the format of the next using appropriate organizational techniques of comparison-contrast, chronological order, spatial relationship, inductive-deductive order, and transitional devices (Corti, 2014).

20. Stage 3: Writing the Review Also, you make effective changes not only on language structures and format but also the quality of ideas incorporated into the summary or paraphrase as well. This means that in writing the review, based on the focus, theme, or theory underlying your research, you are free to fuse your opinions with the author’s ideas. (Corti 2014)

21. A simple presentation of the findings or argumentations of the writers on a particular topic with no incorporations of your own inferential, analytical, and comparative-contrastive thinking about other people’s ideas indicates poor literature review writing. This mere description, transfer, or listing of writer’s ideas that is devoid of or not reflective of your thinking is called dump or stringing method. Good literature review writing shuns presenting ideas in serial abstracts, which means every paragraph merely consists of one article. This is a source-by-source literature writing that fails to link, compare, and contrast series of articles based on a theory or a theme around which the research questions revolve(Remlen2011)

22. Another good approach to writing an excellent review is adopting good opening sentences of articles that should chronologically appear in the paper. Opening an article with a bibliography list that begins with the author’s name like the following examples is not good. Aquino (2015) said… Roxas (2016) stated… Perez (2017) wrote… Mendoza (2018) asserted…

23. Examples of better article openings manifesting critical thinking through analysis, comparison and contrast of ideas and findings are as follows: One early works by Castro (2017) proves that… Another study on the topic by Torres (2017) maintains that… The latest study by Gomez (2018) reveals that… A research study by Rivera in 2017 explains that…

24. Coming form various books on literature review writing are the following transitional devices and active verbs to link or express authors’ ideas in your paper. Using correct words to link ideas will make you synthesize your literature review, in a way that evidence coming from various data, will present an overall understanding of the context or of the present circumstances affecting the research problem.

25. Transitional devices – also, additionally, again, similarly, a similar opinion, however, conversely, on the other hand, nevertheless, a contrasting opinion, a different approach. Active verbs – analyze, argues, assess, assert, assume, claim, compare, contrast, conclude, criticize, debate, defend, define, demonstrate, discuss, distinguish, differentiate, evaluate, examine, emphasize, expand, explain, exhibit, identify, illustrate, imply, indicate, judge, justify, narrate, outline, persuade, propose, question, relate to, report, review, suggest, summarize.

26. Plagiarism

27. American Psychological Association Style in Citation

28. Paraphraseis the description of someone else's ideas in your own words. Proper paraphrasing is a skill. You must not only acknowledge your debt but re-compose the original in your own words.

29. Quotations Embedded Quotations Embedded quotations incorporate brief passages within a sentence of your own.

30. Sample Embedded Quotation: Recently, several commentators have suggested that “business education may have a deleterious effect on the morality and ethics of managers”; thus, careful training in ethics “is increasingly viewed to be an important component” (Assudani et al., 2011, p. 104).

31. APA Style Quick Guide (Stenden Library, 2017)

32. Step 1: Referencing when? When quoting - using the exact text of someone else When paraphrasing - someone else’s text in your own words

33. Do not reference: - When you give an overview of historical facts. - Your own experiences or observations. - When repeating information that you’ve already referenced in conclusions or summaries. - When summarizing “general knowledge”

34. Step 2: How to quote and paraphrase?

35. Quoting: Short quotations (fewer than 40 words) The citation is placed in the text and in double quotation marks. Always include a reference with the citation in the text (author, year of publication, p. page number):

36. Long quotations (from 40 words). The citation is started in a new line, indented (1.3 cm) and without quotation marks in block citation format. In the case of the use of block citation, the reference does not form part of the sentence, as in the case of the short citation and is therefore placed after the period.

37. Paraphrasing: If you paraphrase correctly, you will show the reader the following in the text: Although I expressed it in my own words, the idea is someone else’s, namely: (Author, year).

38. You use paraphrasing to facilitate the reader’s comprehension of the text. You are not allowed to simply take over the text. • must read the text through until you understand it sufficiently to be able to rephrase it in your own words and in a new construction without having to look at the source while writing. • When paraphrasing, you always • retain your own writing style; which is more convenient for the reader.

39. Step 3: In text reference

40. Step 3: In text reference • In text reference for paraphrases as follows: (author, year). …(Johnson, 2010). • In text reference for quotes: (author, year, p. xx) if there is no page number use title. • …Eco (1994, p. 23). • - More than one author: use “and” between the last and next to last author in the running sentence. • … by Eco and Smith (2010)…

41. “ “ : use the ampersand “&” between the last and next to last author in parenthesis. • …(Johnson & Smith, 2010). • - 3 - 5 authors: 1st time in a report mention all authors, 2nd time (exactly the same source) the first author followed by et al. • - 6 or more authors: just the first author followed by et al. …(Smith et al., 2010).

42. Indirect reference (a publication discussed in a secondary source) • Smith (as cited in Jones, 2002), found… • Organizations: full name, unless common e.g. (UNESCO, 2009). • … as the University of Toronto (1998) has... • - Personal communication. • …(J. Smith, personal communication, July 5, 2010).

43. Step 4: Where to place the citation in the text?

44. Step 4: Where to place the citation in the text? Depending on what you want to emphasize, you can order the citation information differently

45. Direct quote: According to Hofstede (2001), “the dominance of technology over culture is an illusion” (p. 453). In fact, “the dominance of technology over culture is an illusion”, according to Hofstede (2001, p.453). In 2001, Hofstede already stated that “the dominance of technology over culture is an illusion”(p.453). Hofstede’s study (2001) points out that “the dominance of technology over culture is an illusion”(p. 453).

46. Paraphrase: Hofstede’s statement (2001) indicates that the usage of technology is influenced by culture and can therefore differ across the globe. The usage of technology is influenced by culture and can therefore differ across the globe (Hofstede, 2001). In 2001, Hofstede pointed out that the usage of technology is influenced by culture and can therefore differ across the globe.

47. Step 5: What do you include in the reference list?

50. Step 6: Reference list