This presentation aims at providing a few tips about the stages of literature search and review.

1. Literature search
and review
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LSC Library
Pocock House
235 Southwark Bridge Road
London SE1 6NP
library@lsclondon.co.uk
G. Gabriel

2. Literature search: objective
The main objective of a literature
search is to conduct a systematic and
thorough search of all types of
published/unpublished literature in
order to identify as many items as
possible that could be relevant to a
specific topic.

3. Stages of literature search and review
1. Determine the nature/extent of the information needed;
2. Explore the information sources available;
3. Read and highlight evidence on the
ideas/issues identified;
4. Make notes summarising your
arguments and evidence;
5. Review the literature;
6. Write and
present
data.

4. Determine the
nature/extent
of the
information
needed
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5.  Start planning
• Select a research topic OR read
carefully the instructions for your
assignment and clarify objectives with
your lecture;
• Brainstorm to find out what information
you need (e.g. use concept mapping);
• Consult with colleagues and/or experts
to discover possible (new) approaches to
a topic;
• Define the research terms and set
boundaries (e.g. time);
© jannoon028, FreeDigitalPhotos.net

6.  Start planning
• (Ideally) Do an initial search to familiarise
yourself with the topic and volume of
literature available;
• Narrow down the research to 1 or 2
questions;
• Decide on the time you can spend in
each step of your research.
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7.  Concept mapping
Freware mind-mapping
software:
FreeMind (1.0.1)
http://freemind.sourcefo
rge.net
ThinkGraph
www.thinkgraph.com
ViewYourMind
www.insilmaril.de/vym/

8.  Defining the scope
Define your scope:
• WHO = who is the research question about?
• WHAT = what must the researcher find out
to answer the research question?
• HOW = how will the study impact on the
‘who’ (e.g. What is the outcome?)
© jannoon028, FreeDigitalPhotos.net
(Booth et al., 2012, p.53)
“
”
”
e.g. Research question: What are the economic and
social implications [HOW] of under-age [WHO]
drinking [WHAT]?

9. Explore the
information
sources
available
© Stuart Milles, FreeDigitalPhotos.net

10.  Search strategy
Advantages of a good search strategy:
• Increase the possibility of finding the most relevant information;
• Reduce the amount of time spent on searching.
Having the question(s) you formulated in mind, select your
information sources based on:
• Type of information needed;
• Type of resources available;
• Amount of time available.
Note: using the wrong resource(s) will delay your assignment
and you will miss out on the most relevant information.

11.  Start searching
In any search you should:
• Use different concepts
Consider each concept before searching to make sure you retrieve
the maximum amount of useful information:
• more general or broader (BT) e.g. “Marketing”
• more specific or narrower (NT) e.g. “Internet Marketing”
• related, such as synonyms (RT) e.g. “Branding”
• Consider the time period
Are you looking for the most recent material published or historical
material as well?
• Keep in mind that catalogues only search for exact terms;

12.  Start searching
• Use search operators to allow you to combine subject terms to widen
or narrow your search, or exclude irrelevant terms.
NEAR/x
NOT
AND
OR
E.g. financial NEAR/15 regulation will find records
where the terms joined by NEAR are within 15 words of
each other.
E.g. java NOT server finds records containing “java” but
excludes records containing “server”.
E.g. marketing AND management AND 2014 will return
all records with the 3 words.
E.g. taxation OR capital gains finds records containing
either terms or both.

13. • Use wildcards to represent unknown characters.
asterisk *
question
mark ?
Represents any group of characters, including no
character.
E.g. Hof*man* matches “Hofman”, “Hofmann”, “Hoffman”
Represents any single character.
E.g. wom?n matches “woman”, and “women”
Multi-wildcard example: organi?ation* matches:
organisation
organisations
organisational
organization
organizations
organizational
 Start searching

14.  Literature search: Library’s catalogue
The Library’s catalogue is a good
place to start your literature search,
especially to verify if the Library has
the core bibliography presented in
your programme specs.
The catalogue also shows ebooks’
records from Myilibrary and
Dawsonera (ebooks from ebrary have
to be searched within their catalogue).
To access the catalogue, go to the
Students’ portal and chose the
“Library” tab.
Direct link:
http://library.lsclondon.co.uk/heritage

15. Insert your Library no.
to access your
account.
Search box to
look for books.
Contact the Library
by phone or email.
Browse items
by subject.
Use the advanced
search.

16. 2  Literature search: ebooks
The Library subscribes to three
ebooks databases.
Ebooks can be read online or
downloaded to PC, laptop, tablet, etc.,
both in/off campus.
Ebooks from Myilibrary and
Dawsonera can be searched from the
Library’s catalogue but ebooks from
ebrary have to be searched within
their catalogue.
To access them, go to the Students’
portal and chose the “Library” tab.

17. Search box.
`
Create an account in order
to save searches and add
books to your bookshelf.
Browse books by
subject areas.
`
Use the advanced search.

18. Create an account in order
to save searches and add
books to your bookshelf.
Browse books
by subject areas.
`
`
Search box.
Direct access to the
ebooks subscribed by
LSC.
`
After login in,
add books to
your virtual
bookshelf.
`

19. Search box.
Create an account in order
to save searches and add
books to your bookshelf.
Browse ebooks
by subject
areas.
`
Direct access to the
ebooks subscribed by
LSC.
`
Use the advanced search.

20.  Literature search: databases
The Library subscribes to EBSCOhost
and ProQuest databases.
They provide access to reports, journal
articles, figures/tables, magazines, etc.
To access them, go to the Students’
portal and chose the “Library” tab.

21. Choose the
database’s
language.
Advanced
search
box.
`
Create
alerts by
email.
`
Create an account in order
to save searches and
items.

22. Choose the
database’s
language.
Search by
subject areas.
Find figures
and tables.
Establish limits
for the search.
Create an
account in
order to save
searches and
items.
Find data and
reports.
Advanced
search box.
`

23.  Literature search: other resources
Search within Open Access Journals.
If you want to browse for quality open
access and peer-reviewed journals, go
to the Directory of Open Access
Journals (DOAJ): a database consisting
of 9,966 online journals.
You can also use the Open Access
Journals Search Engine (OAJSE) to
search for journals by subject.
Some publishers also provide OA
journals, such as Elsevier or Science
Direct.
http://doaj.org
www.oajse.com/
www.elsevier.com/about/open-access/
open-access-journals
www.sciencedirect.com/science
/jrnlallbooks/all/open-access

24. Read and highlight
evidence on the
ideas/issues identified
© audringje , Flickr

25.  SQR3 method
Use the SQR3 method: a reading comprehension method created
especially for college students. Using this approach, reading is done in
distinct stages:
The first stage – Survey – aims at gaining a first impression of
the text by glancing through in order to identify headings, sub-headings
and other outstanding features in the text (what is it
generally saying?).
The second stage – Question – aims at identifying the main
thesis/question in the text (what is this chapter about? What
question is it trying to answer? How does this information help
me?).

26. The 5th stage – Review – aims at reviewing the
major ideas and the notes taken.
 SQR3 method
The third stage – Read – implies reading actively, taking
notes.
The fourth stage – Recite – aims at
recalling/reciting some of the major points through a
written or verbal summary.

27.  Using a reference management software
A reference management
software can help you with the
literature review since you can
establish folders, or use tags or
keywords to group your
bibliographic records.

28. Make notes
summarising
your
arguments
and evidence
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29. Design a reading grid to take notes of the main ideas/data/
research (including specific citations you may use later on).
• Quivy and Campenhoudt
Main ideas/content Evaluation of
ideas/content
1. e.g. Theory A considers… (pages x-x) e.g. Different
theories;
Take further
research on those
supporting theory x
and theory y;
2. e.g. Theory B considers…
3. e.g. Theory C…
Translated from: Quivy, R.; Campenhoudt, L. (2008). Manual
de investigação em ciências sociais (5 ed.). Lisboa: Gradiva.
 Note taking

30. • The Cornell Method
Major themes Detailed points
1st main point
e.g. There are several types of theories
More detailed information.
e.g. Theory A explains…
More detailed information.
e.g. Theory B explains…
e.g. Theory C explains…
2nd main point
e.g. Why do some believe in theory A
e.g. Reason 1…
e.g. Reason 2…
critical evaluation
e.g. Both theories A and B do not explain the occurrence of xxx.
Pauk, W. (1993). How to study in college
(5th ed.). Boston: Houghton Mifflin Co.
 Note taking

31.  Checklist
Design a checklist, especially if you are going through several
studies and you need to compare large amounts of data.
e.g.
The Structure of the Market:
Market size and key market sectors;
Branding (market brand shares);
Seasonality of market;
Level of competition (a fair one or
somehow regulated);
Presence of tariff barriers or other
regulations;
Shares by channels of distribution;
Industry Profile:
Current size of industry and its
growth potential;
Seasonal industry trends;
Marketing Environment:
Balance of trade, imports, exports;
Number of present sellers;
Competitors;
Demographics;
Trends in pricing;
Governing;
Inflation;
Logistics;
Corruption;
GDP per capita;
GDP growth;
Saturation;

32. Review the literature
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33.  Literature review: definition
“An effective review creates a firm
foundation for advancing knowledge.
It facilitates theory development,
closes areas where a plethora of
research exists, and uncovers areas
where research is needed.” (Webster
& Watson, 2002, p. xiii)

34.  Literature review: purposes
• To place each work in the context of how it contributes to an
understanding of the subject under review;
• To describe how each work relates to the others under
consideration;
• To identify new ways to interpret and shed light on gaps in
previous research;
• To identify and resolve conflicts across seemingly contradictory
previous studies;
• To identify what has been covered by previous scholars (...);
• To signpost the way forward for further research;
• To locate your original work within the existing literature.
(Booth et al., 2012, p.7)
“
”

35.  Critical appraisal/quality assessment
After searching the literature, it is fundamental to select those
that are the most relevant for your research question and exclude
all those not relevant. Look for:
• Inclusion criteria (e.g. correct population, study design);
• Meaningful data;
• Author’s credibility (e.g. Does the author belong to an
established University?);
• Weaknesses or flaws in the studies;
• Quality of the evidence;
• Validity (e.g. rigour of the research);
• Reliability (e.g. could the results be reproduced or were
they a ‘fluke’?);
• Applicability (e.g. can a study designed for a specific
population be applied in a different population?).

36.  Descriptive mapping
“Descriptive mapping is a way of defining the body of
literature on a given topic, by allocating defined keywords to
the studies found. It is a form of classification and can help to
determine what research has been previously carried out as
well as to identify research gaps (...). Organizations such as
the EPPI-Centre have devised purpose-specific sets of
keywords...” (Booth et al., 2012, p.63)
http://eppi.ioe.ac.uk/cms/

37.  Data mining
“Data mining refers to
the process of
analysing data to
identify patters and
correlations. It can be
useful at (...) mapping
the volume and
distribution of literature,
and identifying
terminology...” (Booth et
al., 2012, pp.64-65)
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38. 6  Analysing the findings
• Describe the main methods available for analysis of the findings
of a review.
• Produce a plan for analysis for your specific review.
• Identify the main uncertainties and likely biases surrounding the
findings of a review.
• Consider the implications of your review in terms of its
contribution to existing knowledge and recommendations for
future research.
(Booth et al., 2012, p.171)
“
”

39. Write and present
data
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40.  Writing process
The purpose of writing t is to convey information clearly and/or to
persuade your reader of your arguments. Consider your
audience and adapt your style (e.g. writing for the public is
different from writing for research funders)
Break the writing process into stages: planning, drafting, and
revising.
Tips:
• Start early, allowing time for critical self-editing and proof-reading
by friends and colleagues.
• Keep track of your references and avoid plagiarism.

41.  Planning
Before committing time to actual
writing:
• Plan the structure and
contents, even if during the
writing process you will change
them;
• Check any requirements for
layout/presentation style (font
size, line spacing, page limits,
required house-style).
© adamr_1, FreeDigitalPhotos.net
• Check that you have the relevant data and results prepared.
• Analyse if specific data should be included in the text or as an
appendix.

42.  Drafting
Get the bulk of the assignment
written down, without worrying
too much about style and artistic
impression:
• Write down all the scientific
facts and technical ideas;
• Insert graphs, calculations,
and/or figures;
• Assemble the reference list;
• Work on the style and use
of English (this will save you
time in the long run).
© bestbib&tucke, Flickr

43.  Good writing style
• Start with a good first sentence;
• Establish a logical order for your assignment and for the
information displayed;
• Be clear: use simple language and concise construction (e.g.
short, succinct sentences);
• Use correct spelling and punctuation (use the spell-checker
on your computer, or a dictionary);
•Avoid empty words and clichés;
e.g. “This research is a diamond in the rough…”
• Do not overstate, over-emphasise or apologise
e.g. “Unfortunately, there was insufficient time to complete the
last set of tests...”

44.  Good writing style
• Avoid being patronising, condescending or eccentric
e.g. “The amazingly perceptive comment by Fleck...”; “Readers
familiar with my work will know...”
• Define specialist terms the first time you use them (including
new abbreviations);
• Use standard symbols and abbreviations;
• Avoid the use of the first person (“I”, “we”, “my”, “us”, etc.).
• Avoid slang and unnecessary jargon.

45.  Improve your writing
The final stage is about improving the clarity, balance, and
readability:
• Read everything report through;
• Correct the more obvious spelling and grammar mistakes;
• Improve your style to make information clearer;
• Ask someone else to proof-read and make helpful
comments;
• (ideally) Re-read the final draft after a week and then do
the last changes.

46. © Stuart Milles, FreeDigitalPhotos.net

47. Bibliography
Booth, A., & Papaioannou, D., & Sutton, A., (2012). Systematic approaches to a successful literature
review. London: SAGE.
Hart, P. (2009). Doing a literature review. London: SAGE.
Ridley, D. (2012). The literature review: a step-by-step guide for students. London: SAGE.
Sharp, J.A., & Peters, J & Howard, K. (2002). The management of a student research project.
Aldershot: Gower Publishing.
Webster, J., & Watson, R.T. (2002). Analyzing the past to prepare for the future: writing a literature
review. MIS Quarterly, 26:2, xiii-xxiii.

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library@lsclondon.co.uk
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