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L8:Big Idea 2-Understand and Analyze-Contextualizing Your QUEST with the Literature Review. Lesson 8: Learning Goals. Understanding different organization styles for the literature review or introduction of academic papers.
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L8:Big Idea 2-Understand and Analyze-Contextualizing Your QUEST with the Literature Review
Lesson 8: Learning Goals • Understanding different organization styles for the literature review or introduction of academic papers. • Choosing a discipline-appropriate literature review or introduction organization scheme to satisfy the academic paper rubric requirements. • Learning Objective 2.3A: Connecting an argument to broader issues by examining the implications of the author’s claim. • Learning Objective 3.1A: Identifying, comparing, and interpreting multiple perspectives on or arguments about an issue. • Learning Objective 3.2A: Evaluating objections, implications, and limitations of alternate, opposing, or competing perspectives or arguments.
Lesson 8: Focus • What do you think is meant by the term literature review, and what purpose does it serve in academic research?
Confusing Phrases • The term “review of literature of the field” is how a literature review is described in the AP Research course. • You need to know that a literature review and the review of the literature of the field are congruous phrases. • The literature review for AP Research is present in the element of the Academic Paper called the Introduction.
What is in a Literature Review? • In the task descriptions for the Academic Paper, the Introduction element must: • Provide background and contextualize the research question/ project goal and initial student assumptions and/or hypotheses. • Introduce and review previous works in the field, synthesizing information and a range of perspectives related to the research question/project goal. • Identify the gap in the current field of knowledge to be addressed. • A literature review must do these things: • Be organized around and related directly to the thesis or research question • Synthesize results into a summary of what is and is not known about the topic of inquiry • Identify areas of controversy in the literature • Formulate questions that need further research • Suggest fresh insights into the topic
Scholarly Works and Previous Studies • A common student misstep along the inquiry journey is not doing “due diligence” in looking for true studies or scholarly works pertaining to their topic of inquiry. • Yes, some esoteric or truly unique topics may not have many studies pertaining to them; however, MOST TOPICS DO. • A scholarly work could be a foundational text (by a well-known author in the field of inquiry) and previous “studies” are normally found in scholarly, peer- reviewed journals.
How Does a Literature Review Appear Differently for Each Discipline? • Each discipline values/emphasizes information pertaining to the literature review differently. • Therefore, literature reviews appear different in academic papers from discipline to discipline. • You must be able to identify different organizing principles for the literature review in order to determine your own organizing principles. • You must “organize” your literature review to effectively get your point across about the importance of your inquiry, where it is situated in the field of knowledge, and the rationale behind your inquiry choices.
Humanities Even though these sections are labeled, combined, they make up the literature review for this paper. The author describes what is known about the topic of inquiry and then describes the paradigm or framework by which they will interpret the associated text in order to engage in the research (took up about four pages).
Science/Engineering • This literature review took up about a page at most and contextualized the processes that were used in the past to alleviate a problem and then provided rationale for the processes the researcher engineered to address a problem.
Organizing Principles of Humanities vs. Science Literature Reviews
Finding Organizing Principles of Literature Reviews 1. Spend 10–15 minutes reading the literature review/introduction of the academic paper assigned to your group. 2. On chart paper, record a brief explanation of the organization or structure of this component of your assigned academic paper. 3. Be prepared to share how the structure of this component of the paper meets the need for the literature review to define, contextualize, analyze, and synthesize what is known in the field so that the student’s topic of inquiry and associated choices about their inquiry process are clearly conveyed. 4. Record the differences in structure and organizing principles for these three papers in the table from the previous section.
Reflection-Include your response in your workbook. • What strategy will you use to understand the varying organizing principles of the literature review/introduction of an academic paper? • How will you organize your literature review/introduction to include all the sources and evidence that you need to contextualize your inquiry in a broader context/academic conversation AND to provide effective rationale for all the choices you will have made during the inquiry process?
