masters dissertation literature review example

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Writing a Literature Review

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A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• Summarize and synthesize: Give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: Don’t just paraphrase other researchers – add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically Evaluate: Mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: Use transition words and topic sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

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Methodology

• How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates, and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

Table of contents

What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

• Quick Run-through
• Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and its scholarly context
• Develop a theoretical framework and methodology for your research
• Position your work in relation to other researchers and theorists
• Show how your research addresses a gap or contributes to a debate
• Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models, and methods?
• Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

• Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
• Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
• Critically evaluate: mention the strengths and weaknesses of your sources
• Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

• Sampling methods
• Simple random sampling
• Stratified sampling
• Cluster sampling
• Likert scales
• Reproducibility

 Statistics

• Null hypothesis
• Statistical power
• Probability distribution
• Effect size
• Poisson distribution

Research bias

• Optimism bias
• Cognitive bias
• Implicit bias
• Hawthorne effect
• Anchoring bias
• Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarize yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other  academic texts , with an introduction , a main body, and a conclusion .

An  annotated bibliography is a list of  source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a  paper .  

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McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved November 9, 2023, from https://www.scribbr.com/dissertation/literature-review/

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• Knowledge Base
• Dissertation
• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research.

There are five key steps to writing a literature review:

• Search for relevant literature
• Evaluate sources
• Identify themes, debates and gaps
• Outline the structure
• Write your literature review

A good literature review doesn’t just summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

Table of contents

Why write a literature review, examples of literature reviews, step 1: search for relevant literature, step 2: evaluate and select sources, step 3: identify themes, debates and gaps, step 4: outline your literature review’s structure, step 5: write your literature review, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

• Demonstrate your familiarity with the topic and scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

Prevent plagiarism, run a free check.

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

• Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
• Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
• Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
• Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list if you discover new keywords in the process of your literature search.

• Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
• Body image, self-perception, self-esteem, mental health
• Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some databases to search for journals and articles include:

• Your university’s library catalogue
• Google Scholar
• Project Muse (humanities and social sciences)
• Medline (life sciences and biomedicine)
• EconLit (economics)
• Inspec (physics, engineering and computer science)

You can use boolean operators to help narrow down your search:

Read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

For each publication, ask yourself:

• What question or problem is the author addressing?
• What are the key concepts and how are they defined?
• What are the key theories, models and methods? Does the research use established frameworks or take an innovative approach?
• What are the results and conclusions of the study?
• How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• What are the strengths and weaknesses of the research?

Make sure the sources you use are credible, and make sure you read any landmark studies and major theories in your field of research.

You can find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

You can use our free APA Reference Generator for quick, correct, consistent citations.

To begin organising your literature review’s argument and structure, you need to understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

• Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
• Themes: what questions or concepts recur across the literature?
• Debates, conflicts and contradictions: where do sources disagree?
• Pivotal publications: are there any influential theories or studies that changed the direction of the field?
• Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

• Most research has focused on young women.
• There is an increasing interest in the visual aspects of social media.
• But there is still a lack of robust research on highly-visual platforms like Instagram and Snapchat – this is a gap that you could address in your own research.

There are various approaches to organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarising sources in order.

Try to analyse patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organise your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

• Look at what results have emerged in qualitative versus quantitative research
• Discuss how the topic has been approached by empirical versus theoretical scholarship
• Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text, your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, discussing the significance of findings in relation to the literature as a whole.
• Critically evaluate: mention the strengths and weaknesses of your sources.
• Write in well-structured paragraphs: use transitions and topic sentences to draw connections, comparisons and contrasts.

In the conclusion, you should summarise the key findings you have taken from the literature and emphasise their significance.

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a dissertation , thesis, research paper , or proposal .

There are several reasons to conduct a literature review at the beginning of a research project:

• To familiarise yourself with the current state of knowledge on your topic
• To ensure that you’re not just repeating what others have already done
• To identify gaps in knowledge and unresolved problems that your research can address
• To develop your theoretical framework and methodology
• To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, June 07). What is a Literature Review? | Guide, Template, & Examples. Scribbr. Retrieved 9 November 2023, from https://www.scribbr.co.uk/thesis-dissertation/literature-review/

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Shona McCombes

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How To Write An A-Grade Literature Review

3 straightforward steps (with examples) + free template.

By: Derek Jansen (MBA) | Expert Reviewed By: Dr. Eunice Rautenbach | October 2019

Quality research is about building onto the existing work of others , “standing on the shoulders of giants”, as Newton put it. The literature review chapter of your dissertation, thesis or research project is where you synthesise this prior work and lay the theoretical foundation for your own research.

Long story short, this chapter is a pretty big deal, which is why you want to make sure you get it right . In this post, I’ll show you exactly how to write a literature review in three straightforward steps, so you can conquer this vital chapter (the smart way).

Overview: The Literature Review Process

• Understanding the “ why “
• Finding the relevant literature
• Cataloguing and synthesising the information
• Outlining & writing up your literature review
• Example of a literature review

But first, the “why”…

Before we unpack how to write the literature review chapter, we’ve got to look at the why . To put it bluntly, if you don’t understand the function and purpose of the literature review process, there’s no way you can pull it off well. So, what exactly is the purpose of the literature review?

Well, there are (at least) four core functions:

• For you to gain an understanding (and demonstrate this understanding) of where the research is at currently, what the key arguments and disagreements are.
• For you to identify the gap(s) in the literature and then use this as justification for your own research topic.
• To help you build a conceptual framework for empirical testing (if applicable to your research topic).
• To inform your methodological choices and help you source tried and tested questionnaires (for interviews ) and measurement instruments (for surveys ).

Most students understand the first point but don’t give any thought to the rest. To get the most from the literature review process, you must keep all four points front of mind as you review the literature (more on this shortly), or you’ll land up with a wonky foundation.

Okay – with the why out the way, let’s move on to the how . As mentioned above, writing your literature review is a process, which I’ll break down into three steps:

• Finding the most suitable literature
• Understanding , distilling and organising the literature
• Planning and writing up your literature review chapter

Importantly, you must complete steps one and two before you start writing up your chapter. I know it’s very tempting, but don’t try to kill two birds with one stone and write as you read. You’ll invariably end up wasting huge amounts of time re-writing and re-shaping, or you’ll just land up with a disjointed, hard-to-digest mess . Instead, you need to read first and distil the information, then plan and execute the writing.

Step 1: Find the relevant literature

Naturally, the first step in the literature review journey is to hunt down the existing research that’s relevant to your topic. While you probably already have a decent base of this from your research proposal , you need to expand on this substantially in the dissertation or thesis itself.

Essentially, you need to be looking for any existing literature that potentially helps you answer your research question (or develop it, if that’s not yet pinned down). There are numerous ways to find relevant literature, but I’ll cover my top four tactics here. I’d suggest combining all four methods to ensure that nothing slips past you:

Method 1 – Google Scholar Scrubbing

Google’s academic search engine, Google Scholar , is a great starting point as it provides a good high-level view of the relevant journal articles for whatever keyword you throw at it. Most valuably, it tells you how many times each article has been cited, which gives you an idea of how credible (or at least, popular) it is. Some articles will be free to access, while others will require an account, which brings us to the next method.

Method 2 – University Database Scrounging

Generally, universities provide students with access to an online library, which provides access to many (but not all) of the major journals.

So, if you find an article using Google Scholar that requires paid access (which is quite likely), search for that article in your university’s database – if it’s listed there, you’ll have access. Note that, generally, the search engine capabilities of these databases are poor, so make sure you search for the exact article name, or you might not find it.

Method 3 – Journal Article Snowballing

At the end of every academic journal article, you’ll find a list of references. As with any academic writing, these references are the building blocks of the article, so if the article is relevant to your topic, there’s a good chance a portion of the referenced works will be too. Do a quick scan of the titles and see what seems relevant, then search for the relevant ones in your university’s database.

Method 4 – Dissertation Scavenging

Similar to Method 3 above, you can leverage other students’ dissertations. All you have to do is skim through literature review chapters of existing dissertations related to your topic and you’ll find a gold mine of potential literature. Usually, your university will provide you with access to previous students’ dissertations, but you can also find a much larger selection in the following databases:

• Open Access Theses & Dissertations
• Stanford SearchWorks

Keep in mind that dissertations and theses are not as academically sound as published, peer-reviewed journal articles (because they’re written by students, not professionals), so be sure to check the credibility of any sources you find using this method. You can do this by assessing the citation count of any given article in Google Scholar. If you need help with assessing the credibility of any article, or with finding relevant research in general, you can chat with one of our Research Specialists .

Alright – with a good base of literature firmly under your belt, it’s time to move onto the next step.

Need a helping hand?

Step 2: Log, catalogue and synthesise

Once you’ve built a little treasure trove of articles, it’s time to get reading and start digesting the information – what does it all mean?

While I present steps one and two (hunting and digesting) as sequential, in reality, it’s more of a back-and-forth tango – you’ll read a little , then have an idea, spot a new citation, or a new potential variable, and then go back to searching for articles. This is perfectly natural – through the reading process, your thoughts will develop , new avenues might crop up, and directional adjustments might arise. This is, after all, one of the main purposes of the literature review process (i.e. to familiarise yourself with the current state of research in your field).

As you’re working through your treasure chest, it’s essential that you simultaneously start organising the information. There are three aspects to this:

• Logging reference information
• Building an organised catalogue
• Distilling and synthesising the information

I’ll discuss each of these below:

2.1 – Log the reference information

As you read each article, you should add it to your reference management software. I usually recommend Mendeley for this purpose (see the Mendeley 101 video below), but you can use whichever software you’re comfortable with. Most importantly, make sure you load EVERY article you read into your reference manager, even if it doesn’t seem very relevant at the time.

2.2 – Build an organised catalogue

In the beginning, you might feel confident that you can remember who said what, where, and what their main arguments were. Trust me, you won’t. If you do a thorough review of the relevant literature (as you must!), you’re going to read many, many articles, and it’s simply impossible to remember who said what, when, and in what context . Also, without the bird’s eye view that a catalogue provides, you’ll miss connections between various articles, and have no view of how the research developed over time. Simply put, it’s essential to build your own catalogue of the literature.

I would suggest using Excel to build your catalogue, as it allows you to run filters, colour code and sort – all very useful when your list grows large (which it will). How you lay your spreadsheet out is up to you, but I’d suggest you have the following columns (at minimum):

• Author, date, title – Start with three columns containing this core information. This will make it easy for you to search for titles with certain words, order research by date, or group by author.
• Categories or keywords – You can either create multiple columns, one for each category/theme and then tick the relevant categories, or you can have one column with keywords.
• Key arguments/points – Use this column to succinctly convey the essence of the article, the key arguments and implications thereof for your research.
• Context – Note the socioeconomic context in which the research was undertaken. For example, US-based, respondents aged 25-35, lower- income, etc. This will be useful for making an argument about gaps in the research.
• Methodology – Note which methodology was used and why. Also, note any issues you feel arise due to the methodology. Again, you can use this to make an argument about gaps in the research.
• Quotations – Note down any quoteworthy lines you feel might be useful later.
• Notes – Make notes about anything not already covered. For example, linkages to or disagreements with other theories, questions raised but unanswered, shortcomings or limitations, and so forth.

If you’d like, you can try out our free catalog template here (see screenshot below).

2.3 – Digest and synthesise

Most importantly, as you work through the literature and build your catalogue, you need to synthesise all the information in your own mind – how does it all fit together? Look for links between the various articles and try to develop a bigger picture view of the state of the research. Some important questions to ask yourself are:

• What answers does the existing research provide to my own research questions ?
• Which points do the researchers agree (and disagree) on?
• How has the research developed over time?
• Where do the gaps in the current research lie?

To help you develop a big-picture view and synthesise all the information, you might find mind mapping software such as Freemind useful. Alternatively, if you’re a fan of physical note-taking, investing in a large whiteboard might work for you.

Step 3: Outline and write it up!

Once you’re satisfied that you have digested and distilled all the relevant literature in your mind, it’s time to put pen to paper (or rather, fingers to keyboard). There are two steps here – outlining and writing:

3.1 – Draw up your outline

Having spent so much time reading, it might be tempting to just start writing up without a clear structure in mind. However, it’s critically important to decide on your structure and develop a detailed outline before you write anything. Your literature review chapter needs to present a clear, logical and an easy to follow narrative – and that requires some planning. Don’t try to wing it!

Naturally, you won’t always follow the plan to the letter, but without a detailed outline, you’re more than likely going to end up with a disjointed pile of waffle , and then you’re going to spend a far greater amount of time re-writing, hacking and patching. The adage, “measure twice, cut once” is very suitable here.

In terms of structure, the first decision you’ll have to make is whether you’ll lay out your review thematically (into themes) or chronologically (by date/period). The right choice depends on your topic, research objectives and research questions, which we discuss in this article .

Once that’s decided, you need to draw up an outline of your entire chapter in bullet point format. Try to get as detailed as possible, so that you know exactly what you’ll cover where, how each section will connect to the next, and how your entire argument will develop throughout the chapter. Also, at this stage, it’s a good idea to allocate rough word count limits for each section, so that you can identify word count problems before you’ve spent weeks or months writing!

PS – check out our free literature review chapter template…

3.2 – Get writing

With a detailed outline at your side, it’s time to start writing up (finally!). At this stage, it’s common to feel a bit of writer’s block and find yourself procrastinating under the pressure of finally having to put something on paper. To help with this, remember that the objective of the first draft is not perfection – it’s simply to get your thoughts out of your head and onto paper, after which you can refine them. The structure might change a little, the word count allocations might shift and shuffle, and you might add or remove a section – that’s all okay. Don’t worry about all this on your first draft – just get your thoughts down on paper.

Once you’ve got a full first draft (however rough it may be), step away from it for a day or two (longer if you can) and then come back at it with fresh eyes. Pay particular attention to the flow and narrative – does it fall fit together and flow from one section to another smoothly? Now’s the time to try to improve the linkage from each section to the next, tighten up the writing to be more concise, trim down word count and sand it down into a more digestible read.

Once you’ve done that, give your writing to a friend or colleague who is not a subject matter expert and ask them if they understand the overall discussion. The best way to assess this is to ask them to explain the chapter back to you. This technique will give you a strong indication of which points were clearly communicated and which weren’t. If you’re working with Grad Coach, this is a good time to have your Research Specialist review your chapter.

Finally, tighten it up and send it off to your supervisor for comment. Some might argue that you should be sending your work to your supervisor sooner than this (indeed your university might formally require this), but in my experience, supervisors are extremely short on time (and often patience), so, the more refined your chapter is, the less time they’ll waste on addressing basic issues (which you know about already) and the more time they’ll spend on valuable feedback that will increase your mark-earning potential.

Literature Review Example

In the video below, we unpack an actual literature review so that you can see how all the core components come together in reality.

Let’s Recap

In this post, we’ve covered how to research and write up a high-quality literature review chapter. Let’s do a quick recap of the key takeaways:

• It is essential to understand the WHY of the literature review before you read or write anything. Make sure you understand the 4 core functions of the process.
• The first step is to hunt down the relevant literature . You can do this using Google Scholar, your university database, the snowballing technique and by reviewing other dissertations and theses.
• Next, you need to log all the articles in your reference manager , build your own catalogue of literature and synthesise all the research.
• Following that, you need to develop a detailed outline of your entire chapter – the more detail the better. Don’t start writing without a clear outline (on paper, not in your head!)
• Write up your first draft in rough form – don’t aim for perfection. Remember, done beats perfect.
• Refine your second draft and get a layman’s perspective on it . Then tighten it up and submit it to your supervisor.

Psst… there’s more!

This post is an extract from our bestselling Udemy Course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

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36 Comments

Thank you very much. This page is an eye opener and easy to comprehend.

This is awesome!

I wish I come across GradCoach earlier enough.

But all the same I’ll make use of this opportunity to the fullest.

Thank you for this good job.

Keep it up!

You’re welcome, Yinka. Thank you for the kind words. All the best writing your literature review.

Thank you for a very useful literature review session. Although I am doing most of the steps…it being my first masters an Mphil is a self study and one not sure you are on the right track. I have an amazing supervisor but one also knows they are super busy. So not wanting to bother on the minutae. Thank you.

You’re most welcome, Renee. Good luck with your literature review 🙂

This has been really helpful. Will make full use of it. 🙂

Thank you Gradcoach.

Really agreed. Admirable effort

thank you for this beautiful well explained recap.

Thank you so much for your guide of video and other instructions for the dissertation writing.

It is instrumental. It encouraged me to write a dissertation now.

Thank you the video was great – from someone that knows nothing thankyou

an amazing and very constructive way of presetting a topic, very useful, thanks for the effort,

It is timely

It is very good video of guidance for writing a research proposal and a dissertation. Since I have been watching and reading instructions, I have started my research proposal to write. I appreciate to Mr Jansen hugely.

I learn a lot from your videos. Very comprehensive and detailed.

Thank you for sharing your knowledge. As a research student, you learn better with your learning tips in research

I was really stuck in reading and gathering information but after watching these things are cleared thanks, it is so helpful.

Really helpful, Thank you for the effort in showing such information

This is super helpful thank you very much.

Thank you for this whole literature writing review.You have simplified the process.

I’m so glad I found GradCoach. Excellent information, Clear explanation, and Easy to follow, Many thanks Derek!

You’re welcome, Maithe. Good luck writing your literature review 🙂

Thank you Coach, you have greatly enriched and improved my knowledge

Great piece, so enriching and it is going to help me a great lot in my project and thesis, thanks so much

This is THE BEST site for ANYONE doing a masters or doctorate! Thank you for the sound advice and templates. You rock!

Thanks, Stephanie 🙂

This is mind blowing, the detailed explanation and simplicity is perfect.

I am doing two papers on my final year thesis, and I must stay I feel very confident to face both headlong after reading this article.

thank you so much.

if anyone is to get a paper done on time and in the best way possible, GRADCOACH is certainly the go to area!

This is very good video which is well explained with detailed explanation

Thank you excellent piece of work and great mentoring

Thanks, it was useful

Thank you very much. the video and the information were very helpful.

Good morning scholar. I’m delighted coming to know you even before the commencement of my dissertation which hopefully is expected in not more than six months from now. I would love to engage my study under your guidance from the beginning to the end. I love to know how to do good job

Thank you so much Derek for such useful information on writing up a good literature review. I am at a stage where I need to start writing my one. My proposal was accepted late last year but I honestly did not know where to start

Like the name of your YouTube implies you are GRAD (great,resource person, about dissertation). In short you are smart enough in coaching research work.

This is a very well thought out webpage. Very informative and a great read.

Very comprehensive and eye opener for me as beginner in postgraduate study. Well explained and easy to understand. Appreciate and good reference in guiding me in my research journey. Thank you

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Literature Review: Conducting & Writing

• Sample Literature Reviews
• Steps for Conducting a Lit Review
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• Organizing/Writing
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Sample Lit Reviews from Communication Arts

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Literature Reviews

• What's a literature review?

Literature Review Examples

Articles (free for csuc users), additional how-to guides and help.

• Resources for Educators
• Evaluating Info
• Empirical Research This link opens in a new window
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Books On Literature Reviews in the Meriam Library

• Conducting Research Literature Reviews : From the Internet to Paper Call Number: Main Collection - Q180.55.M4 F56 2014
• Literature Reviews Made Easy: A Quick Guide to Success Call Number: Main Collection - PN98.B7 D37 2010
• Preparing Literature Reviews: Qualitative and Quantitative Approaches Call Number: Main Collection - Q180.55.E9 P36 2008
• Systematic Approaches to a Successful Literature Review Call Number: Main Collection - LB1047.3 .B66 2012
• The Literature Review: Six Steps to Success Call Number: Main Collection - LB1047.3 .M33 2009
• Writing Literature Reviews: A Guide for Students of the Social and Behavioral Sciences Call Number: Reference H61.8 .G34 2013

Books on Research Methodology in the Meriam Library

• Doing Case Study Research : A Practical Guide for Beginning Researchers Call Number: Main Collection - LB1028 .H313 2006
• Evaluating Research Articles from Start to Finish Call Number: Main Collection - Q180.55.E9 G57 2011
• How to do a Research Report: A Guide for Undergraduate Students Call Number: Main Collection - LB2369 .R575 2007
• How to Write a Master's Thesis Call Number: Main Collection - LB2369 .B75 2014
• Understanding Research Methods: An Overview of the Essentials Call Number: Main Collection - Q180.55.M4 P38 2018
• Master's Theses Database of master's theses written by CSU, Chico students, from 2009 on. Many of these will contain published examples of literature reviews.
• Proquest Dissertations and Theses: The Humanities and Social Sciences Collection Containes over 2 million dissertations and theses with abstracts, 24 page free previews, and full-text PDF, if available, for dissertations and theses dating back to 1637.
• Sample APA Paper (lit. review begins page 3) Purdue University Online Writing Lab (OWL)
• A Commentary on Literature Reviews Rhodes, E.A. (2011). A commentary on literature reviews. Volta Reviews, 111(3), 353-368.
• A Guide to Writing the Dissertation Literature Review Randolph, J.J. (2009). A guide to writing the dissertation literature review. Practical Assessment, Research & Evaluation, 14(13), 1-13.
• The Value and Purpose of the Traditional Qualitative Literature Review Rozas, L.W. & Klein, W.C. (2010). The value and purpose of the traditional qualitative literature review. Journal of Evidence-Based Social Work, 7(5), 382-399.
• Undertaking a Literature Review: A Step-by-Step Approach Cronin, P., Ryan, F., & Coughlan, M. (2008). Undertaking a literature review: a step-by-step approach. British Journal of Nursing, 17(1), 38-43.
• Undertaking a Structured Literature Review or Structuring a Literature Review: Tales from the Field Armitage, A. & Keeble-Allen, D. (2008). Undertaking a structured literature review or structuring a literature review: tales from the field. Electronic Journal of Business Research Methods, 6(2), 103-114.
• CSU, Chico Office of Graduate Studies - Thesis Assistance Instructions, policies, and guidelines for graduate studies theses/projects.
• CSU, Chico Writing Center Make a one-on-one appointment with a writing tutor to help with your writing assignments.
• Learn How to Write a Review of the Literature University of Wisconsin-Madison
• Literature Review: An Overview for Graduate Students Video overview by North Carolina State University Libraries
• Literature Review: The What, Why and How-to Guide University of Connecticut University Libraries
• Social Work Literature Review Guidelines Purdue University Online Writing Lab (OWL)
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Literature reviews

Writing a literature review.

The following guide has been created for you by the  Student Learning Advisory Service , for more detailed guidance and to speak to one of our advisers, please book an  appointment  or join one of our online  workshops . 

Preparing a literature review involves:

• Searching for reliable, accurate and up-to-date material on a topic or subject
• Reading and summarising the key points from this literature
• Synthesising these key ideas, theories and concepts into a summary of what is known
• Discussing and evaluating these ideas, theories and concepts
• Identifying particular areas of debate or controversy
• Preparing the ground for the application of these ideas to new research

Finding and choosing material

Ensure you are clear on what you are looking for. ask yourself:.

• What is the specific question, topic or focus of my assignment?
• What kind of material do I need (e.g. theory, policy, empirical data)?
• What type of literature is available (e.g. journals, books, government documents)?

What kind of literature is particularly authoritative in this academic discipline (e.g. psychology, sociology, pharmacy)?

How much do you need?

This will depend on the length of the dissertation, the nature of the subject, and the level of study (undergraduate, Masters, PhD). As a very rough rule of thumb – you may choose 8-10 significant pieces (books and/or articles) for an 8,000 word dissertation, up to 20 major pieces of work for 12-15,000 words, and so on. Bear in mind that if your dissertation is based mainly around an interaction with existing scholarship you will need a longer literature review than if it is there as a prelude to new empirical research. Use your judgement or ask your supervisor for guidance.

Where to find suitable material

Your literature review should include a balance between substantial academic books, journal articles and other scholarly publications. All these sources should be as up-to-date as possible, with the exception of ‘classic texts’ such as major works written by leading scholars setting out formative ideas and theories central to your subject. There are several ways to locate suitable material:

Module bibliography: for undergraduate dissertations, look first at the bibliography provided with the module documentation. Choose one or two likely looking books or articles and then scan through the bibliographies provided by these authors. Skim read some of this material looking for clues: can you use these leads to identify key theories and authors or track down other appropriate material?

Library catalogue search engine: enter a few key words to capture a range of items, but avoid over-generalisations; if you type in something as broad as ‘social theory’ you are likely to get several thousand results. Be more specific: for example, ‘Heidegger, existentialism’. Ideally, you should narrow the field to obtain just a few dozen results. Skim through these quickly to identity texts which are most likely to contribute to your study.

Library bookshelves: browse the library shelves in the relevant subject area and examine the books that catch your eye. Check the contents and index pages, or skim through the introductions (or abstracts, in the case of journal articles) to see if they contain relevant material, and replace them if not. Don’t be afraid to ask one of the subject librarians for further help. Your supervisor may also be able to point you in the direction of some of the important literature , but remember this is your literature search, not theirs.

Online: for recent journal articles you will almost certainly need to use one of the online search engines. These can be found on the ‘Indexing Services’ button on the Templeman Library website. Kent students based at Medway still need to use the Templeman pages to access online journals, although you can get to these pages through the Drill Hall Library catalogue. Take a look as well at the Subject Guides on both the Templeman and DHL websites.

Check that you have made the right selection by asking:

• Has my search been wide enough to ensure that I have identified all the relevant material, but narrow enough to exclude irrelevant material?
• Is there a good enough sample of literature for the level (PhD, Masters, undergraduate) of my dissertation or thesis?
• Have I considered as many alternative points of view as possible?
• Will the reader find my literature review relevant and useful?

Assessing the literature

Read the material you have chosen carefully, considering the following:

• The key point discussed by the author: is this clearly defined
• What evidence has the author produced to support this central idea?
• How convincing are the reasons given for the author’s point of view?
• Could the evidence be interpreted in other ways?
• What is the author's research method (e.g. qualitative, quantitative, experimental, etc.)?
• What is the author's theoretical framework (e.g. psychological, developmental, feminist)?
• What is the relationship assumed by the author between theory and practice?
• Has the author critically evaluated the other literature in the field?
• Does the author include literature opposing their point of view?
• Is the research data based on a reliable method and accurate information?
• Can you ‘deconstruct’ the argument – identify the gaps or jumps in the logic?
• What are the strengths and limitations of this study?
• What does this book or article contribute to the field or topic?
• What does this book or article contribute to my own topic or thesis?

As you note down the key content of each book or journal article (together with the reference details of each source) record your responses to these questions. You will then be able to summarise each piece of material from two perspectives:     

Content: a brief description of the content of the book or article. Remember, an author will often make just one key point; so, what is the point they are making, and how does it relate to your own research project or assignment?

Critical analysis: an assessment of the relative strengths and weaknesses of the evidence used, and the arguments presented. Has anything conveniently been left out or skated over? Is there a counter-argument, and has the author dealt with this adequately? Can the evidence presented be interpreted another way? Does the author demonstrate any obvious bias which could affect their reliability? Overall, based on the above analysis of the author’s work, how do you evaluate its contribution to the scholarly understanding and knowledge surrounding the topic?    

Structuring the literature review

In a PhD thesis, the literature review typically comprises one chapter (perhaps 8-10,000 words), for a Masters dissertation it may be around 2-3,000 words, and for an undergraduate dissertation it may be no more than 2,000 words. In each case the word count can vary depending on a range of factors and it is always best, if in doubt, to ask your supervisor.

The overall structure of the section or chapter should be like any other: it should have a beginning, middle and end. You will need to guide the reader through the literature review, outlining the strategy you have adopted for selecting the books or articles, presenting the topic theme for the review, then using most of the word limit to analyse the chosen books or articles thoroughly before pulling everything together briefly in the conclusion.

Some people prefer a less linear approach. Instead of simply working through a list of 8-20 items on your book review list, you might want to try a thematic approach, grouping key ideas, facts, concepts or approaches together and then bouncing the ideas off each other. This is a slightly more creative (and interesting) way of producing the review, but a little more risky as it is harder to establish coherence and logical sequencing.

Whichever approach you adopt, make sure everything flows smoothly – that one idea or book leads neatly to the next. Take your reader effortlessly through a sequence of thought that is clear, accurate, precise and interesting. 

Writing up your literature review

As with essays generally, only attempt to write up the literature review when you have completed all the reading and note-taking, and carefully planned its content and structure. Find an appropriate way of introducing the review, then guide the reader through the material clearly and directly, bearing in mind the following:

• Be selective in the number of points you draw out from each piece of literature; remember that one of your objectives is to demonstrate that you can use your judgement to identify what is central and what is secondary.
• Summarise and synthesise – use your own words to sum up what you think is important or controversial about the book or article.
• Never claim more than the evidence will support. Too many dissertations and theses are let down by sweeping generalisations. Be tentative and careful in the way you interpret the evidence.
• Keep your own voice – you are entitled to your own point of view provided it is based on evidence and clear argument.
• At the same time, aim to project an objective and tentative tone by using the 3rd person, (for example, ‘this tends to suggest’, ‘it could be argued’ and so on).
• Even with a literature review you should avoid using too many, or overlong, quotes. Summarise material in your own words as much as possible. Save the quotes for ‘punch-lines’ to drive a particular point home.
• Revise, revise, revise: refine and edit the draft as much as you can. Check for fluency, structure, evidence, criticality and referencing, and don’t forget the basics of good grammar, punctuation and spelling.

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• How to write a literature review

This example shows how a literature review from a PhD thesis can be analysed for its structure, purpose and content.

Three sections of the thesis are analysed to show the:

• relationship between the introduction and the literature review
• structure and purpose of dedicated literature review chapters
• inclusion of literature review in other chapters of the thesis.

Access the thesis

Co-witnesses and the effects of discussion on eyewitness memory by Helen M Paterson

Overview of thesis (introduction)

This introductory section is less than two pages long.

The first paragraph:

• states the overall objective of the thesis
• defines the introduced term
• provides broad motivation for interest in the area
• introduces the sections of the thesis that will address the overall objective.

The other paragraphs describe the content and purpose of each section of the thesis.

Literature review

The literature review is made of up of two chapters.

Chapter 1: Literature review of relevant research

The overall goals of this chapter are to firstly establish the significance of the general field of study, and then identify a place where a new contribution could be made.

The bulk of the chapter critically evaluates the methodologies used in this field to identify the appropriate approach for investigating the research questions.

Chapter 2: Theoretical explanations of memory conformity

Chapter 5, study 3: co-witness contamination.

This chapter has the following structure:

• Introduction
• Discussion.

The introduction introduces the particular study to be reported on, and includes a three-and-a-half page literature review.

The literature review in this chapter:

• links back to the relevant general findings of the earlier literature review chapters
• briefly reviews the broad motivation for this study
• identifies that two previously used methodologies in this field will be compared to resolve questions about the findings of previous studies which had only used a single methodology
• uses previous literature to generate specific hypotheses to test
• reviews additional literature to provide a justification for a second objective to be investigated in the study reported on in this chapter.

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How to write a literature review introduction (+ examples)

The introduction to a literature review serves as your reader’s guide through your academic work and thought process. Explore the significance of literature review introductions in review papers, academic papers, essays, theses, and dissertations. We delve into the purpose and necessity of these introductions, explore the essential components of literature review introductions, and provide step-by-step guidance on how to craft your own, along with examples.

Why you need an introduction for a literature review

When you need an introduction for a literature review, what to include in a literature review introduction, examples of literature review introductions, steps to write your own literature review introduction.

A literature review is a comprehensive examination of the international academic literature concerning a particular topic. It involves summarizing published works, theories, and concepts while also highlighting gaps and offering critical reflections.

In academic writing , the introduction for a literature review is an indispensable component. Effective academic writing requires proper paragraph structuring to guide your reader through your argumentation. This includes providing an introduction to your literature review.

It is imperative to remember that you should never start sharing your findings abruptly. Even if there isn’t a dedicated introduction section .

Instead, you should always offer some form of introduction to orient the reader and clarify what they can expect.

There are three main scenarios in which you need an introduction for a literature review:

• Academic literature review papers: When your literature review constitutes the entirety of an academic review paper, a more substantial introduction is necessary. This introduction should resemble the standard introduction found in regular academic papers.
• Literature review section in an academic paper or essay: While this section tends to be brief, it’s important to precede the detailed literature review with a few introductory sentences. This helps orient the reader before delving into the literature itself.
• Literature review chapter or section in your thesis/dissertation: Every thesis and dissertation includes a literature review component, which also requires a concise introduction to set the stage for the subsequent review.

You may also like: How to write a fantastic thesis introduction (+15 examples)

It is crucial to customize the content and depth of your literature review introduction according to the specific format of your academic work.

In practical terms, this implies, for instance, that the introduction in an academic literature review paper, especially one derived from a systematic literature review , is quite comprehensive. Particularly compared to the rather brief one or two introductory sentences that are often found at the beginning of a literature review section in a standard academic paper. The introduction to the literature review chapter in a thesis or dissertation again adheres to different standards.

Here’s a structured breakdown based on length and the necessary information:

Academic literature review paper

The introduction of an academic literature review paper, which does not rely on empirical data, often necessitates a more extensive introduction than the brief literature review introductions typically found in empirical papers. It should encompass:

• The research problem: Clearly articulate the problem or question that your literature review aims to address.
• The research gap: Highlight the existing gaps, limitations, or unresolved aspects within the current body of literature related to the research problem.
• The research relevance: Explain why the chosen research problem and its subsequent investigation through a literature review are significant and relevant in your academic field.
• The literature review method: If applicable, describe the methodology employed in your literature review, especially if it is a systematic review or follows a specific research framework.
• The main findings or insights of the literature review: Summarize the key discoveries, insights, or trends that have emerged from your comprehensive review of the literature.
• The main argument of the literature review: Conclude the introduction by outlining the primary argument or statement that your literature review will substantiate, linking it to the research problem and relevance you’ve established.
• Preview of the literature review’s structure: Offer a glimpse into the organization of the literature review paper, acting as a guide for the reader. This overview outlines the subsequent sections of the paper and provides an understanding of what to anticipate.

By addressing these elements, your introduction will provide a clear and structured overview of what readers can expect in your literature review paper.

Regular literature review section in an academic article or essay

Most academic articles or essays incorporate regular literature review sections, often placed after the introduction. These sections serve to establish a scholarly basis for the research or discussion within the paper.

In a standard 8000-word journal article, the literature review section typically spans between 750 and 1250 words. The first few sentences or the first paragraph within this section often serve as an introduction. It should encompass:

• An introduction to the topic: When delving into the academic literature on a specific topic, it’s important to provide a smooth transition that aids the reader in comprehending why certain aspects will be discussed within your literature review.
• The core argument: While literature review sections primarily synthesize the work of other scholars, they should consistently connect to your central argument. This central argument serves as the crux of your message or the key takeaway you want your readers to retain. By positioning it at the outset of the literature review section and systematically substantiating it with evidence, you not only enhance reader comprehension but also elevate overall readability. This primary argument can typically be distilled into 1-2 succinct sentences.

In some cases, you might include:

• Methodology: Details about the methodology used, but only if your literature review employed a specialized method. If your approach involved a broader overview without a systematic methodology, you can omit this section, thereby conserving word count.

By addressing these elements, your introduction will effectively integrate your literature review into the broader context of your academic paper or essay. This will, in turn, assist your reader in seamlessly following your overarching line of argumentation.

Introduction to a literature review chapter in thesis or dissertation

The literature review typically constitutes a distinct chapter within a thesis or dissertation. Often, it is Chapter 2 of a thesis or dissertation.

Some students choose to incorporate a brief introductory section at the beginning of each chapter, including the literature review chapter. Alternatively, others opt to seamlessly integrate the introduction into the initial sentences of the literature review itself. Both approaches are acceptable, provided that you incorporate the following elements:

• Purpose of the literature review and its relevance to the thesis/dissertation research: Explain the broader objectives of the literature review within the context of your research and how it contributes to your thesis or dissertation. Essentially, you’re telling the reader why this literature review is important and how it fits into the larger scope of your academic work.
• Primary argument: Succinctly communicate what you aim to prove, explain, or explore through the review of existing literature. This statement helps guide the reader’s understanding of the review’s purpose and what to expect from it.
• Preview of the literature review’s content: Provide a brief overview of the topics or themes that your literature review will cover. It’s like a roadmap for the reader, outlining the main areas of focus within the review. This preview can help the reader anticipate the structure and organization of your literature review.
• Methodology: If your literature review involved a specific research method, such as a systematic review or meta-analysis, you should briefly describe that methodology. However, this is not always necessary, especially if your literature review is more of a narrative synthesis without a distinct research method.

By addressing these elements, your introduction will empower your literature review to play a pivotal role in your thesis or dissertation research. It will accomplish this by integrating your research into the broader academic literature and providing a solid theoretical foundation for your work.

Comprehending the art of crafting your own literature review introduction becomes significantly more accessible when you have concrete examples to examine. Here, you will find several examples that meet, or in most cases, adhere to the criteria described earlier.

Example 1: An effective introduction for an academic literature review paper

To begin, let’s delve into the introduction of an academic literature review paper. We will examine the paper “How does culture influence innovation? A systematic literature review”, which was published in 2018 in the journal Management Decision.

The entire introduction spans 611 words and is divided into five paragraphs. In this introduction, the authors accomplish the following:

• In the first paragraph, the authors introduce the broader topic of the literature review, which focuses on innovation and its significance in the context of economic competition. They underscore the importance of this topic, highlighting its relevance for both researchers and policymakers.
• In the second paragraph, the authors narrow down their focus to emphasize the specific role of culture in relation to innovation.
• In the third paragraph, the authors identify research gaps, noting that existing studies are often fragmented and disconnected. They then emphasize the value of conducting a systematic literature review to enhance our understanding of the topic.
• In the fourth paragraph, the authors introduce their specific objectives and explain how their insights can benefit other researchers and business practitioners.
• In the fifth and final paragraph, the authors provide an overview of the paper’s organization and structure.

In summary, this introduction stands as a solid example. While the authors deviate from previewing their key findings (which is a common practice at least in the social sciences), they do effectively cover all the other previously mentioned points.

Example 2: An effective introduction to a literature review section in an academic paper

The second example represents a typical academic paper, encompassing not only a literature review section but also empirical data, a case study, and other elements. We will closely examine the introduction to the literature review section in the paper “The environmentalism of the subalterns: a case study of environmental activism in Eastern Kurdistan/Rojhelat”, which was published in 2021 in the journal Local Environment.

The paper begins with a general introduction and then proceeds to the literature review, designated by the authors as their conceptual framework. Of particular interest is the first paragraph of this conceptual framework, comprising 142 words across five sentences:

“ A peripheral and marginalised nationality within a multinational though-Persian dominated Iranian society, the Kurdish people of Iranian Kurdistan (a region referred by the Kurds as Rojhelat/Eastern Kurdi-stan) have since the early twentieth century been subject to multifaceted and systematic discriminatory and exclusionary state policy in Iran. This condition has left a population of 12–15 million Kurds in Iran suffering from structural inequalities, disenfranchisement and deprivation. Mismanagement of Kurdistan’s natural resources and the degradation of its natural environmental are among examples of this disenfranchisement. As asserted by Julian Agyeman (2005), structural inequalities that sustain the domination of political and economic elites often simultaneously result in environmental degradation, injustice and discrimination against subaltern communities. This study argues that the environmental struggle in Eastern Kurdistan can be asserted as a (sub)element of the Kurdish liberation movement in Iran. Conceptually this research is inspired by and has been conducted through the lens of ‘subalternity’ ” ( Hassaniyan, 2021, p. 931 ).

In this first paragraph, the author is doing the following:

• The author contextualises the research
• The author links the research focus to the international literature on structural inequalities
• The author clearly presents the argument of the research
• The author clarifies how the research is inspired by and uses the concept of ‘subalternity’.

Thus, the author successfully introduces the literature review, from which point onward it dives into the main concept (‘subalternity’) of the research, and reviews the literature on socio-economic justice and environmental degradation.

While introductions to a literature review section aren’t always required to offer the same level of study context detail as demonstrated here, this introduction serves as a commendable model for orienting the reader within the literature review. It effectively underscores the literature review’s significance within the context of the study being conducted.

Examples 3-5: Effective introductions to literature review chapters

The introduction to a literature review chapter can vary in length, depending largely on the overall length of the literature review chapter itself. For example, a master’s thesis typically features a more concise literature review, thus necessitating a shorter introduction. In contrast, a Ph.D. thesis, with its more extensive literature review, often includes a more detailed introduction.

Numerous universities offer online repositories where you can access theses and dissertations from previous years, serving as valuable sources of reference. Many of these repositories, however, may require you to log in through your university account. Nevertheless, a few open-access repositories are accessible to anyone, such as the one by the University of Manchester . It’s important to note though that copyright restrictions apply to these resources, just as they would with published papers.

Master’s thesis literature review introduction

The first example is “Benchmarking Asymmetrical Heating Models of Spider Pulsar Companions” by P. Sun, a master’s thesis completed at the University of Manchester on January 9, 2024. The author, P. Sun, introduces the literature review chapter very briefly but effectively:

PhD thesis literature review chapter introduction

The second example is Deep Learning on Semi-Structured Data and its Applications to Video-Game AI, Woof, W. (Author). 31 Dec 2020, a PhD thesis completed at the University of Manchester . In Chapter 2, the author offers a comprehensive introduction to the topic in four paragraphs, with the final paragraph serving as an overview of the chapter’s structure:

PhD thesis literature review introduction

The last example is the doctoral thesis Metacognitive strategies and beliefs: Child correlates and early experiences Chan, K. Y. M. (Author). 31 Dec 2020 . The author clearly conducted a systematic literature review, commencing the review section with a discussion of the methodology and approach employed in locating and analyzing the selected records.

Having absorbed all of this information, let’s recap the essential steps and offer a succinct guide on how to proceed with creating your literature review introduction:

• Contextualize your review : Begin by clearly identifying the academic context in which your literature review resides and determining the necessary information to include.
• Outline your structure : Develop a structured outline for your literature review, highlighting the essential information you plan to incorporate in your introduction.
• Literature review process : Conduct a rigorous literature review, reviewing and analyzing relevant sources.
• Summarize and abstract : After completing the review, synthesize the findings and abstract key insights, trends, and knowledge gaps from the literature.
• Craft the introduction : Write your literature review introduction with meticulous attention to the seamless integration of your review into the larger context of your work. Ensure that your introduction effectively elucidates your rationale for the chosen review topics and the underlying reasons guiding your selection.

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Analyse and Explore Contemporary Research Literature to Identify Areas for Service Improvement

Introduction.

Tuberculosis (TB) was declared a global health emergency by the World Health Organization (WHO) in 1993. Despite this, it remains a significant cause of mortality and morbidity throughout the world. Tomas et al. (2013) find that tuberculosis has been gradually declining since the 1990s and 2000s, with an estimated nine million incidences of tuberculosis in 2010.

TB is caused by mycobacterium tuberculosis which is an air-borne disease and transmitted when an individual with the active form of the disease sneezes, coughs, spits, or speaks (Bender, Andrews, & Peter, 2010; Bodenmann et al., 2009; Kan, Kalin, & Bruchfeld, 2013; Nuzzo, Golub, Chaulk, & Shah, 2013).

It is estimated that one-third of the global population is infected with tuberculosis, but not all infected people can develop it. The disease can remain latent, asymptomatic, and non-infectious for many years (van der Werf & Zellweger, 2016). However, in about 10% of cases, the infection can reactivate at any time (Werf & Kramarz, 2016a).

The reemergence of tuberculosis in low-prevalence industrialized countries in the West and Australia has become a public health challenge. A part of the disease’s reemergence is attributed to multiple antibiotic resistance and its interaction with AIDS/HIV (Tomás et al., 2013). According to Panchal et al. (2013),

TB is strongly connected with poverty; in developed and less developed countries, 95% of the deaths linked to TB occur in places of poverty and marginalization in developed countries. According to the WHO (2016), population groups who are vulnerable to tuberculosis includes prisoners, injecting drug users, the homeless, ethnic minorities, and migrants – documented or undocumented, refugees, economic and labour migrants, asylum seekers – are those who experience access to health services is complicated by factors of social discrimination, poverty, and isolation.

Various political and socio-economic factors have recently surged the human migration rate, contributing to changes in different patterns of tuberculosis infection (Werf & Kramarz, 2016a). Many Western countries and Australia has seen an increase in TB infection with the influx of migrants and refugees (Rogo et al., 2017).

According to Tomas et al. (2013), in North America, Europe, and Australia, TB disproportionally impacts foreign-born populations that have migrated from Africa, Asia, and/or Latin America because TB infection rates in this area are much higher. In countries with low incidence, the infection rate among foreign-born migrants is ten to twenty times that of the autochthonous population (Tomás et al., 2013).

However, some studies indicate low infection rates in non-immigrant populations (Barniol et al., 2009). Still, the risk of transmission within the immigrant communities in the host country is very high.

Reactivation of latent TB infection is common among immigrant populations. It is considered the main reason behind many TB cases that occur even many years after the arrival of migrants into the host country. Current measures and interventions are not enough to detect latent TB and call for more active surveillance (Moore-Gillon, Davies, & Ormerod, 2010).

Notwithstanding the high proportion of TB cases among immigrants in low-incidence countries, there is an ensuing debate about the screening and educational programs and their public health impact. Research notes that TB control and treatment services in low-incidence countries that house a large population of immigrants face many challenges from the changing patterns of TB. The primary research question the current study looks to answer is;

How is latent tuberculosis tackled among immigrant populations in low-incidence Western countries and Australia regarding screening, educating, and adhering to patients’ treatments?

The current report looks to access and analyze relevant research literature to answer the research question. Understanding these factors plays an imperative role in evaluating and adapting the current programs and processes in place.

Research Aims & Objectives

The general aim of this literature review is to explore screening processes for immigrants, their perceptions and knowledge of TB in addition to educational programs catered for them, and immigrant patient adherence to TB treatment. Using the developed research question and the study’s primary aim, the research objectives have been devised.

• Use current peer-reviewed academic papers and articles to examine the latent TB screening process/programs and patient education programs for immigrant populations in developed countries of the West and Australia.
• Use current peer-reviewed academic papers and articles to examine how well immigrant populations with latent TB adhere to their treatment programs.
• Implement the literature critique model by Caldwell et al. (2005) when analyzing the literature review results.

Three primary themes are being used to organize and analyze the literature review;

• Screening of immigrant populations with latent tuberculosis.
• Education/awareness of latent tuberculosis in immigrant populations.
• Immigrant populations with latent tuberculosis adhering to treatment plans and medication.

Justification of Research

Many immigrant populations migrating to developed countries of the West and Australia are at higher risk of reactivating the latent TB disease. In many low-incidence industrialized countries with the high flux of immigration from less-developed countries, the general tuberculosis control strategies minimize transmission through identifying and curing a high portion of cases.

This strategy’s main components include early detection of TB, adequate treatment adherence for active infections, and detection and prophylactic treatment of latent infections, in some cases (Tomás et al., 2013). However, there is a notable difference between countries regarding screening and education programs for immigrants, such as screening/education locations, the programs’ administrative and financial costs, and legalities for providing care (Werf & Kramarz, 2016b; Wieland et al., 2012).

Often a migrant’s legal, economic and social circumstances can have detrimental impacts on the disease’s progression, diagnosis, treatment, and adherence to the scheme. Not only does this put immigrants at risk, but it also places a large risk to non-immigrant populations.

Immigrants face an array of issues in the process of migration which includes challenges like communication problems, adapting to new surroundings, loss of social support, acculturation, and discrimination which can be further aggravated by fear of TB, the stigmas associated with its diagnosis, fear of deportation, and changes that may need to be made when undergoing TB treatment.

Results from the current research can provide medical professionals insight into the macro-and micro-level impacts of TB on immigrant populations. Understanding these factors may lead to public health policy changes that are more lenient on immigrants and aid the wider community. Nurses can gain practical insight and knowledge from patient care results in immigrant populations with latent TB. The current study can also contribute to the existing literature to improve care and public health policies.

Methodology

Systematic literature review.

The current study uses a systematic literature review of qualitative, quantitative, and mixed methods studies. The literature review uses rigid methods and analysis to identify, evaluate and synthesize scientific evidence from primary studies on latent tuberculosis among immigrant populations.

According to Boland et al. (2013), a systematic literature review is designed to “locate, appraise, and synthesize” the best available evidence related to a specific research question to provide informed, evidence-based answers. In evidence-based nursing, a systematic literature review aids nurses in deciding whether the evidence is relevant to a particular patient.

It provides balanced clinical expertise pointing out the risks and benefits of specific procedures, treatments, and processes (Bettany-Saltikov, 2012). This study’s approach is relevant to tackling latent tuberculosis in immigrants allowing professionals insight into the screening process, adherence to treatment, views, and attitudes towards tuberculosis.

Search Strategy

The current study’s Searches were carried out in the following databases: NCBI/PubMed, PLOS one, Embase, and Springer. These databases are used because of the number of articles they house and provide access to relevant topics to study.

Search topics in these databases included terms like “tuberculosis,” “immigrants,” “screening,” “adherence to treatment,” and “education” in combination with search terms and MeSH descriptions. The concept of “immigrant” in the current study uses a broad interpretation that includes asylum-seekers, economic refugees, and international migrants.

Refinement of search terms is essential to ensure that time is spent narrowing down appropriate literature (Holly, Salmond, & Saimbert, 2011). A second stage manual search was conducted on the selected articles’ bibliographies to identify the maximum possible relevant articles. A final internet search using Google Scholar was used to minimize the possibility of losing relevant sources.

Inclusion & Exclusion Criteria

Both qualitative and quantitative studies were included in the systematic literature review. The search was limited to studies that were published in English. It was also necessary that publication remain recent, making it essential to limit the publication date from 2009-2017.

However, the study’s place was partially restricted in the search only to include industrialized Western countries and Australia. Studies that were literature reviews of any kind were excluded from the study.

Also, studies that had conducted any randomized control trial were excluded from this literature review. Such studies were excluded because they could not provide relevant data regarding the selected themes used to analyze the literature.

Study Selection

The initial results using the databased highlighted above identified a total of 3,223 articles. This was reduced to 2,394 articles when removing duplicates/overlapping articles from each database (829 duplicates). Afterward, titles and abstracts were reviewed, removing 2,041 articles since they were irrelevant to the research topic.

The 353 remaining articles were then read, both abstracts and full-text versions, resulting in 22 articles that were selected as meeting the inclusion criteria set above. Each of the articles’ bibliographies was then searched in addition to searches on Google Scholar, which further identified 6 articles that met the inclusion criteria. A total of 28 articles were finalized for inclusion in the literature review.

The selected articles were then compiled into a matrix to synthesize them based on the devised themes for analysis. The themes included are screening immigrants, education/knowledge of immigrants on latent tuberculosis, and adherence to immigrants’ treatments. The matrix of studies can be found in appendix A.

Framework for Analysing Research Articles

Baker (2014) asserted the necessity for becoming familiar with the work being analyzed to examine its relevance, strengths, and limitations to the research question when critiquing a piece of literature. Hence, the literature review uses the model developed by Caldwell et al. (2005) in critiquing literature (see fig.2) as the standard.

Figure 2- Research Critique Framework (Caldwell et al., 2005)

The model proposed by Caldwell et al. (2005) has a basic framework that breaks down the process of critiquing into four main questions that need to be answered.

This includes; ensuring that the literature review is current and comprehensive; if the sample is adequately described and reflective of the population for quantitative studies; if the selection criteria for recruiting patients is described and if a sampling method is identified for qualitative studies; and if the conclusion of the study is comprehensive (Caldwell et al., 2005).

Literature Review

Results and findings.

A total of 28 articles were reviewed for the current literature review, with all the articles summaries and implications provided in Appendix A of this report. Complete analysis in this chapter of each piece of literature was not possible due to the current report’s word limit’s constrictions. Each of the articles presented one or more of the themes designated for analysis.

Each article is organized based on the themes they held and analyzed based on the Caldwell et al. (2005) model discussed earlier. The purpose of the investigation was to identify trends in the literature that may lead to contradictions or gaps/weaknesses that need to be filled.

Each piece of literature has been organized based on the themes being discussed and chronologically, based on the publication date from oldest to newest.

Panchal et al. (2013) study the potential impact on prospective TB incidence of implementing a strategy of targeted LTBI screening when immigrant registers with primary care. The study finds that LTBI screening at primary care registration provides an effective strategy for potentially identifying immigrants at high risk for developing TB (Panchal et al., 2013).

However, the study includes missing data into its statistical analysis, making it extremely probable for the study to have an extreme bias. The missing data is associated with the study’s cohorts’ attrition with internal migration away from the region during the observation period and the possibility of under ascertaining TB cases before 2006 (Panchal et al., 2013).

Schepisi et al. (2013) assessed adherence to and yield of TB screening programs based on symptom screening conducted at primary care centres for regular and irregular refugees/asylum seekers and immigrants in Rome, Italy. Evidence found that verbal symptom screening for TB of migrants in primary healthcare centres had yielded a higher percentage of migrants visiting specified TB clinics (Schepisi et al., 2013).

The study reports 254 individuals that provided at least one symptom of active TB during screening. Of these patients referred to a TB clinic, about half of them were present for further diagnosis and eventual treatment. A drawback to the study was the lack of detail on the screening model used.

The study does not outline TB symptoms used to determine a migrant’s eligibility to be recommended to TB clinics. It was found that 30 percent of migrants were not referred for further diagnostic evaluation (Schepisi et al., 2013), which ultimately questions the entire results.

Bennett et al. (2014) used TBHI screening results to analyze the prevalence of LTBI among the refugee population in San Diego, California, from January 2010 and October 2012. Based on the study, the screening initiative indicated 43 percent of cases with LTBI come from Sub-Saharan Africa (Bennett, Brodine, Waalen, Moser, & Rodwell, 2014).

The study found that these patients were less likely to initiate treatment than refugees from the Middle East. Bennett et al. (2014) also found that refugees with post-secondary education at minimum were more likely to participate in screening, understanding the disease, and then initiating treatment.

One of the study’s drawbacks is its methodology, which heavily relied on self-report data on factors such as smoking, diabetes, malignancy, ESRD, and education (Bennett et al., 2014). Therefore, there is an excellent chance of information bias which may have limited the variables’ accuracy or underreported because of perceived stigma.

Heuvelings et al. (2016) focus on screening techniques in European countries and Canada for LTBI. The study focuses the screening efforts placed on a category of the “vulnerable” population, including migrants, those of foreign birth, homeless people, drug/alcohol abusers, prisoners, and people with HIV in big cities (Heuvelings et al., 2016).

The study finds that screening uptake improves after vulnerable populations are specifically accommodated based on their unique needs (Heuvelings et al., 2016). The study is lacking in differentiating between populations and their correlations with screening. The study’s major research gap clans the screening effects into one broad category labelled “vulnerable population. Therefore, the study results are difficult to comprehend as generalizations are made to son in the study.

Pareek et al. (2016) examine the significance of LTBI on high-income countries with foreign-born patients to determine the best possible screening processes to lower the disproportionate burden of TB on these countries. The study focuses on multiple countries by reviewing their screening strategies in terms of yield and cost-effectiveness.

The study finds that common screening methods used for LTBI include tuberculin skin tests and interferon-gamma release assay, which is conducted post-arrival to the host countries (Pareek et al., 2016). The study finds that most high-income countries do not practice screening for LTBI. Do so post-arrival However, those who do, Pareek et al. (2016) see this method to be programmatically challenging to implement with the number of immigrants accepting and completing treatment to be suboptimal.

Zenner et al. (2017) examined the screening program Blackburn TST-based LTBI screening between 1989 and 2001 and further studied the treatment program between 2009 and 2013 that had used QuantiFERON (QFT) testing. According to the study, screening programs were aimed at recent migrants from high incidence TB areas identified through registrations with primary care physicians or a referral from the port of arrival (Zenner et al., 2017).

The comparative study of the two screening methods shows that there was a better predictive value of QFT than compared to TST. Zenner et al. (2017) also observe a greater reactivation rate of LTBI in the immigrant population, particularly immigrants from Southeast Asia, primarily from Pakistan and India.

However, there is a significant research gap found in Zenner et al.’s (2017) study, which is the length of the follow-up timing with participants being far-ranging and, in some cases, unknown. There are also cases in the study with participants that had entered the UK, resided, and then exited the UK (with the date of exit unknown), only to reenter again.

Tardin et al. (2009) aimed to analyze TB in a low-incidence area (i.e., area in Geneva) using a computerized database that had identified an unusually high proportion of patients coming from a specific country between 2004 and 2006. Aside from its primary aim, the study also conducted a cultural evaluation to examine the social stigma of TB in the community, especially for contact tracing methods.

The study was primarily quantitative, focusing on 13 patients diagnosed with TB and using RFLP (restriction fragment length polymorphism) analysis. Tardin et al. (2009) were able to identify all the possible ethical issues in the study. To maintain ethical credibility, Tardin et al. (2009) addressed these issues and maintained its integrity and participants.

The study’s main findings are the revelation that the community has the low acceptance of the diagnosis of TB as it’s considered a ‘dirty and sinful” disease that only impacts people of low status or living deprived life (Tardin et al., 2009). The study provided a cultural evaluation that allowed several strategies to use community characteristics to facilitate contact tracing by enhancing TB testing and portraying it as a desirable social behaviour.

Wieland et al. (2012) examine the use of English as a second language program at a community centre as the backdrop setting of understanding perceptions about TB among foreign-born persons. The study was qualitative in that it used focus groups as a means for data collection among 83 participants. The study found a plethora of misconceptions about the transmission of TB and nearly no knowledge of latent TB.

The hindrance to obtaining TB-related knowledge was practical consideration for the foreign-born participants, like transportation costs and conflicts with their work schedule.

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Butcher et al. (2013) examined 52 participants who were refugees and undergoing Isoniazid treatment for LTBI. The questionnaire distributed to participants focused on total knowledge and total side effects scores.

The study found a range of misconceptions about how TB was spread via water, dust, wind, or pollution (Butcher et al., 2013). These misconceptions impacted the patient’s willingness to take medication and comply with the treatment standards.

Colson et al. (2014) examine the TB knowledge, attitudes, and beliefs of foreign-born people in the US and Canada. The study finds that most participants had correctly answered their knowledge-based question son TB, while a majority also answered the perceived questions in the affirmative (Colson et al., 2014). Participants from Mexico and Latin America had a higher model adjusted knowledge score than immigrants from other world regions.

Gao et al. (2015) studied the knowledge and perceptions of LTBI among Chinese immigrants in Canada. The study is brilliantly executed by honing a specific immigrant population in a high-income low incidence country.

The study uses a mixed-methods methodology different from other studies discussed under this theme that used quantitative research approaches. Gao et al. first used a cross-section patient survey with focus group discussions with Chinese immigrants to understand the cultural perception of LTBI (2015).

The study results are significant as they suggest a significant concern in receiving the complex healthcare system. This took away the immigrant group’s want for testing and treatment.

Gao et al.’s (2017) focused on studying education material for immigrants regarding tuberculosis and LTBI. The study used a video that was a culturally tailored, multi-lingual, 4.5-minute health promotional video focused on LTBI with Canadian immigrants (Gao et al., 2017). Gao et al. (2017) found that 84 percent of viewers had found the video helpful while viewing the video caused a 21 percent increase in knowledge about LTBI.

This includes a significant increase in basic knowledge of LBTI transmission, symptoms, and treatments. However, the study did not focus on the video’s potential adverse effects, such as exaggerated fear, which can be considered an ethical ramification of conducting the study (Gao et al., 2017).

The study also lacked a long-term follow-up to determine if the knowledge that was gained was sustained. A major gap is the lack of clinical evidence that correlates knowledge acquisition to greater treatment or seeking screening.

Adherence to Treatment

Trauer and Krause’s (2011) study focused on newly arrived refugees from February 2006 to January 2009, studying the prevalence of latent TB and their adherence to treatments. The study found that older male patients from the Eastern Mediterranean region were associated with increased latent TB.

However, the results found that only 44 percent of refugees had completed treatment (Trauer & Krause, 2011). The common reason for discontinuation or non-adherence to treatments was gastrointestinal side effects and their loss to follow-up. There were no cultural obstacles to the acceptance of treatment or stigmas that hindered treatment regimes.

Nuzzo et al. (2013) looked to determine the proportion of refugee patients at the Baltimore City Health Department TB program completing their LTBI treatment compared to other referral groups. Examine 841 patients, and it was concluded that 81 percent of refugees had completed their LTBI treatments compared to 50 percent of non-refugee patients and 35 percent of US-born patients (Nuzzo et al., 2013).

The findings are not presented because the research approach mainly focused on quantitative research, which does not examine participant opinions or perspectives, keeping strictly to empirical analysis measures. This lack of analysis in the study prevents it from reaching its full potential and brings to question the conclusions drawn in the study.

The lack of explanation is a major research gap that needs to be filled to understand more refugees’ phenomena adhering to treatment than native-born patients.

Kan et al. (2013) aimed at studying treatment completion in refugees to identify factors associated with failure to complete preventive treatments. The study had found that younger patients from Somalia and asylum seekers were more likely not to complete their preventative treatments.

However, the trend of medication completers has increased by 16 percent, most like caused by a skewness from an influx of European immigrants (Kan et al., 2013). The skewed data used for comparison purposes in the study makes it more challenging to provide accurate conclusions to question the entire study.

Peluso et al. (2014) focused on analysing a student-run free clinic for LTBI patients in a predominately Hispanic immigrant community. The study found that their foundation, which focused on cultural case management, improved adherence to LTBI treatments. The free clinic model used matching patients and providers based on language competence and social or cultural affiliations (Peluso et al., 2014).

There was improved communication between patient and provider through shared language, direct phone call access, and patient-centred interviews (Peluso et al., 2014). The drawback to the study is that it used a relatively small sample size, making it difficult to draw definitive conclusions from the statistical comparison of factors linked to treatment outcome and adherence to treatment.

Subedi et al. (2015) examined the evaluation and treatment of LTBI in refugees at various member clinics of Philadelphia Refugee Health Collaborative (PRHC) vs. non-PRHC clinics. Subedi et al. (2015) examine a specific model implemented in PRHC practices hiring a bilingual refugee health service coordinator.

This resulted in refugees being screened in great proportion, attending follow-up appointments, and completing the course of treatment. The model studied bases its success on a multidisciplinary approach whereby doctors, nurses, social workers, and caseworkers manage refugees’ screening, evaluation, and treatment follow-up.

From the sample, 89 refugees completed follow-up appointments and 34 completed treatments in PRHC clinics compared to only 31 completing follow-ups and 9 completing treatments in non-PRHC clinics (Subedi et al., 2015).

Rogo et al. (2017), in their quantitative study, studied 120 patients with LTBI in Rhode Island. The study followed these participants over their 9-month course of Isoniazid, all of them being children. The study compared refugee patients with those who were not refugees to develop a basis for their conclusions.

The study has found a greater completion rate among refugee populations as they had adhered better to treatment regimes, especially among female patients. The refugee population also attended more scheduled visits compared to non-refugee patients in the study.

Service Improvement

The literature review provides insight into the clinical issues related to screening, education, and adherence to treatment among immigrant populations with latent TB. Older studies in the current literature review, those pre-dating 2010, have shown that there is generally a low level of knowledge about latent TB and widespread misconceptions about the disease, especially regarding its transmission.

Some of the respondents in the studies did not have basic knowledge about the nature of bacteria and infection related to airborne transmission (Colson, Franks, Sondengam, Hirsch-Moverman, & El-Sadr, 2010; Nkulu, Hurtig, Ahlm, & Krantz, 2010; Wieland et al., 2012) but participants in other studies had attributed the disease to its correct facts (Colson et al., 2014; Gao et al., 2017; Rogo et al., 2017).

The attitudes and perceptions differed in each study based on its research location and the immigrant’s ethnicity group being studied. For example, in Gao et al. (2015), Chinese immigrants viewed the disease as irresponsible lifestyles or caused by living conditions, while the study conducted by Kan et al. (2013) found that Somali refugees considered TB to be a form of divine punishment for those that practiced a form of witchcraft or were dishonest.

When only focusing on immigrants’ education, the results provide insight into how the other three themes are impacted. With lack of education, more immigrants are likely not to adhere to preventive treatments, active treatments, and participate in screenings which were evident from the results obtained from studies like Bodenmann et al. (2009); Kulanes et al. (2010); Minodier et al. (2010); and Rogo et al. (2017).

Therefore, healthcare organizations and policy-making bodies need to widen their reach in immigrant populations to educate them on TB and latent TB. A greater awareness in the population will result in immigrants participating in a great deal more in screening and treatment. Heuvelings et al. (2016) found in their study that mobile screening units in Canada had increased the percentage of screenings in the country’s immigrant population.

Keeping in line with this service, it is recommended that low-incidence but high-income countries with large immigrant populations should invest in mobile health units dedicated to preventive diseases, like latent TB, to become available to their immigrant communities. A similar case was studied by Ospina et al. (2012), which found that community health workers improved screening and contact tracing among immigrants with TB in Barcelona.

Using a group of volunteer nurses, a mobile health unit’s strategy designated to specific areas that hold large populations of immigrants can help bring the incidence rate down. None of the literature reviewed in the current study has examined this particular strategy, most probably because it is non-existent.

However, this strategy’sactual implementation may be led to research in this area that focuses on mobile health units’ impact on screening, education, and adherence to treatment for latent TB.

If you need assistance with writing your literature review, our professional literature review writers are here to help!

The current study aimed to study how latent TB was tackled in the immigrant populations of low-incidence and high-income countries of the West and Australia. The literature review answered the research question to the fullest extent based on the available data. The current report uses 28 articles that were selected using the procedure of the systematic literature review.

Each of the articles was then analyzed using Caldwell et al. (2005) to critique academic literature. Based on the review, it is found that immigrant populations have a great lack of education in the topic of latent TB, often associated with their cultural misconceptions.

Articles published before 2010 found greater misinformation among immigrant populations, while more recent articles, particularly those published in 2017, saw a greater amount of awareness amongst them. The study has found various ways in which latent TB screening occurs, each differing based on the host country conducting the screening process.

However, most countries screen latent TB before the arrival of the host country. Studies have found that this allows for a greater chance of reactivation of latent TB among the immigrant population. There is no universal form of screening, causing disparities of TB incidences in each host country.

One of the most critical findings of the study was refugees’ great participation in adherence to TB and latent TB treatments compared to other forms of immigration and even native-born patients. Unfortunately, the studies analyzed could not provide the underlying cause for this phenomenon, proving a wide research gap in the literature.

Based on the literature review findings, a service improvement recommendation was made to improve the status of TB among immigrant populations in low-incidence, high-income countries.

The recommendation is made to healthcare organizations of such countries and policymakers – a greater effort in education and awareness programs targeted to immigrant communities in host countries. It was recommended that government and healthcare providers invest in mobile units dedicated to educating, screening, and providing treatment to immigrant communities for preventable diseases.

This recommendation’s justification comes from the literature review, which links a lack of education and knowledge to a lack of screening and non-adherence to treatments. This conclusion is based on correlation and not causation, as all the literature studied did not explain the relationship between these factors.

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Bender, A., Andrews, G., & Peter, E. (2010). Displacement and tuberculosis: recognition in nursing care. Health & Place, 16(6), 1069–1076. https://doi.org/10.1016/j.healthplace.2010.06.007

Bennett, R. J., Brodine, S., Waalen, J., Moser, K., & Rodwell, T. C. (2014). Prevalence and treatment of latent tuberculosis infection among newly arrived refugees in San Diego County, January 2010-October 2012. American Journal of Public Health, 104(4), e95–e102. https://doi.org/10.2105/AJPH.2013.301637

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Bodenmann, P., Vaucher, P., Wolff, H., Favrat, B., de Tribolet, F., Masserey, E., & Zellweger, J.-P. (2009). Screening for latent tuberculosis infection among undocumented immigrants in Swiss healthcare centres; a descriptive exploratory study. BMC Infectious Diseases, 9, 34. https://doi.org/10.1186/1471-2334-9-34

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Colson, P. W., Franks, J., Sondengam, R., Hirsch-Moverman, Y., & El-Sadr, W. (2010). Tuberculosis knowledge, attitudes, and beliefs in foreign-born and US-born patients with latent tuberculosis infection. Journal of Immigrant and Minority Health, 12(6), 859–866. https://doi.org/10.1007/s10903-010-9338-4

Gao, J., Berry, N. S., Taylor, D., Venners, S. A., Cook, V. J., & Mayhew, M. (2015). Knowledge and Perceptions of Latent Tuberculosis Infection among Chinese Immigrants in a Canadian Urban Centre. International Journal of Family Medicine, 2015. https://doi.org/10.1155/2015/546042

Gao, J., Cook, V. J., & Mayhew, M. (2017). Preventing Tuberculosis in a Low Incidence Setting: Evaluation of a Multi-lingual, Online, Educational Video on Latent Tuberculosis. Journal of Immigrant and Minority Health, 1–10. https://doi.org/10.1007/s10903-017-0601-9

Guh, A., Sosa, L., Hadler, J. L., & Lobato, M. N. (2011). Missed opportunities to prevent tuberculosis in foreign-born persons, Connecticut, 2005-2008. The International Journal of Tuberculosis and Lung Disease: The Official Journal of the International Union Against Tuberculosis and Lung Disease, 15(8), 1044–1049. https://doi.org/10.5588/ijtld.10.0518

Holly, C., Salmond, S., & Saimbert, M. (2011). Comprehensive Systematic Review for Advanced Nursing Practice. Springer Publishing Company. Kan, B., Kalin, M., & Bruchfeld, J. (2013). Completing treatment for latent tuberculosis: patient background matters. The International Journal of Tuberculosis and Lung Disease, 17(5), 597–602. https://doi.org/10.5588/ijtld.12.0692

Kulane, A., Ahlberg, B. M., & Berggren, I. (2010). “It is more than the issue of taking tablets”: the interplay between migration policies and TB control in Sweden. Health Policy (Amsterdam, Netherlands), 97(1), 26–31. https://doi.org/10.1016/j.healthpol.2010.02.014

Minodier, P., Lamarre, V., Carle, M.-E., Blais, D., Ovetchkine, P., & Tapiero, B. (2010). Evaluation of a school-based program for diagnosis and treatment of latent tuberculosis infection in immigrant children. Journal of Infection and Public Health, 3(2), 67–75. https://doi.org/10.1016/j.jiph.2010.02.001

Moore-Gillon, J., Davies, P. D. O., & Ormerod, L. P. (2010). Rethinking TB screening: politics, practicalities and the press. Thorax, 65(8), 663–665. https://doi.org/10.1136/thx.2009.132373

Nkulu, F. K., Hurtig, A.-K., Ahlm, C., & Krantz, I. (2010). Screening migrants for tuberculosis – a missed opportunity for improving knowledge and attitudes in high-risk groups: A cross-sectional study of Swedish-language students in Umeå, Sweden. BMC Public Health, 10(1), 349. https://doi.org/10.1186/1471-2458-10-349

Nuzzo, J. B., Golub, J. E., Chaulk, P., & Shah, M. (2013). Analysis of Latent Tuberculosis Infection Treatment Adherence Among Refugees and Other Patient Groups Referred to the Baltimore City Health Department TB Clinic, February 2009–March 2011. Journal of Immigrant and Minority Health, 17(1), 56–65. https://doi.org/10.1007/s10903-013-9882-9

Ospina, J. E., Orcau, À., Millet, J.-P., Sánchez, F., Casals, M., & Caylà, J. A. (2012). Community health workers improve contact tracing among immigrants with tuberculosis in Barcelona. BMC Public Health, 12(1), 158. https://doi.org/10.1186/1471-2458-12-158

Panchal, R. K., Browne, I., Monk, P., Woltmann, G., & Haldar, P. (2013). The effectiveness of primary care-based risk stratification for targeted latent tuberculosis infection screening in recent immigrants to the UK: a retrospective cohort study. Thorax, 69(4), 354–362. https://doi.org/10.1136/thoraxjnl-2013-203805

Pareek, M., Greenaway, C., Noori, T., Munoz, J., & Zenner, D. (2016). The impact of migration on tuberculosis epidemiology and control in high-income countries: a review. BMC Medicine, 14, 48. https://doi.org/10.1186/s12916-016-0595-5

Pareek, M., Watson, J. P., Ormerod, L. P., Kon, O. M., Woltmann, G., White, P. J., … Lalvani, A. (2011). Screening of immigrants in the UK for imported latent tuberculosis: a multicentre cohort study and cost-effectiveness analysis. The Lancet Infectious Diseases, 11(6), 435–444. https://doi.org/10.1016/S1473-3099(11)70069-X

Peluso, M. J., Hung, A., Lukasiewicz, A., Chang, H., Ramallo, J., Bartlett, M., … Ellis, P. (2014). Successful management of latent tuberculosis infection in an underserved community by a student-run free clinic. Journal of Health Care for the Poor and Underserved, 25(2), 837–862. https://doi.org/10.1353/hpu.2014.0109

Rogo, T., Eleanya, C., Hirway, P., Pelland, D., Lewis, C., Dennehy, P., & Losikoff, P. (2017). Adherence to Latent Tuberculosis Infection Treatment in a Population with a High Number of Refugee Children. Rhode Island Medical Journal (2013), 100(2), 34–38.

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Frequently Asked Questions

How to write a masters level literature review.

To write a master’s level literature review:

• Define the scope and purpose.
• Search and select relevant sources.
• Summarize and analyze each source.
• Identify trends and gaps.
• Organise into themes.
• Critically evaluate sources.
• Synthesize findings coherently.

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How do I write a literature review for the bachelor's or master's thesis?

A literature review is an academic research within the framework of a bachelor’s or master’s thesis in which certain information and data from scientific studies are independently collected to answer a specific question.

The studies originate from scientific journals. The main methods include logical reasoning, analogies, comparisons, simulations, critical considerations and other logical operations.

What are the advantages of a literature review?

• Independence from others,
• There are plenty of sources and above all digital sources,
• Clear methodology,
• Relying on available literature is possible,
• Easy to plan,
• You can write faster
• Relatively little effort,
• No waiting periods,
• Fewer risks and fewer surprises,
• Easier to receive a higher mark.

What are the disadvantages of a literature review?

• Hard to find a topic,
• Your English must be pretty good,
• Demanding sources,
• A research question is difficult to formulate,
• Finding your personal contribution is not easy so you really have to think about it,
• Risk of getting lost in literature,
• Danger of plagiarism.

What does a topic for a literature review look like?

Like other types of work. The difference lies in the data sources and methods.

What does an outline in the Literature Review look like? What chapters need to be included?

You can find a detailed outline with page numbers in the Thesis Guide. Register here.

What are the challenges of a literature review and how do I overcome them?

Your personal contribution to a literature review depends on new knowledge gained by evaluating scientific studies. But you can struggle from these difficulties:

1. You have to gain new insight on the basis of a study review

The biggest challenge is your individual contribution. If everything already exists in the studies, how can I possibly add something new? It seems impossible….

Yes, you can. The Thesis Guide takes you by the hand and leads you step-by-step through this process of knowledge using a chocolate topic as an example. You will receive detailed instructions for your own thesis. From the very beginning you can see what exactly YOUR contribution will be based on the starting situation, the main question, the detailed questions and the formulation of the goal. You "only" have to answer the questions...

2. You must use text analysis methods!

You can only use studies. No experts, no people to interview. There’s not much time. Many texts seem like good sources but you always find better ones.

You will find an overview of the methods for the evaluation and analysis of studies in the Thesis Guide. By formulating the key question at the beginning of the paper, you already have the storyline for the evaluation of the studies.

How do I avoid plagiarism in the Literature Review?

The danger of copying and thus the risk of plagiarism is very high for the literature thesis. You have to pay attention to this from the moment you begin writing.

Quite simply, our Thesis Guide offers a free plagiarism analysis at the end of your thesis, using software approved by universities. Once the check is completed, you will receive detailed instructions with examples on how to correct dubious passages. Follow some simple rules that minimize the plagiarism risk.

Our Thesis Guide helps you see the end of the work right at the beginning, using proven patterns and examples for the initial situation, guiding questions, detailed questions and formulation of objectives. This makes YOUR results clear, right from the start. This even makes work fun!

What’s the best place to start my Literature Review?

Start with the research question, topic and the appropriate sources! What answers are you looking for?

Follow the standardized procedure in the Aristolo Thesis Guide and finish in no time!

• Write a proposal (clear guiding question, the supervisor’s expectations and methods etc.)
• Specifically filter books and fill theory chapters,
• Survey the state of research by means of study evaluations and write the chapters,
• Consider and describe analytical methods (research methods),
• Obtain and evaluate information, data and arguments from sources,
• Gain new insight by means of analyses
• Draw conclusions, write the chapter on results and finish it.

How can the Aristolo Thesis Guide help you write a literature review?

The Thesis Guide has detailed descriptions of the contents of all chapters with micro-questions, sample formulations and tools of all kinds plus much more. Check out the Thesis Guide for help with your Literature Review. Good luck writing your text!

Silvio and the Aristolo Team

PS: Check out the Thesis-ABC and the Thesis Guide for writing a bachelor or master thesis in 31 days.

Thesis Helpers

Find the best tips and advice to improve your writing. Or, have a top expert write your paper.

How To Write Literature Review For Thesis? Read On To Find Out!

Table of Contents

• 1. What is a literature review?
• 2. Thesis literature review example
• 3. Importance of the thesis literature review
• 4. Literature review structure
• 4.1. Step 1: Look for the Relevant Scholarly Resources
• 4.2. Step 2: Evaluate the Resources
• 4.3. Step 3: Identify Gaps in Current Resources
• 4.4. Step 4: Develop the Outline of the Master Thesis Literature Review

Types Of Literature Review

• 4.5. Write Your Literature Review
• 4.6. Step 7: Write Your Bibliography

What Is A Literature Review

A thesis literature review is a complete analysis of scholarly sources on a selected topic of study. It is crafted to give an overview of the current knowledge, to help the researcher know the methods, theories, and gaps that exist in research.

Thesis Literature Review Example

Why is Literature Review for Thesis Important?

When you are working on your graduate thesis, one of the core components needed to make it complete is a literature review. Here is a demonstration of the main benefits of carrying a literature review for your thesis.

• Allows you to show how familiar you are with the topic of study.
• Offers you an opportunity to develop a comprehensive methodology.
• Demonstrate how your research will address the existing gap in your topic of study.
• Make your contribution to your area of the study felt.

Doing a literature review requires you to collect and analyze scholarly resources that are related to your topic. When conducting a literature review, the process can be broken down into five key stages.

Literature Review Structure

• Look for relevant scholarly resources . This is checking for different resources, such as journals and books, which are related to your study.
• Evaluate the resources. This is careful sorting of the different resources to identify the most relevant ones.
• Identify debates and gaps in these resources . This is further analysis of the scholarly resources to establish the main arguments and possible gaps in research.
• Develop your outline. This is the format of the literature review that tells you what you are supposed to discuss at different points.
• Write the literature review . This is the final step that involves putting down the findings that you found after analyzing different resources.

To help you craft a good literature review for thesis, here are the main steps that you should follow.

Step 1: Look for the Relevant Scholarly Resources

By the time you get to writing the thesis for your literature, you will have worked on chapter one (introduction) that clearly defines the topic. But you can still relook at it before setting off to look for the relevant resources. By defining the problem, you will be able to look at the resources that are closely related to the study questions and problems.

Another method of looking for relevant studies is searching using the keyword. Consider using the main databases for the latest journals, books and articles. Some of these databases include:

• Project Muse .
• Google Scholar .
• Your university library.

After pulling out different resources, check whether it is relevant by going through the abstract. If the resource is relevant, peruse to the last section, the bibliography, for additional resources. When you find a specific resource recurring in the resources, it means it is very relevant.

Step 2: Evaluate the Resources

Once you have gathered an assortment of resources, the chances are that not all of them will be used during the study. So you will need to evaluate them further to determine which ones to use in the study. So here is how to evaluate every resource:

• What problem is addressed in the resource?
• How has the author defined the main concepts?
• What theories and methods are used in the resource?
• What is the conclusion of the resource?
• What is the relationship between the resource and other resources?
• How does the resource contribute to knowledge about the topic?

You should only pick the most relevant resources. Also, it is important to appreciate that if you are in the sciences, the review has to be focused on the latest resources. But if your thesis is in humanities, it might be necessary to check older resources to bring out the historical perspectives. As you read through, keep track of the resources by taking notes, capturing the pages, and citing them properly.

Step 3: Identify Gaps in Current Resources

Before you can organize the arguments in the literature, it is prudent to comprehend how the resources are related. So what should you look for?

• Patterns and trends, especially in theories, methods, and results.
• Debates, major conflicts, and contradictions.
• Gaps on what is missing in the literature.
• Pivotal publications.

Step 4: Develop the Outline of the Master Thesis Literature Review

The outline of your literature provides you with a breakdown of what you should discuss at what different stages. There are a number of strategies that you can use to prepare your literature review.

• Chronological . This approach involves tracing the development based on the topic occurrence over time. It is the simplest strategy.
• Thematic . This strategy involves presenting the review based on different themes.
• Methodological . If the resources you use for the review have varying methods, a methodological presentation can helps you to compare the results as well as conclusions.
• Theoretical . This approach involves exploring the theories, definitions, concepts, and models used in the resources. You might also want to focus on particular theories depending on the topic of study.

Note that you can opt to use one or combine several of them to make your literature review more articulate.

Step 5: Write Your Literature Review

Like other forms of academic writing, your literature review should take this format: introduction, body, and conclusion. Here is what to include in every section:

• Introduction: This should be used to give the focus of the literature review.
• Body: In the body of the literature review, you get into the finer details of the review. Here you should do the following:
• Summarize, analyze, and interpret.
• Evaluate comprehensively.
• Write carefully in properly structured and easy to read paragraphs.

Literature Review Example

To help you craft a great literature review thesis, it is important to also have the entire project in mind. This means that although you are reviewing literature, the methods you will use should be clear the back of your mind. Here is a thesis literature review example paragraph. The paragraph is borrowed from literature review of a thesis on the effects of cyberbullying.

“ Cyberbullying gives the bully a much larger spectrum to choose from when it comes to how exactly they want to intimidate their victims, which may be why it is often easier for them to carry out the act. Of all the different ways to cyberbully Faucher et al. (2014) found the most common platforms for cyberbullying to be social media, text messaging, and email, which were used to bully students about half of the time followed up by blogs forums and chat rooms which were 25 percent. This is no surprise that social media is the most common platform for cyberbullying because it can allow for the bully to remain completely anonymous to your average victim. This allows people who may not fit the mold of your average bully to create a fake account and build their own persona in order to bully others.”

• Conclusion.

Once you have written the body of the literature review, you still need to conclude it. This is a summary of the literature review that captures the main points that you have discussed.

Step 6: Write Your Bibliography

This guide on how to write literature review for thesis cannot be complete without including a bibliography. This is a complete list of all the resources that you have used during the review. It is important to ensure that you follow the method that your supervisor recommends for formatting and referencing. See two reference examples presented below.

Abeele, M., & Cock, R. (2013). Cyberbullying by mobile phone among adolescents: The role of gender and peer group status. Communications: The European Journal of Communication Research, 38(1), 107-118. Doi:10.1515/commun-2013-0006

Arntfield, M. (2015). Toward a Cybervictimology: Cyberbullying, Routine Activities Theory, and the Anti-Sociality of Social Media. Canadian Journal Of Communication, 40(3), 371-388

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The Literature Review in the Master’s Dissertation

The Literature Review in the Master’s Dissertation. The review is a fundamental requirement to meet the ‘Mastery of Knowledge’ as dictated by the Quality Assurance Agency. I noted the requirements for the literature review in a video of the QAA requirements , and again when I mentioned the three essential elements of a dissertation .

Here is a short video clip on the content and structure used when writing a literature review.

How do I Write a Literature Review?

What is a literature review and how do I write it? What is the template for a literature review? Many students ask these questions. I think a better approach is to understand what the requirements from the literature review actually are. However, since these are common questions, I will provide a general structure for writing a literature review:

• Start from a general and background point of view to set your research into a context
• Expand or outline these topics into main headings and sub-headings
• Look at definitions and theories initially
• Use books initially, starting from past experts moving towards the current day
• State the views of various authors (experts) and look for differences that can be discussed
• Find out who the professional bodies are (corporate experts) and quote them
• Move from definitions to look at different approaches or applications in your subject area
• Change to using journal articles and conference papers as you move towards a deeper specific technical area
• Check that you are using the latest editions of books. Make sure most of your references are in the past 5-10 years
• Ensure that what you are writing meets your objectives (or change the objectives)

Having outlined a structure, we will now look more deeply at some of those topics.

What is the Literature Review?

The Literature Review in the Master’s Dissertation should be a critical evaluation of the existing literature. Not merely a statement of what various authors say on a subject. However, this is a good place to start. Look at what various authors have to say regarding:

• Definitions
• Important Topics

If you are really lucky, the authors will disagree or certainly slightly differ from each other. This provides the student with something to discuss and debate later in the dissertation. At this point stating the differences is sufficient. Eventually, after looking at several authors views (all cited) you will be able to state your own definitions or opinions based on the researched literature.

Experts in the Field

The literature review should demonstrate that you know who are the experts in your field of research. Look at the appropriate professional bodies for their views to supplement the various authors. You also need to demonstrate an understanding of the current status of research in your subject. So, use the current experts to help you define what the current thinking is.

References dated prior to 2010 are to be avoided, these are already well over 10 years old. Look to use references and citations from the last 5 years.  Make sure that there are some very recent citations in your literature review. Do remember that books can take around 2 years to get to publication, so any books dated 5 years ago are really 7 years old. After establishing some foundation knowledge with books, move onto journal articles and conference papers. These are usually published every 2-4 months or so, and are far more modern reference sources than books.

You will need to identify the relevant journals and conferences for your research area. When you have found these, read a few papers and see which authors are being cited all of the time. It is not just finding a good article that is important. Rather it is ‘mining the references’ used in that journal article, and this opens up avenues for new material for your literature review.

Sometimes the giants of your discipline laid down some theories that are unchanged for 10-50 years or more. If your references are from these experts and they are from the 1950’s, this is OK. However, back them up with a confirmation that they are still true and valid from an author in the recent era (past 5 years).

As you browse the library (electronically) for books, note the edition number and publication date. A quick look at Amazon or similar will tell you if there is a later/newer edition, which may contain the same information, but with a far later (more recent) citation date. So please do use latest version of the books that are available to you.

Finally, the literature will need to conclude with the potential future direction of research in your research area.

Broad to Specific

When demonstrating your knowledge in the literature review, you need to set your literature review in context. So, start with a broad outline of the subject area before moving into any specific detail. You will certainly need to demonstrate knowledge of specific detail to demonstrate mastery of your subject area. This is why the project title needs to be detailed rather than general.

The Dissertation Title Suggests the Literature Review Content

At the start of the research project, the student will work on developing their Title, Aims, and Objectives. Following that they will start to collect literature on their research topic. At this point I will refer the students back to their titles to identify what topics must appear in the literature review chapter.

It is surprising how many times I point out that the title is about e.g. “automotive” and that there is no background to the automotive industry in the literature review. Therefore I recommend that you review the research title and note the areas that any reader (second marker?) will be expecting to find in the literature review.

Make Notes for Later Chapters

Work concurrently . As you discover the issues, differences, and limitations when your write the literature review, do make notes in the future chapters and sections to build on at a later date. You will get many ideas and thoughts for the later chapters including:

• Discussion points
• Limitations
• Recommendations and
• Further research required

So it is a good idea to make a note in the relevant chapter at this point so that this issue can be discussed further.

Check Your Objectives

Finally, do refer back to your objectives frequently . It is very easy to get carried away writing in depth on various topics, but are you meeting your research objectives? Do the objectives need to change to match the interesting new direction of your research? Does the content you are writing about add value to the argument contained in your dissertation?

In summary, the Literature Review in the Master’s Dissertation is a critical evaluation of the past and current literature. Use modern citations, and the latest authors. Suggest where the research is going, and make sure that the review matches the research title. Remember to add notes into later chapters, and always keep an eye on your objectives.

Edit September 2019:

The legitimacy of sources is also important. Sources that a ‘peer reviewed’ by experts are better than a book. Websites (including this one!) can publish anything without review, and are not good for basic information, although they may contain the latest information. If using websites use trustworthy and independent sources (BBC, Trade bodies, Professional bodies) rather than company websites (and never Wikipedia!).

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• Masters Literature review
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An literature review examples on masters is a prosaic composition of a small volume and free composition, expressing individual impressions and thoughts on a specific occasion or issue and obviously not claiming a definitive or exhaustive interpretation of the subject.

Some signs of masters literature review:

• the presence of a specific topic or question. A work devoted to the analysis of a wide range of problems in biology, by definition, cannot be performed in the genre of masters literature review topic.
• The literature review expresses individual impressions and thoughts on a specific occasion or issue, in this case, on masters and does not knowingly pretend to a definitive or exhaustive interpretation of the subject.
• As a rule, an essay suggests a new, subjectively colored word about something, such a work may have a philosophical, historical, biographical, journalistic, literary, critical, popular scientific or purely fiction character.
• in the content of an literature review samples on masters , first of all, the author’s personality is assessed - his worldview, thoughts and feelings.

The goal of an literature review in masters is to develop such skills as independent creative thinking and writing out your own thoughts.

Writing an literature review is extremely useful, because it allows the author to learn to clearly and correctly formulate thoughts, structure information, use basic concepts, highlight causal relationships, illustrate experience with relevant examples, and substantiate his conclusions.

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