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What is the Purpose of a Literature Review?

4-minute read

• 23rd October 2023

If you’re writing a research paper or dissertation , then you’ll most likely need to include a comprehensive literature review . In this post, we’ll review the purpose of literature reviews, why they are so significant, and the specific elements to include in one. Literature reviews can:

1. Provide a foundation for current research.

2. Define key concepts and theories.

3. Demonstrate critical evaluation.

4. Show how research and methodologies have evolved.

5. Identify gaps in existing research.

6. Support your argument.

Keep reading to enter the exciting world of literature reviews!

What is a Literature Review?

A literature review is a critical summary and evaluation of the existing research (e.g., academic journal articles and books) on a specific topic. It is typically included as a separate section or chapter of a research paper or dissertation, serving as a contextual framework for a study. Literature reviews can vary in length depending on the subject and nature of the study, with most being about equal length to other sections or chapters included in the paper. Essentially, the literature review highlights previous studies in the context of your research and summarizes your insights in a structured, organized format. Next, let’s look at the overall purpose of a literature review.

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Literature reviews are considered an integral part of research across most academic subjects and fields. The primary purpose of a literature review in your study is to:

Provide a Foundation for Current Research

Since the literature review provides a comprehensive evaluation of the existing research, it serves as a solid foundation for your current study. It’s a way to contextualize your work and show how your research fits into the broader landscape of your specific area of study.  

Define Key Concepts and Theories

The literature review highlights the central theories and concepts that have arisen from previous research on your chosen topic. It gives your readers a more thorough understanding of the background of your study and why your research is particularly significant .

Demonstrate Critical Evaluation 

A comprehensive literature review shows your ability to critically analyze and evaluate a broad range of source material. And since you’re considering and acknowledging the contribution of key scholars alongside your own, it establishes your own credibility and knowledge.

Show How Research and Methodologies Have Evolved

Another purpose of literature reviews is to provide a historical perspective and demonstrate how research and methodologies have changed over time, especially as data collection methods and technology have advanced. And studying past methodologies allows you, as the researcher, to understand what did and did not work and apply that knowledge to your own research.  

Identify Gaps in Existing Research

Besides discussing current research and methodologies, the literature review should also address areas that are lacking in the existing literature. This helps further demonstrate the relevance of your own research by explaining why your study is necessary to fill the gaps.

Support Your Argument

A good literature review should provide evidence that supports your research questions and hypothesis. For example, your study may show that your research supports existing theories or builds on them in some way. Referencing previous related studies shows your work is grounded in established research and will ultimately be a contribution to the field.  

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Ensure your literature review is polished and ready for submission by having it professionally proofread and edited by our expert team. Our literature review editing services will help your research stand out and make an impact. Not convinced yet? Send in your free sample today and see for yourself! 

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Conducting a literature review: why do a literature review, why do a literature review.

• How To Find "The Literature"
• Found it -- Now What?

Besides the obvious reason for students -- because it is assigned! -- a literature review helps you explore the research that has come before you, to see how your research question has (or has not) already been addressed.

You identify:

• core research in the field
• experts in the subject area
• methodology you may want to use (or avoid)
• gaps in knowledge -- or where your research would fit in

It Also Helps You:

• Publish and share your findings
• Justify requests for grants and other funding
• Identify best practices to inform practice
• Set wider context for a program evaluation
• Compile information to support community organizing

Great brief overview, from NCSU

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• Next: How To Find "The Literature" >>
• Last Updated: Dec 8, 2023 10:11 AM
• URL: https://guides.lib.berkeley.edu/litreview

• University of Texas Libraries

Literature Reviews

• What is a literature review?
• Steps in the Literature Review Process
• Define your research question
• Determine inclusion and exclusion criteria
• Choose databases and search
• Review Results
• Synthesize Results
• Analyze Results
• Librarian Support

What is a Literature Review?

A literature or narrative review is a comprehensive review and analysis of the published literature on a specific topic or research question. The literature that is reviewed contains: books, articles, academic articles, conference proceedings, association papers, and dissertations. It contains the most pertinent studies and points to important past and current research and practices. It provides background and context, and shows how your research will contribute to the field. 

A literature review should: 

• Provide a comprehensive and updated review of the literature;
• Explain why this review has taken place;
• Articulate a position or hypothesis;
• Acknowledge and account for conflicting and corroborating points of view

From  S age Research Methods

Purpose of a Literature Review

A literature review can be written as an introduction to a study to:

• Demonstrate how a study fills a gap in research
• Compare a study with other research that's been done

Or it can be a separate work (a research article on its own) which:

• Organizes or describes a topic
• Describes variables within a particular issue/problem

Limitations of a Literature Review

Some of the limitations of a literature review are:

• It's a snapshot in time. Unlike other reviews, this one has beginning, a middle and an end. There may be future developments that could make your work less relevant.
• It may be too focused. Some niche studies may miss the bigger picture.
• It can be difficult to be comprehensive. There is no way to make sure all the literature on a topic was considered.
• It is easy to be biased if you stick to top tier journals. There may be other places where people are publishing exemplary research. Look to open access publications and conferences to reflect a more inclusive collection. Also, make sure to include opposing views (and not just supporting evidence).

Source: Grant, Maria J., and Andrew Booth. “A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies.” Health Information & Libraries Journal, vol. 26, no. 2, June 2009, pp. 91–108. Wiley Online Library, doi:10.1111/j.1471-1842.2009.00848.x.

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

Carolyn Cunningham : Human Development & Family Sciences, Psychology, Sociology

Larayne Dallas : Engineering

Janelle Hedstrom : Special Education, Curriculum & Instruction, Ed Leadership & Policy ​

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

For help in other subject areas, please see the guide to library specialists by subject .

Periodically, UT Libraries runs a workshop covering the basics and library support for literature reviews. While we try to offer these once per academic year, we find providing the recording to be helpful to community members who have missed the session. Following is the most recent recording of the workshop, Conducting a Literature Review. To view the recording, a UT login is required.

• October 26, 2022 recording
• Last Updated: Oct 26, 2022 2:49 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

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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.

Libraries | Research Guides

Literature reviews, what is a literature review, learning more about how to do a literature review.

• Planning the Review
• The Research Question
• Choosing Where to Search
• Organizing the Review
• Writing the Review

A literature review is a review and synthesis of existing research on a topic or research question. A literature review is meant to analyze the scholarly literature, make connections across writings and identify strengths, weaknesses, trends, and missing conversations. A literature review should address different aspects of a topic as it relates to your research question. A literature review goes beyond a description or summary of the literature you have read. 

• Sage Research Methods Core Collection This link opens in a new window SAGE Research Methods supports research at all levels by providing material to guide users through every step of the research process. SAGE Research Methods is the ultimate methods library with more than 1000 books, reference works, journal articles, and instructional videos by world-leading academics from across the social sciences, including the largest collection of qualitative methods books available online from any scholarly publisher. – Publisher

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• Last Updated: Jan 17, 2024 10:05 AM
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What Is A Literature Review?

A plain-language explainer (with examples).

By:  Derek Jansen (MBA) & Kerryn Warren (PhD) | June 2020 (Updated May 2023)

If you’re faced with writing a dissertation or thesis, chances are you’ve encountered the term “literature review” . If you’re on this page, you’re probably not 100% what the literature review is all about. The good news is that you’ve come to the right place.

Literature Review 101

• What (exactly) is a literature review
• What’s the purpose of the literature review chapter
• How to find high-quality resources
• How to structure your literature review chapter
• Example of an actual literature review

What is a literature review?

The word “literature review” can refer to two related things that are part of the broader literature review process. The first is the task of  reviewing the literature  – i.e. sourcing and reading through the existing research relating to your research topic. The second is the  actual chapter  that you write up in your dissertation, thesis or research project. Let’s look at each of them:

Reviewing the literature

The first step of any literature review is to hunt down and  read through the existing research  that’s relevant to your research topic. To do this, you’ll use a combination of tools (we’ll discuss some of these later) to find journal articles, books, ebooks, research reports, dissertations, theses and any other credible sources of information that relate to your topic. You’ll then  summarise and catalogue these  for easy reference when you write up your literature review chapter. 

The literature review chapter

The second step of the literature review is to write the actual literature review chapter (this is usually the second chapter in a typical dissertation or thesis structure ). At the simplest level, the literature review chapter is an  overview of the key literature  that’s relevant to your research topic. This chapter should provide a smooth-flowing discussion of what research has already been done, what is known, what is unknown and what is contested in relation to your research topic. So, you can think of it as an  integrated review of the state of knowledge  around your research topic. 

What’s the purpose of a literature review?

The literature review chapter has a few important functions within your dissertation, thesis or research project. Let’s take a look at these:

Purpose #1 – Demonstrate your topic knowledge

The first function of the literature review chapter is, quite simply, to show the reader (or marker) that you  know what you’re talking about . In other words, a good literature review chapter demonstrates that you’ve read the relevant existing research and understand what’s going on – who’s said what, what’s agreed upon, disagreed upon and so on. This needs to be  more than just a summary  of who said what – it needs to integrate the existing research to  show how it all fits together  and what’s missing (which leads us to purpose #2, next). 

Purpose #2 – Reveal the research gap that you’ll fill

The second function of the literature review chapter is to  show what’s currently missing  from the existing research, to lay the foundation for your own research topic. In other words, your literature review chapter needs to show that there are currently “missing pieces” in terms of the bigger puzzle, and that  your study will fill one of those research gaps . By doing this, you are showing that your research topic is original and will help contribute to the body of knowledge. In other words, the literature review helps justify your research topic.  

Purpose #3 – Lay the foundation for your conceptual framework

The third function of the literature review is to form the  basis for a conceptual framework . Not every research topic will necessarily have a conceptual framework, but if your topic does require one, it needs to be rooted in your literature review. 

For example, let’s say your research aims to identify the drivers of a certain outcome – the factors which contribute to burnout in office workers. In this case, you’d likely develop a conceptual framework which details the potential factors (e.g. long hours, excessive stress, etc), as well as the outcome (burnout). Those factors would need to emerge from the literature review chapter – they can’t just come from your gut! 

So, in this case, the literature review chapter would uncover each of the potential factors (based on previous studies about burnout), which would then be modelled into a framework. 

Purpose #4 – To inform your methodology

The fourth function of the literature review is to  inform the choice of methodology  for your own research. As we’ve  discussed on the Grad Coach blog , your choice of methodology will be heavily influenced by your research aims, objectives and questions . Given that you’ll be reviewing studies covering a topic close to yours, it makes sense that you could learn a lot from their (well-considered) methodologies.

So, when you’re reviewing the literature, you’ll need to  pay close attention to the research design , methodology and methods used in similar studies, and use these to inform your methodology. Quite often, you’ll be able to  “borrow” from previous studies . This is especially true for quantitative studies , as you can use previously tried and tested measures and scales. 

How do I find articles for my literature review?

Finding quality journal articles is essential to crafting a rock-solid literature review. As you probably already know, not all research is created equally, and so you need to make sure that your literature review is  built on credible research . 

We could write an entire post on how to find quality literature (actually, we have ), but a good starting point is Google Scholar . Google Scholar is essentially the academic equivalent of Google, using Google’s powerful search capabilities to find relevant journal articles and reports. It certainly doesn’t cover every possible resource, but it’s a very useful way to get started on your literature review journey, as it will very quickly give you a good indication of what the  most popular pieces of research  are in your field.

One downside of Google Scholar is that it’s merely a search engine – that is, it lists the articles, but oftentimes  it doesn’t host the articles . So you’ll often hit a paywall when clicking through to journal websites. 

Thankfully, your university should provide you with access to their library, so you can find the article titles using Google Scholar and then search for them by name in your university’s online library. Your university may also provide you with access to  ResearchGate , which is another great source for existing research. 

Remember, the correct search keywords will be super important to get the right information from the start. So, pay close attention to the keywords used in the journal articles you read and use those keywords to search for more articles. If you can’t find a spoon in the kitchen, you haven’t looked in the right drawer. 

Need a helping hand?

How should I structure my literature review?

Unfortunately, there’s no generic universal answer for this one. The structure of your literature review will depend largely on your topic area and your research aims and objectives.

You could potentially structure your literature review chapter according to theme, group, variables , chronologically or per concepts in your field of research. We explain the main approaches to structuring your literature review here . You can also download a copy of our free literature review template to help you establish an initial structure.

In general, it’s also a good idea to start wide (i.e. the big-picture-level) and then narrow down, ending your literature review close to your research questions . However, there’s no universal one “right way” to structure your literature review. The most important thing is not to discuss your sources one after the other like a list – as we touched on earlier, your literature review needs to synthesise the research , not summarise it .

Ultimately, you need to craft your literature review so that it conveys the most important information effectively – it needs to tell a logical story in a digestible way. It’s no use starting off with highly technical terms and then only explaining what these terms mean later. Always assume your reader is not a subject matter expert and hold their hand through a journe y of the literature while keeping the functions of the literature review chapter (which we discussed earlier) front of mind.

Example of a literature review

In the video below, we walk you through a high-quality literature review from a dissertation that earned full distinction. This will give you a clearer view of what a strong literature review looks like in practice and hopefully provide some inspiration for your own. 

Wrapping Up

In this post, we’ve (hopefully) answered the question, “ what is a literature review? “. We’ve also considered the purpose and functions of the literature review, as well as how to find literature and how to structure the literature review chapter. If you’re keen to learn more, check out the literature review section of the Grad Coach blog , as well as our detailed video post covering how to write a literature review . 

Psst… there’s more!

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

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16 Comments

Thanks for this review. It narrates what’s not been taught as tutors are always in a early to finish their classes.

Thanks for the kind words, Becky. Good luck with your literature review 🙂

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Timothy T. Chol [email protected]

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Great Brief Explanation, thanks

So helpful to me as a student

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This is an amazing talk. I paved way for myself as a researcher. Thank you GradCoach!

Well-presented overview of the literature!

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Organizing Your Social Sciences Research Paper

• 5. The Literature Review
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A literature review surveys prior research published in books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Argumentative Review This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews [see below].

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Historical Review Few things rest in isolation from historical precedent. Historical literature reviews focus on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review A review does not always focus on what someone said [findings], but how they came about saying what they say [method of analysis]. Reviewing methods of analysis provides a framework of understanding at different levels [i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques], how researchers draw upon a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection, and data analysis. This approach helps highlight ethical issues which you should be aware of and consider as you go through your own study.

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

Theoretical Review The purpose of this form is to examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

NOTE : Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews."  Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I.  Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

• An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
• Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
• An explanation of how each work is similar to and how it varies from the others,
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

• Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
• Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
• Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
• Persuasiveness -- which of the author's theses are most convincing or least convincing?
• Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II.  Development of the Literature Review

Four Basic Stages of Writing 1.  Problem formulation -- which topic or field is being examined and what are its component issues? 2.  Literature search -- finding materials relevant to the subject being explored. 3.  Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4.  Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1.  Roughly how many sources would be appropriate to include? 2.  What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3.  Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4.  Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5.  Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III.  Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

• Current Situation : Information necessary to understand the current topic or focus of the literature review.
• Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
• History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
• Standards : Description of the way in which you present your information.
• Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV.  Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V.  Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

• Sources in your literature review do not clearly relate to the research problem;
• You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
• Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
• Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
• Does not describe the search procedures that were used in identifying the literature to review;
• Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
• Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

• How are they organizing their ideas?
• What methods have they used to study the problem?
• What theories have been used to explain, predict, or understand their research problem?
• What sources have they cited to support their conclusions?
• How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

• Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research?  Does it forge a new path? Or, does is merely add more of the same thing being said?
• Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
• Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

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• Indian J Anaesth
• v.60(9); 2016 Sep

Literature search for research planning and identification of research problem

Anju grewal.

Department of Anaesthesiology, Dayanand Medical College and Hospital, Ludhiana, Punjab, India

Hanish Kataria

1 Department of Surgery, Government Medical College and Hospital, Chandigarh, India

2 Department of Cardiac Anaesthesia, All India Institute of Medical Sciences, New Delhi, India

Literature search is a key step in performing good authentic research. It helps in formulating a research question and planning the study. The available published data are enormous; therefore, choosing the appropriate articles relevant to your study in question is an art. It can be time-consuming, tiring and can lead to disinterest or even abandonment of search in between if not carried out in a step-wise manner. Various databases are available for performing literature search. This article primarily stresses on how to formulate a research question, the various types and sources for literature search, which will help make your search specific and time-saving.

INTRODUCTION

Literature search is a systematic and well-organised search from the already published data to identify a breadth of good quality references on a specific topic.[ 1 ] The reasons for conducting literature search are numerous that include drawing information for making evidence-based guidelines, a step in the research method and as part of academic assessment.[ 2 ] However, the main purpose of a thorough literature search is to formulate a research question by evaluating the available literature with an eye on gaps still amenable to further research.

Research problem[ 3 ] is typically a topic of interest and of some familiarity to the researcher. It needs to be channelised by focussing on information yet to be explored. Once we have narrowed down the problem, seeking and analysing existing literature may further straighten out the research approach.

A research hypothesis[ 4 ] is a carefully created testimony of how you expect the research to proceed. It is one of the most important tools which aids to answer the research question. It should be apt containing necessary components, and raise a question that can be tested and investigated.

The literature search can be exhaustive and time-consuming, but there are some simple steps which can help you plan and manage the process. The most important are formulating the research questions and planning your search.

FORMULATING THE RESEARCH QUESTION

Literature search is done to identify appropriate methodology, design of the study; population sampled and sampling methods, methods of measuring concepts and techniques of analysis. It also helps in determining extraneous variables affecting the outcome and identifying faults or lacunae that could be avoided.

Formulating a well-focused question is a critical step for facilitating good clinical research.[ 5 ] There can be general questions or patient-oriented questions that arise from clinical issues. Patient-oriented questions can involve the effect of therapy or disease or examine advantage versus disadvantage for a group of patients.[ 6 ]

For example, we want to evaluate the effect of a particular drug (e.g., dexmedetomidine) for procedural sedation in day care surgery patients. While formulating a research question, one should consider certain criteria, referred as ‘FINER’ (F-Feasible, I-Interesting, N-Novel, E-Ethical, R-Relevant) criteria.[ 5 ] The idea should be interesting and relevant to clinical research. It should either confirm, refute or add information to already done research work. One should also keep in mind the patient population under study and the resources available in a given set up. Also the entire research process should conform to the ethical principles of research.

The patient or study population, intervention, comparison or control arm, primary outcome, timing of measurement of outcome (PICOT) is a well-known approach for framing a leading research question.[ 7 , 8 ] Dividing the questions into key components makes it easy and searchable. In this case scenario:

• Patients (P) – What is the important group of patients? for example, day care surgery
• Intervention (I) – What is the important intervention? for example, intravenous dexmedetomidine
• Comparison (C) – What is the important intervention of comparison? for example, intravenous ketamine
• Outcome (O) – What is the effect of intervention? for example, analgesic efficacy, procedural awareness, drug side effects
• Time (T) – Time interval for measuring the outcome: Hourly for first 4 h then 4 hourly till 24 h post-procedure.

Multiple questions can be formulated from patient's problem and concern. A well-focused question should be chosen for research according to significance for patient interest and relevance to our knowledge. Good research questions address the lacunae in available literature with an aim to impact the clinical practice in a constructive manner. There are limited outcome research and relevant resources, for example, electronic database system, database and hospital information system in India. Even when these factors are available, data about existing resources is not widely accessible.[ 9 ]

TYPES OF MEDICAL LITERATURE

(Further details in chapter ‘Types of studies and research design’ in this issue).

Primary literature

Primary sources are the authentic publication of an expert's new evidence, conclusions and proposals (case reports, clinical trials, etc) and are usually published in a peer-reviewed journal. Preliminary reports, congress papers and preprints also constitute primary literature.[ 2 ]

Secondary literature

Secondary sources are systematic review articles or meta-analyses where material derived from primary source literature are infererred and evaluated.[ 2 ]

Tertiary literature

Tertiary literature consists of collections that compile information from primary or secondary literature (eg., reference books).[ 2 ]

METHODS OF LITERATURE SEARCH

There are various methods of literature search that are used alone or in combination [ Table 1 ]. For past few decades, searching the local as well as national library for books, journals, etc., was the usual practice and still physical literature exploration is an important component of any systematic review search process.[ 10 , 11 ] With the advancement of technology, the Internet is now the gateway to the maze of vast medical literature.[ 12 ] Conducting a literature review involves web-based search engines, i.e., Google, Google Scholar, etc., [ Table 2 ], or using various electronic research databases to identify materials that describe the research topic or those homologous to it.[ 13 , 14 ]

Methods of literature search

Web based methods of literature search

The various databases available for literature search include databases for original published articles in the journals [ Table 2 ] and evidence-based databases for integrated information available as systematic reviews and abstracts [ Table 3 ].[ 12 , 14 ] Most of these are not freely available to the individual user. PubMed ( http://www.ncbi.nlm.nih.gov/pubmed/ ) is the largest available resource since 1996; however, a large number of sources now provide free access to literature in the biomedical field.[ 15 ] More than 26 million citations from Medline, life science journals and online books are included in PubMed. Links to the full-text material are included in citations from PubMed Central and publisher web sites.[ 16 ] The choice of databases depends on the subject of interest and potential coverage by the different databases. Education Resources Information Centre is a free online digital library of education research and information sponsored by the Institute of Education Sciences of the U.S. Department of Education, available at http://eric.ed.gov/ . No one database can search all the medical literature. There is need to search several different databases. At a minimum, PubMed or Medline, Embase and the Cochrane central trials Registry need to be searched. When searching these databases, emphasis should be given to meta-analysis, systematic reviews randomised controlled trials and landmark studies.

Electronic source of Evidence-Based Database

Time allocated to the search needs attention as exploring and selecting data are early steps in the research method and research conducted as part of academic assessment have narrow timeframes.[ 17 ] In Indian scenario, limited outcome research and accessibility to data leads to less thorough knowledge of nature of research problem. This results in the formulation of the inappropriate research question and increases the time to literature search.

TYPES OF SEARCH

Type of search can be described in different forms according to the subject of interest. It increases the chances of retrieving relevant information from a search.

Translating research question to keywords

This will provide results based on any of the words specified; hence, they are the cornerstone of an effective search. Synonyms/alternate terms should be considered to elicit further information, i.e., barbiturates in place of thiopentone. Spellings should also be taken into account, i.e., anesthesia in place of anaesthesia (American and British). Most databases use controlled word-stock to establish common search terms (or keywords). Some of these alternative keywords can be looked from database thesaurus.[ 4 ] Another strategy is combining keywords with Boolean operators. It is important to keep a note of keywords and methods used in exploring the literature as these will need to be described later in the design of search process.

‘Medical Subject Heading (MeSH) is the National Library of Medicine's controlled hierarchical vocabulary that is used for indexing articles in PubMed, with more specific terms organised underneath more general terms’.[ 17 ] This provides a reliable way to retrieve citations that use different terminology for identical ideas, as it indexes articles based on content. Two features of PubMed that can increase yield of specific articles are ‘Automatic term mapping’ and ‘automatic term explosion’.[ 4 ]

For example, if the search keyword is heart attack, this term will match with MeSH transcription table heading and then explode into various subheadings. This helps to construct the search by adding and selecting MeSH subheadings and families of MeSH by use of hyperlinks.[ 4 ]

We can set limits to a clinical trial for retrieving higher level of evidence (i.e., randomised controlled clinical trial). Furthermore, one can browse through the link entitled ‘Related Articles’. This PubMed feature searches for similar citations using an intricate algorithm that scans titles, abstracts and MeSH terms.[ 4 ]

Phrase search

This will provide pages with only the words typed in the phrase, in that exact order and with no words in between them.

Boolean operators

AND, OR and NOT are the three Boolean operators named after the mathematician George Boole.[ 18 ] Combining two words using ‘AND’ will fetch articles that mention both the words. Using ‘OR’ will widen the search and fetch more articles that mention either subject. While using the term ‘NOT’ to combine words will fetch articles containing the first word but not the second, thus narrowing the search.

Filters can also be used to refine the search, for example, article types, text availability, language, age, sex and journal categories.

Overall, the recommendations for methodology of literature search can be as below (Creswell)[ 19 ]

• Identify keywords and use them to search articles from library and internet resources as described above
• Search several databases to search articles related to your topic
• Use thesaurus to identify terms to locate your articles
• Find an article that is similar to your topic; then look at the terms used to describe it, and use them for your search
• Use databases that provide full-text articles (free through academic libraries, Internet or for a fee) as much as possible so that you can save time searching for your articles
• If you are examining a topic for the first time and unaware of the research on it, start with broad syntheses of the literature, such as overviews, summaries of the literature on your topic or review articles
• Start with the most recent issues of the journals, and look for studies about your topic and then work backward in time. Follow-up on references at the end of the articles for more sources to examine
• Refer books on a single topic by a single author or group of authors or books that contain chapters written by different authors
• Next look for recent conference papers. Often, conference papers report the latest research developments. Contact authors of pertinent studies. Write or phone them, asking if they know of studies related to your area of interest
• The easy access and ability to capture entire articles from the web make it attractive. However, check these articles carefully for authenticity and quality and be cautious about whether they represent systematic research.

The whole process of literature search[ 20 ] is summarised in Figure 1 .

Process of literature search

Literature search provides not only an opportunity to learn more about a given topic but provides insight on how the topic was studied by previous analysts. It helps to interpret ideas, detect shortcomings and recognise opportunities. In short, systematic and well-organised research may help in designing a novel research.

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 
• How to write a good literature review 
• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

• Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 
• Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 
• Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 
• Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 
• Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 
• Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

How to write a good literature review

Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. 

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Literature Review: Purpose of a Literature Review

• Literature Review
• Purpose of a Literature Review
• Work in Progress
• Compiling & Writing
• Books, Articles, & Web Pages
• Types of Literature Reviews
• Departmental Differences
• Citation Styles & Plagiarism
• Know the Difference! Systematic Review vs. Literature Review

The purpose of a literature review is to:

• Provide a foundation of knowledge on a topic
• Identify areas of prior scholarship to prevent duplication and give credit to other researchers
• Identify inconstancies: gaps in research, conflicts in previous studies, open questions left from other research
• Identify the need for additional research (justifying your research)
• Identify the relationship of works in the context of their contribution to the topic and other works
• Place your own research within the context of existing literature, making a case for why further study is needed.

Videos & Tutorials

VIDEO: What is the role of a literature review in research? What's it mean to "review" the literature? Get the big picture of what to expect as part of the process. This video is published under a Creative Commons 3.0 BY-NC-SA US license. License, credits, and contact information can be found here: https://www.lib.ncsu.edu/tutorials/litreview/

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What is Research? – Purpose of Research

• By DiscoverPhDs
• September 10, 2020

The purpose of research is to enhance society by advancing knowledge through the development of scientific theories, concepts and ideas. A research purpose is met through forming hypotheses, collecting data, analysing results, forming conclusions, implementing findings into real-life applications and forming new research questions.

What is Research

Simply put, research is the process of discovering new knowledge. This knowledge can be either the development of new concepts or the advancement of existing knowledge and theories, leading to a new understanding that was not previously known.

As a more formal definition of research, the following has been extracted from the Code of Federal Regulations :

While research can be carried out by anyone and in any field, most research is usually done to broaden knowledge in the physical, biological, and social worlds. This can range from learning why certain materials behave the way they do, to asking why certain people are more resilient than others when faced with the same challenges.

The use of ‘systematic investigation’ in the formal definition represents how research is normally conducted – a hypothesis is formed, appropriate research methods are designed, data is collected and analysed, and research results are summarised into one or more ‘research conclusions’. These research conclusions are then shared with the rest of the scientific community to add to the existing knowledge and serve as evidence to form additional questions that can be investigated. It is this cyclical process that enables scientific research to make continuous progress over the years; the true purpose of research.

What is the Purpose of Research

From weather forecasts to the discovery of antibiotics, researchers are constantly trying to find new ways to understand the world and how things work – with the ultimate goal of improving our lives.

The purpose of research is therefore to find out what is known, what is not and what we can develop further. In this way, scientists can develop new theories, ideas and products that shape our society and our everyday lives.

Although research can take many forms, there are three main purposes of research:

• Exploratory: Exploratory research is the first research to be conducted around a problem that has not yet been clearly defined. Exploration research therefore aims to gain a better understanding of the exact nature of the problem and not to provide a conclusive answer to the problem itself. This enables us to conduct more in-depth research later on.
• Descriptive: Descriptive research expands knowledge of a research problem or phenomenon by describing it according to its characteristics and population. Descriptive research focuses on the ‘how’ and ‘what’, but not on the ‘why’.
• Explanatory: Explanatory research, also referred to as casual research, is conducted to determine how variables interact, i.e. to identify cause-and-effect relationships. Explanatory research deals with the ‘why’ of research questions and is therefore often based on experiments.

Characteristics of Research

There are 8 core characteristics that all research projects should have. These are:

• Empirical  – based on proven scientific methods derived from real-life observations and experiments.
• Logical  – follows sequential procedures based on valid principles.
• Cyclic  – research begins with a question and ends with a question, i.e. research should lead to a new line of questioning.
• Controlled  – vigorous measures put into place to keep all variables constant, except those under investigation.
• Hypothesis-based  – the research design generates data that sufficiently meets the research objectives and can prove or disprove the hypothesis. It makes the research study repeatable and gives credibility to the results.
• Analytical  – data is generated, recorded and analysed using proven techniques to ensure high accuracy and repeatability while minimising potential errors and anomalies.
• Objective  – sound judgement is used by the researcher to ensure that the research findings are valid.
• Statistical treatment  – statistical treatment is used to transform the available data into something more meaningful from which knowledge can be gained.

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Types of Research

Research can be divided into two main types: basic research (also known as pure research) and applied research.

Basic Research

Basic research, also known as pure research, is an original investigation into the reasons behind a process, phenomenon or particular event. It focuses on generating knowledge around existing basic principles.

Basic research is generally considered ‘non-commercial research’ because it does not focus on solving practical problems, and has no immediate benefit or ways it can be applied.

While basic research may not have direct applications, it usually provides new insights that can later be used in applied research.

Applied Research

Applied research investigates well-known theories and principles in order to enhance knowledge around a practical aim. Because of this, applied research focuses on solving real-life problems by deriving knowledge which has an immediate application.

Methods of Research

Research methods for data collection fall into one of two categories: inductive methods or deductive methods.

Inductive research methods focus on the analysis of an observation and are usually associated with qualitative research. Deductive research methods focus on the verification of an observation and are typically associated with quantitative research.

Qualitative Research

Qualitative research is a method that enables non-numerical data collection through open-ended methods such as interviews, case studies and focus groups .

It enables researchers to collect data on personal experiences, feelings or behaviours, as well as the reasons behind them. Because of this, qualitative research is often used in fields such as social science, psychology and philosophy and other areas where it is useful to know the connection between what has occurred and why it has occurred.

Quantitative Research

Quantitative research is a method that collects and analyses numerical data through statistical analysis.

It allows us to quantify variables, uncover relationships, and make generalisations across a larger population. As a result, quantitative research is often used in the natural and physical sciences such as engineering, biology, chemistry, physics, computer science, finance, and medical research, etc.

What does Research Involve?

Research often follows a systematic approach known as a Scientific Method, which is carried out using an hourglass model.

A research project first starts with a problem statement, or rather, the research purpose for engaging in the study. This can take the form of the ‘ scope of the study ’ or ‘ aims and objectives ’ of your research topic.

Subsequently, a literature review is carried out and a hypothesis is formed. The researcher then creates a research methodology and collects the data.

The data is then analysed using various statistical methods and the null hypothesis is either accepted or rejected.

In both cases, the study and its conclusion are officially written up as a report or research paper, and the researcher may also recommend lines of further questioning. The report or research paper is then shared with the wider research community, and the cycle begins all over again.

Although these steps outline the overall research process, keep in mind that research projects are highly dynamic and are therefore considered an iterative process with continued refinements and not a series of fixed stages.

Scientific misconduct can be described as a deviation from the accepted standards of scientific research, study and publication ethics.

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Why is it important to do a literature review in research?

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The Importance and Role of Biostatistics in Clinical Research

 “A substantive, thorough, sophisticated literature review is a precondition for doing substantive, thorough, sophisticated research”. Boote and Baile 2005

Authors of manuscripts treat writing a literature review as a routine work or a mere formality. But a seasoned one knows the purpose and importance of a well-written literature review.  Since it is one of the basic needs for researches at any level, they have to be done vigilantly. Only then the reader will know that the basics of research have not been neglected.

The aim of any literature review is to summarize and synthesize the arguments and ideas of existing knowledge in a particular field without adding any new contributions.   Being built on existing knowledge they help the researcher to even turn the wheels of the topic of research.  It is possible only with profound knowledge of what is wrong in the existing findings in detail to overpower them.  For other researches, the literature review gives the direction to be headed for its success. 

The common perception of literature review and reality:

As per the common belief, literature reviews are only a summary of the sources related to the research. And many authors of scientific manuscripts believe that they are only surveys of what are the researches are done on the chosen topic.  But on the contrary, it uses published information from pertinent and relevant sources like

• Scholarly books
• Scientific papers
• Latest studies in the field
• Established school of thoughts
• Relevant articles from renowned scientific journals

and many more for a field of study or theory or a particular problem to do the following:

• Summarize into a brief account of all information
• Synthesize the information by restructuring and reorganizing
• Critical evaluation of a concept or a school of thought or ideas
• Familiarize the authors to the extent of knowledge in the particular field
• Encapsulate
• Compare & contrast

By doing the above on the relevant information, it provides the reader of the scientific manuscript with the following for a better understanding of it:

• It establishes the authors’  in-depth understanding and knowledge of their field subject
• It gives the background of the research
• Portrays the scientific manuscript plan of examining the research result
• Illuminates on how the knowledge has changed within the field
• Highlights what has already been done in a particular field
• Information of the generally accepted facts, emerging and current state of the topic of research
• Identifies the research gap that is still unexplored or under-researched fields
• Demonstrates how the research fits within a larger field of study
• Provides an overview of the sources explored during the research of a particular topic

Importance of literature review in research:

The importance of literature review in scientific manuscripts can be condensed into an analytical feature to enable the multifold reach of its significance.  It adds value to the legitimacy of the research in many ways:

• Provides the interpretation of existing literature in light of updated developments in the field to help in establishing the consistency in knowledge and relevancy of existing materials
• It helps in calculating the impact of the latest information in the field by mapping their progress of knowledge.
• It brings out the dialects of contradictions between various thoughts within the field to establish facts
• The research gaps scrutinized initially are further explored to establish the latest facts of theories to add value to the field
• Indicates the current research place in the schema of a particular field
• Provides information for relevancy and coherency to check the research
• Apart from elucidating the continuance of knowledge, it also points out areas that require further investigation and thus aid as a starting point of any future research
• Justifies the research and sets up the research question
• Sets up a theoretical framework comprising the concepts and theories of the research upon which its success can be judged
• Helps to adopt a more appropriate methodology for the research by examining the strengths and weaknesses of existing research in the same field
• Increases the significance of the results by comparing it with the existing literature
• Provides a point of reference by writing the findings in the scientific manuscript
• Helps to get the due credit from the audience for having done the fact-finding and fact-checking mission in the scientific manuscripts
• The more the reference of relevant sources of it could increase more of its trustworthiness with the readers
• Helps to prevent plagiarism by tailoring and uniquely tweaking the scientific manuscript not to repeat other’s original idea
• By preventing plagiarism , it saves the scientific manuscript from rejection and thus also saves a lot of time and money
• Helps to evaluate, condense and synthesize gist in the author’s own words to sharpen the research focus
• Helps to compare and contrast to  show the originality and uniqueness of the research than that of the existing other researches
• Rationalizes the need for conducting the particular research in a specified field
• Helps to collect data accurately for allowing any new methodology of research than the existing ones
• Enables the readers of the manuscript to answer the following questions of its readers for its better chances for publication
• What do the researchers know?
• What do they not know?
• Is the scientific manuscript reliable and trustworthy?
• What are the knowledge gaps of the researcher?

22. It helps the readers to identify the following for further reading of the scientific manuscript:

• What has been already established, discredited and accepted in the particular field of research
• Areas of controversy and conflicts among different schools of thought
• Unsolved problems and issues in the connected field of research
• The emerging trends and approaches
• How the research extends, builds upon and leaves behind from the previous research

A profound literature review with many relevant sources of reference will enhance the chances of the scientific manuscript publication in renowned and reputed scientific journals .

References:

http://www.math.montana.edu/jobo/phdprep/phd6.pdf

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Home » Purpose of Research – Objectives and Applications

Purpose of Research – Objectives and Applications

Table of Contents

Purpose of Research

Definition:

The purpose of research is to systematically investigate and gather information on a particular topic or issue, with the aim of answering questions, solving problems, or advancing knowledge.

The purpose of research can vary depending on the field of study, the research question, and the intended audience. In general, research can be used to:

• Generate new knowledge and theories
• Test existing theories or hypotheses
• Identify trends or patterns
• Gather information for decision-making
• Evaluate the effectiveness of programs, policies, or interventions
• Develop new technologies or products
• Identify new opportunities or areas for further study.

Objectives of Research

The objectives of research may vary depending on the field of study and the specific research question being investigated. However, some common objectives of research include:

• To explore and describe a phenomenon: Research can be conducted to describe and understand a phenomenon or situation in greater detail.
• To test a hypothesis or theory : Research can be used to test a specific hypothesis or theory by collecting and analyzing data.
• To identify patterns or trends: Research can be conducted to identify patterns or trends in data, which can provide insights into the behavior of a system or population.
• To evaluate a program or intervention: Research can be used to evaluate the effectiveness of a program or intervention, such as a new drug or educational intervention.
• To develop new knowledge or technology : Research can be conducted to develop new knowledge or technologies that can be applied to solve practical problems.
• To inform policy decisions: Research can provide evidence to inform policy decisions and improve public policy.
• To improve existing knowledge: Research can be conducted to improve existing knowledge and fill gaps in the current understanding of a topic.

Applications of Research

Research has a wide range of applications across various fields and industries. Here are some examples:

• Medicine : Research is critical in developing new treatments and drugs for diseases. Researchers conduct clinical trials to test the safety and efficacy of new medications and therapies. They also study the underlying causes of diseases to find new ways to prevent or treat them.
• Technology : Research is crucial in developing new technologies and improving existing ones. Researchers work to develop new software, hardware, and other technological innovations that can be used in various industries such as healthcare, manufacturing, and telecommunications.
• Education : Research is essential in the field of education to develop new teaching methods and strategies. Researchers conduct studies to determine the effectiveness of various educational approaches and to identify factors that influence student learning.
• Business : Research is critical in helping businesses make informed decisions. Market research can help businesses understand their target audience and identify trends in the market. Research can also help businesses improve their products and services.
• Environmental Science : Research is crucial in the field of environmental science to understand the impact of human activities on the environment. Researchers conduct studies to identify ways to reduce pollution, protect natural resources, and mitigate the effects of climate change.

Goal of Research

The ultimate goal of research is to advance our understanding of the world and to contribute to the development of new theories, ideas, and technologies that can be used to improve our lives. Some more common Goals are follows:

• Explore and discover new knowledge : Research can help uncover new information and insights that were previously unknown.
• Test hypotheses and theories : Research can be used to test and validate theories and hypotheses, allowing researchers to refine and develop their ideas.
• Solve practical problems: Research can be used to identify solutions to real-world problems and to inform policy and decision-making.
• Improve understanding : Research can help improve our understanding of complex phenomena and systems, such as the human body, the natural world, and social systems.
• Develop new technologies and innovations : Research can lead to the development of new technologies, products, and innovations that can improve our lives and society.
• Contribute to the development of academic fields : Research can help advance academic fields by expanding our knowledge and understanding of important topics and areas of inquiry.

Importance of Research

The importance of research lies in its ability to generate new knowledge and insights, to test existing theories and ideas, and to solve practical problems.

Some of the key reasons why research is important are:

• Advancing knowledge: Research is essential for advancing knowledge and understanding in various fields. It enables us to explore and discover new concepts, ideas, and phenomena that can contribute to scientific and technological progress.
• Solving problems : Research can help identify and solve practical problems and challenges in various domains, such as health care, agriculture, engineering, and social policy.
• Innovation : Research is a critical driver of innovation, as it enables the development of new products, services, and technologies that can improve people’s lives and contribute to economic growth.
• Evidence-based decision-making : Research provides evidence and data that can inform decision-making in various fields, such as policy-making, business strategy, and healthcare.
• Personal and professional development : Engaging in research can also contribute to personal and professional development, as it requires critical thinking, problem-solving, and communication skills.

When to use Research

Research should be used in situations where there is a need to gather new information, test existing theories, or solve problems. Some common scenarios where research is often used include:

• Scientific inquiry : Research is essential for advancing scientific knowledge and understanding, and for exploring new concepts, theories, and phenomena.
• Business and market analysis: Research is critical for businesses to gather data and insights about the market, customer preferences, and competition, to inform decision-making and strategy development.
• Social policy and public administration: Research is often used in social policy and public administration to evaluate the effectiveness of programs and policies, and to identify areas where improvements are needed.
• Healthcare: Research is essential in healthcare to develop new treatments, improve existing ones, and to understand the causes and mechanisms of diseases.
• Education : Research is critical in education to evaluate the effectiveness of teaching methods and programs, and to develop new approaches to learning.

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What is the Purpose of a Literature Review?

A literature review is an essential part of academic research, often forming the foundation for any research project, thesis, or dissertation. But why is it so crucial, and what is its primary purpose? Below, we delve into the role and significance of a literature review.

1. Demonstrating Familiarity with Previous Work:

Before embarking on any new research project, it's crucial to be aware of and understand the existing literature in the field. A literature review demonstrates that the researcher has extensively read and critically evaluated the current body of knowledge, and thereby signifies their expertise.

2. Identifying Gaps in Existing Literature:

A key goal of a literature review is to pinpoint where gaps exist in current research. By highlighting these gaps, researchers can position their own study as necessary and valuable, providing a justification for their work and its potential contribution to the field.

3. Avoiding Redundant Research:

By comprehensively reviewing what has already been studied, researchers can avoid unnecessary duplication of research efforts. Understanding previous findings and methodologies can guide researchers in designing a unique and more refined study.

4. Providing a Theoretical Foundation:

A literature review offers a theoretical basis for the research. By analyzing and synthesizing the existing literature, researchers can identify dominant theories, models, and frameworks that underpin their area of interest, forming a scaffold upon which they can build their research.

5. Contextualizing the Research:

Every piece of academic research is a continuation of a broader academic conversation. A literature review places the current study within the context of this ongoing dialogue, showing how it relates to, builds upon, or deviates from previous work.

6. Highlighting Methodological Insights:

Reviewing previous research methods can provide useful insights into the benefits and limitations of different approaches. A researcher can then choose, modify, or develop methodologies that are most appropriate for their study based on this understanding.

7. Building a Rationale for the Research:

Often, a literature review is used to establish the importance of the research question or hypothesis. By demonstrating the relevance and timeliness of the topic, a literature review can create a compelling argument for the research's significance.

8. Identifying Leading Scholars and Trends:

A literature review familiarizes researchers with leading scholars, dominant debates, and emerging trends in their field. This knowledge can be invaluable for networking, collaborations, and staying updated with the discipline's evolution.

Conclusion:

A literature review is more than a mere summary of existing studies. It's a rigorous analysis that serves multiple purposes: from establishing the need for the research to offering methodological guidance. By weaving together the threads of previous work, a literature review forms the tapestry upon which new research can be displayed, ensuring that academic endeavors are grounded in a solid foundation of existing knowledge.

Frequently Asked Questions

1. What is the appropriate structure for a literature review? Answer: A literature review typically comprises an introduction, body, and conclusion. The introduction states the purpose of the review and highlights its relevance. The body discusses existing research, often grouped by key themes or methodologies, and the conclusion summarizes the findings and identifies gaps in the current knowledge.

2. How to select sources for a literature review? Answer: Sources should be relevant to your research question, current, and credible. Academic articles, books, and other scholarly publications from respected authors and publishers that provide comprehensive and unbiased information on the topic are typically selected.

3. How can plagiarism be avoided in a literature review? Answer: Ensure that you correctly cite and paraphrase sources. Use quotations judiciously and make sure that paraphrasing is accurate. Utilizing plagiarism detection software can also assist in identifying unintentional plagiarism.

4. How comprehensive should a literature review be? Answer: The comprehensiveness of a literature review depends on the scope of the research. It should be thorough enough to cover the key aspects and relevant studies related to the topic. However, it’s also essential to maintain focus and not divert into tangential subjects.

5. How to synthesize findings while writing a literature review? Answer: Synthesizing findings involves comparing and contrasting the results of different studies, identifying patterns and themes, and forming a coherent narrative that provides insights into the current state of research on the topic. This can be achieved through various methods such as thematic analysis, methodological analysis, or chronological analysis, depending on what suits your research best.

These questions can serve as a helpful guide for those embarking on the task of writing a literature review, ensuring that they approach the process with thoroughness and academic integrity.

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2 The Purpose of Literature

What is literature for.

One of the primary goals of this course is to develop an understanding of the importance of literature as a vital source of cultural knowledge in everyday life. Literature is often viewed as a collection of made-up stories, designed to entertain us, to amuse us, or to simply provide us with an escape from the “real” world.

Although literature does serve these purposes, in this course, one of the ways that we will answer the question “What is literature for?” is by showing that literature can provide us with valuable insights about the  world  in which we live and about our  relationships  to one another, as well as to  ourselves  . In this sense, literature may be considered a vehicle for the exploration and discovery of our world and the culture in which we live. It allows us to explore alternative realities, to view things from the perspective of someone completely different to us, and to reflect upon our own intellectual and emotional responses to the complex challenges of everyday life.

By studying literature, it is possible to develop an in-depth understanding of the ways that we use language to make sense of the world. According to the literary scholars, Andrew Bennett and Nicholas Royle, “Stories are everywhere,” and therefore, “Not only do we tell stories, but stories tell us: if stories are everywhere, we are also in stories.” From the moment each one of us is born, we are surrounded by stories — oftentimes these stories are told to us by parents, family members, or our community. Some of these stories are ones that we read for ourselves, and still others are stories that we tell to ourselves about who we are, what we desire, what we fear, and what we value. Not all of these stories are typically considered “literary” ones, but in this course, we will develop a more detailed understanding of how studying literature can enrich our knowledge about ourselves and the world in which we live.

If literature helps us to make sense of, or better yet question, the world and our place in it, then how does it do this? It may seem strange to suggest that literature performs a certain kind of work. However, when we think of other subjects, such as math or science, it is generally understood that the skills obtained from mastering these subjects equips us to solve practical problems. Can the same be said of literature?

To understand the kind of work that literature can do, it is important to understand the kind of knowledge that it provides. This is a very complex and widely debated question among literary scholars. But one way of understanding the kind of knowledge that can be gained from literature is by thinking about how we use language to make sense of the world each day.  (1)

What does literature do?

Every day we use  metaphors  to describe the world. What is a metaphor? According to  A Dictionary of Literary Terms and Literary Theory  , a metaphor is “a figure of speech in which one thing is described in terms of another.” You have probably heard the expressions, “Time is money” or “The administration is a train wreck.” These expressions are metaphors because they describe one less clearly defined idea, like time or the administration of an institution, in relation to a concept whose characteristics are easier to imagine.

A metaphor forms an implied comparison between two terms whereas a  simile  makes an explicit comparison between two terms using the words like or as — for example, in his poem, “A Red, Red Rose,” the Scottish poet Robert Burns famously announces, “O my Luve is like a red, red rose/That’s newly sprung in June.” The association of romantic love with red roses is so firmly established in our culture that one need only look at the imagery associated with Valentine’s Day to find evidence of its persistence. The knowledge we gain from literature can have a profound influence on our patterns of thought and behavior.

In their book  Metaphors We Live By  , George Lakoff and Mark Johnson outline a number of metaphors used so often in everyday conversation that we have forgotten that they are even metaphors, for example, the understanding that “Happy is up” or that “Sad is down.” Likewise, we might think “Darkness is death” or that “Life is light.” Here we can see that metaphors help us to recognize and make sense of a wide range of very complex ideas and even emotions. Metaphors are powerful, and as a result they can even be problematic.

The author Toni Morrison has argued that throughout history the language used by many white authors to describe black characters often expresses ideas of fear or dread — the color black and black people themselves come to represent feelings of loathing, mystery, or dread. Likewise, James Baldwin has observed that whiteness is often presented as a metaphor for safety.  (1)

Figure 1 is taken from a book published in 1857 entitled  Indigenous Races of the Earth  . It demonstrates how classical ideas of beauty and sophistication were associated with an idealized version of white European society whereas people of African descent were considered to be more closely related to apes. One of Morrison’s tasks as a writer is to rewrite the racist literary language that has been used to describe people of color and their lives.

By being able to identify and question the metaphors that we live by, it is possible to gain a better understanding of how we view our world, as well as our relationship to others and ourselves. It is important to critically examine these metaphors because they have very real consequences for our lives.  (1)

Literature for the Humanities Copyright © by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Original research article, retention in junior giants, a sport-based youth development program: what factors are associated with intentions to return.

• 1 Department of Kinesiology, San Francisco State University, San Francisco, CA, United States
• 2 Department of Health & Human Performance, Texas State University, San Marcos, TX, United States
• 3 Experience Industry Management Department, Cal Poly San Luis Obispo, San Luis Obispo, CA, United States

Introduction: While evaluation research shows that physical activity-based youth development (PA-PYD) programs can have a positive impact on social and emotional growth, less is known about which participants return year after year and what factors are associated with their continued participation. The Junior Giants is a sport-based youth development program for 5–18-year-old boys and girls that is non-competitive and free to participate. The 8-week program uses baseball and softball as platforms for teaching life skills and fostering social emotional competencies. This mixed-methods study evaluated quantitative factors associated with intentions to return to the program the following year and qualitative reasons why parents/caregivers intended not to re-enroll their child.

Method: Parents/caregivers of Junior Giants participants ( N  = 8,495) completed online surveys about their child's demographics, social emotional climate and learning, character development, and intentions to return the following year.

Results: Descriptive data illustrated that parents/caregivers reported quite positive outcomes and experiences for their child. Chi-square and t -test analyses revealed significant differences ( p  < .001) between intended returners ( n  = 7,179, 84.5%) and those who reported no/undecided on returning ( n  = 1,316, 15.5%). Intended returners were significantly more likely to be identified as Latino and be in their second year of participation. Significant predictors of a binomial logistic regression [χ 2 ( df  = 22) = 1,463.25, p  < .001] included age, race/ethnicity, years played, character development, reading, league experiences, physical activity, and perceived support, with small to medium effect sizes. Using responses from a subset of 217 parents/caregivers who reported their child would not return to the program, a thematic analysis resulted in seven themes: Lack of Organization and Communication ; Dissatisfied with Coaching, Didn't Learn Baseball/Softball, Not Competitive Enough, Skill Levels Not Matched, Aged Out, and Non-Program Related Reasons .

Discussion: Quantitative results contribute to the literature on predictors of retention in youth development programs, while qualitative findings echo common motives cited for dropout in youth sport. Both provide opportunities for reflection and potential changes to future programming.

Introduction

Physical activity-based positive youth development (PA-PYD) programs are designed to enhance children's and adolescents' social and emotional growth and life skill development by using physical activity and sport as contexts for developing psychosocial and physical skills and behaviors ( 1 , 2 ). PA-PYD programs can include a variety of structured physical activities (e.g., organized sport, after-school programs) and differ from traditional sport programs because of their intentional goal of nurturing life skills and physical skills simultaneously ( 2 ). Much of the evaluation research on PA-PYD has focused on program impact on participants’ psycho-social growth and development ( 3 , 4 ). However, less attention has been given to understanding participant retention and dropout in these programs. Investigating why participants remain or leave these programs is essential for programmatic changes that will attract and retain as many youth as possible, especially given that these programs have shown to be effective in producing desirable outcomes. The focus of this paper was to examine potential retention and dropout of one sport-based youth development program.

Scholars and practitioners adopting a positive youth development framework focus on how developmental contexts can promote life skill acquisition and personal growth ( 5 – 7 ). This framework positions youth as active agents in their development, rather than problems to be fixed, and has been widely used to understand how programs can be structured for youth to maximize their developmental potential ( 6 ). Those who focus on sport and physical activity contexts have seen value in this framework and sought to identify the features needed for positive outcomes to occur, rather than expecting automatic benefits to occur from participation. According to Petitpas et al. ( 1 ), sport and physical activity contexts can yield developmental growth provided youth interact with caring, significant adults (external assets) and learn interpersonal and self-management skills (internal assets). Studies have shown a positive impact on youth who participate in PA-PYD programs that have an intentional curriculum and use sport or physical activity as a context to teach life skills and other socio-emotional outcomes ( 3 , 4 ). For example, programs such as Teaching Personal and Social Responsibility (TPSR), The First Tee, and Girls on the Run have shown favorable outcomes for youth such as life skills transfer, the 5 C's, and increased physical activity levels [e.g., ( 8 – 10 )]. Overall, results from PA-PYD evaluation studies suggest that engagement in one of these programs can be beneficial to participants, although more rigorous studies are still needed, including longitudinal, intervention, and evaluation designs ( 11 ).

To gain expected benefits from these programs, youth must start and continue participating, as Anderson-Butcher ( 12 p6) suggests, “youth will not benefit if they are not there.” Evidence further suggests that continued participation in these programs can have a sustained impact on participants [e.g., ( 9 , 10 , 13 )]. In a longitudinal evaluation study, Weiss et al. ( 9 ) found that youth in The First Tee program showed improvement or stability in life skills transfer over three years of participation. Fewer studies, however, have focused on what factors can predict why youth continue participating. Anderson-Butcher et al. ( 14 ) compared returners and non-returners in a sport-based youth development program (LiFE sports ) geared toward socially vulnerable youth and used pre- and post-camp variables to predict retention status. They found that youth more likely to return had higher fitness levels, greater perceived social responsibility, lower poverty status, and were younger in age, compared to those who did not return. Anderson-Butcher et al. ( 14 ) also interviewed parents/caregivers of returners and non-returners, with both groups reporting positive experiences (meeting new people; learning sport skills) and negative experiences (peer conflict) at similar rates. In line with Anderson-Butcher's interpretation and the small effect sizes found, more research is needed to further help predict retention in PA-PYD programs.

Less is also known about why participants might not return to PA-PYD programs (i.e., dropout). Studies examining dropout in youth sport point to several reasons why youth may discontinue participating in their activity. Based on a systematic review of the literature and leisure constraints theory, Crane and Temple ( 15 ) determined that youth dropout of sport because of intrapersonal reasons (decreased motivation, change in interest, lack of competence), interpersonal reasons (relationships with peers, teammates, and coaches), and structural reasons (time, money), and that intrapersonal and interpersonal constraints were more often studied. Back et al. ( 16 ) conducted a meta-analysis of studies with adolescent team sport athletes and found that aspects related to motivation, along with social support from coaches, parents, and peers, were related to dropout. Of note, these dropout studies have focused on competitive and recreational youth sport environments, so additional research is needed to understand whether these reasons for dropping out are similar or different from sport programs that also have a youth development curriculum.

The focus of this study was on the potential retention and dropout in one sport-based youth development program—the Junior Giants, which is a co-ed baseball and softball program for 5–18-year-olds established in 1994 ( 17 ). The program is run through The Giants Community Fund, which is the nonprofit arm of the Major League Baseball team the San Francisco Giants. The 8-week summer program is coached by volunteers, who are primarily parents, and includes one practice and one game per week. The program is non-competitive (i.e., no score kept; no wins/losses) and free. All uniforms and equipment are provided by the Giants Community Fund with the intention that cost is not a barrier to participation. In 2022, over 20,000 youth participated across 81 leagues in underserved communities across California, Nevada, and Oregon.

The Junior Giants curriculum is purposefully designed to promote youth development in the following core elements: health and nutrition including physical activity, anti-bullying, education (focused on offsetting summer reading loss), and character development. A “word of the week” signifies the theme for that week, and coaches and team parents are provided a practice plan that includes baseball/softball drills and strategies for integrating the desired developmental outcomes. The goal is seamless integration of the life lessons in a fun, activity-filled setting, and the Junior Giants curriculum supports those efforts by providing coaches and team parents with specifics on when and how best to incorporate the lessons in the context of the baseball/softball instruction. The full program also includes intentionality by way of social-emotional learning; coaches, team parents, and league leadership are encouraged to promote a variety of self-regulatory competencies, emotional control, and a celebration of diversity, equity, and inclusion. The goal is to promote safety and security for all in a reinforcing and supportive environment. Ideally, doing so will not only result in developmental outcomes for participants in the given year but also will involve a return to participation for subsequent seasons (i.e., retention).

While PA-PYD program impact is certainly important and examined extensively in the research, the purpose of this study was to examine the variables that influence intention to return or dropout. Understanding retention intentions is critical to help youth development organizations maximize the potential for participants to receive sustained developmental benefits and maintain enrollment in these programs. Findings will contribute to a gap in the PA-PYD literature by focusing on retention and dropout and allow for a baseline of comparison for other sport-based youth development programs. Specifically, we compared parent/caregiver perceptions of program characteristics and youth social, emotional, and behavioral outcomes for those who intended to return and those who did not intend to return or were undecided. We also explored open-ended responses about why some parents/caregivers did not intend for their child to return to the program.

Participants

The sample ( N  = 8,495) included parents/caregivers of 5–13-year-olds who were currently participating in the Junior Giants program in one of 79 different leagues (see Table 1 ). Parents/caregivers reported their children were almost 8 years old on average ( M  = 7.93 SD  = 2.23), and about 70% said their child was in the first year of the program. With baseball being a predominantly male-dominated sport at all levels, Junior Giants offers both baseball and softball as options in a fully co-educational environment wherein all youth regardless of their gender identity can choose to play baseball or softball (for those locations that offer both). Parents/caregivers reported their child's gender identity as follows: Female (33.2%), Male (66.3%), Non-Binary (0.1%), and Preferred Not to Answer (0.4%). Parent reports indicated a diverse sample of youth participants in terms of race and ethnicity: 37.3% Latino, 22.0% Caucasian, 17.7% Multiple Races/Ethnicities, 10.9% Asian, 6.2% Other, 3.8% African American/Black, 1.3% Pacific Islander, and 0.8% Indigenous.

Table 1 . Descriptives, frequencies, and significance tests for demographic variables.

A subset of the sample that reported they did not plan to return to the program the following year ( n  = 217) included responses from 59 leagues. Compared to the overall sample, these children were reported to be slightly older ( M  = 9.04, SD  = 2.84) and included more Caucasian respondents (35.9%) but a similar gender identity composite (66.4% male).

The survey questions aligned with the program curriculum and expected outcomes and were newly developed by the Junior Giants administrators and collaborative researchers for the purpose of program evaluation. These measures also reflected PA-PYD outcomes commonly studied in the literature ( 18 ), including confidence and character from Lerner's 5Cs ( 7 ), Benson's developmental assets such as integrity and commitment to learning ( 19 ), and life skills such as teamwork and leadership ( 20 ).

Four bases of character development

Four items represented each of the four bases of character development. Parents were asked to “Indicate the level of change you have witnessed in:” followed by one of the four bases of character development (i.e., confidence, integrity, leadership, teamwork). Response options were on a 5-point scale: significant negative change , negative change , no change , positive change , significant positive change. Items were averaged into one scale and demonstrated internal reliability with the current sample ( α  = .90).

Anti-bullying

Three items represented program outcomes related to lessons about anti-bullying attitudes and behaviors. Parents indicated the level of change they noticed in their child (a) being willing to stand up for other kids, (b) showing respect for others, and (c) knowing what to say or do when seeing bullying, with 5 response options ranging from significant negative change to significant positive change. Items were averaged into one scale and demonstrated internal reliability with the current sample ( α  = .90).

League experiences

Three items represented parents'/caregivers' level of satisfaction with aspects of the specific league they participated in. On a 5-point scale ranging from extremely dissatisfied to extremely satisfied , parents/caregivers reported their perceptions of the (a) league communication, (b) league organization and leadership, and (c) coaches. Items were averaged into one scale and demonstrated internal reliability with the current sample ( α  = .87).

Social emotional learning (SEL)

Three items assessed the extent to which their child demonstrated change in their social emotional learning, focusing on self-awareness and self-management competencies more specifically ( 21 ). Parents/caregivers reported the level of change witnessed in (a) confidence in their ability to complete tasks, (b) ability to see a task through to completion, and (c) sense of happiness. Parents responded on a 5-point scale ranging from significant negative change to significant positive change. Items were averaged into one scale and demonstrated excellent internal reliability with the current sample ( α  = .89).

Social emotional learning (SEL) climate

Three individual items assessed separate aspects of the perceived social emotional learning climate. Parents/caregivers were asked, “My child feels [accepted; supported; safe and secure] in the program,” with three response options of never , sometimes , or always .

Three items focused on any changes parents noticed in their child's behaviors related to physical activity and healthy eating, specifically (a) eating fruits, (b) eating vegetables, and (c) amount of physical activity. Response options included less , same , or more . Each single item was analyzed separately.

One item focused on parent/caregiver reports of their children's reading behaviors since participating in the Junior Giants program. Parents/caregivers responded on a 3-point scale ( no , same , yes ) as to whether their child had “spent more time reading.”

Intentions to return

Parents/caregivers were asked, “Will your child play Junior Giants next year?” to assess intentions to return to the program the following season. Response options included no , undecided , or yes . Parents/caregivers who responded no were asked an open-ended follow-up question, “why not?” Another open-ended question was asked for general feedback about the program, which helped further explain intentions not to return to the program.

This study was approved by the Institutional Review Board at a public University in California in the United States prior to initiating data collection. All parents/caregivers who had a child participating in the Junior Giants in the summer of 2022 program ( N  = 22,932) were invited to participate in the study at the end of the program. An online survey was created using Alchemer software, and a link was emailed to all parents/caregivers by the Junior Giants central administration. The survey was created in English and translated into Spanish, and each parent/caregiver was initially provided the option of completing an English or Spanish version of the survey. A consent form was also provided on the first page of the survey, and parents agreed to participate in the survey by clicking to the next page. At the end of the survey, parents/caregivers were provided a link to request tickets to a San Francisco Giants game or be entered into a sweepstakes to win San Francisco Giants memorabilia. The survey took about 14 min to complete on average.

Data analysis

Data were analyzed using SPSS Version 28. Initial screening included missing data analyses and checks for normality. Missing data were considered Missing Completely at Random (MCAR) if Little's MCAR test was non-significant, and values of skewness (<|3|) and kurtosis (<|8|) were considered acceptable ( 22 ). Descriptive statistics were run for all continuous variables, while frequencies and percentages were calculated for all categorical variables. Conceptually similar items were combined to create scales and acceptable internal reliability established if Chronbach's α  > .70. Two groups were used for comparison—intended returners and undecided/intended non-returners. Chi square analyses for categorical variables and t -tests for continuous variables were run to identify group differences by intentions to return. Based on the number of planned comparisons ( N  = 15), we used a Bonferroni correction such that statistical significance was established if p  < 0.003 (0.05/15). For chi square analyses, adjusted residuals >|1.96| were considered statistically significant deviations from expected cell counts ( 23 ). Effect sizes for t -tests were determined by Cohen's d and assessed as small ( d  ≥ .20), medium ( d  ≥ .50), and large ( d  ≥ .80) ( 24 ). A binomial logistic regression was run to assess what factors could predict intentions to return (yes vs. no/undecided). Correlations were first run among all predictor variables to check for multicollinearity ( r  > .70). Another Bonferroni correction was used to account for the planned comparisons, where predictors were considered significant at p  < 0.002 (0.05/24). Odds ratios (OR) were considered small if OR > 1.5, medium if OR > 3.0, and large if OR > 5.0 ( 25 ).

The two open-ended questions were analyzed using thematic analysis ( 26 ). Phase 1, Familiarization, and Phase 2, Coding, were completed by three researchers who independently read through all responses from intended non-returners and coded relevant data. To begin Phases 3–5 (theme development, refining, and naming), the researchers met to discuss codes and create an initial set of themes. These themes, codes, and raw data were provided for another researcher, who reviewed and provided feedback on the cohesiveness, distinctiveness, and labeling of each theme. The final themes were discussed by all four researchers. To establish credibility, crystallization ( 27 ) was achieved by using multiple researcher viewpoints and reaching a complex and in-depth understanding of the data.

Quantitative results

Of the 22,932 participants in the program, 37.0% ( N  = 8,495) of parents/caregivers completed the survey. Data screening identified a very small amount of missing data (<.001%) and Little's MCAR test was non-significant ( p  = .251), suggesting data were missing completely at random, so values were replaced using mean imputation. All continuous variables on a 5-point scale suggested normal distributions and acceptable values for skewness and kurtosis, while the seven items with 3-point response options were skewed and kurtotic. Very few parents/caregivers (<.01%) reported their child ate less fruit or veggies or participated in less physical activity; saw no changes in their time spent reading, or perceived their child never felt accepted, supported, or safe and secure. Collapsing response categories is justified in certain situations with compelling evidence, such as a lack of use ( 28 ). Given the lack of responses for “never”, “less”, and “no”, responses for “never” and “sometimes” were combined for the three SEL climate items; responses for “less” and “same” were combined for the three health items, and responses for “no” and “same” were combined for the one reading item. Based on these modifications, these items were treated as categorical outcome variables for subsequent analyses.

Descriptive data illustrated that responses from parents/caregivers were quite positive (see Tables 1 , 2 ). On average, parents/caregivers reported significant positive change in their child's character development, anti-bullying strategies, and social emotional learning, and that they were satisfied with their league's organization, communication, and coaches. Most also indicated that their child always felt accepted, supported, and safe and secure. A majority reported their child had increased the amount of physical activity they did and the time they spent reading since participating in the program, while only a third of parents/caregivers said their child ate more fruits or veggies.

Table 2 . Descriptives, frequencies, and significance tests for program outcomes.

Tables 1 , 2 also show significant differences and effect sizes for intended returners vs. intended non-returners/undecided. Intended returners were significantly more likely to be identified as Latino ( p  < .001) and be in their second year of participation ( p  = .001), while intended non-returners/undecided were more likely to be identified as Caucasian or Multiple Races/Ethnicities and in their first year in the program. There were no significant differences in intentions to return by binary gender identities (male, female) or age. Parents/caregivers who reported their child would return to the program perceived significantly more positive change in all measured program outcomes, with large effect sizes, compared to those who were undecided about returning or definitely not returning.

The binomial logistic regression with all demographic variables and program outcomes as predictors was statistically significant χ 2 ( df  = 22) = 1,463.25, p  < .001, and explained almost 28% of the variance (Nagelkerke R 2  = 27.6%) (see Table 3 ). The model had an overall classification rate of 86.6%, with 98% of intended returners and 23.9% of intended non-returners/undecided classified correctly. Significant predictors included age ( p  < .001), race/ethnicity ( p  < .001), years played ( p  < .001), character development ( p  < .001), reading ( p  = .002), league experiences ( p  < .001), physical activity ( p  < .001), and perceived support ( p  < .001), with small to medium effect sizes. Compared to Caucasian, youth identified as Latino, African American/Black, or Asian were more likely to report intentions to return to the program (2.21 times, 2.21 times, 1.70, respectively). For every unit increase in positive changes in their child's character development (confidence, integrity, leadership, teamwork), parents/caregivers were 2.38 times more likely to report intentions to return to the program. Parents/caregivers were 2.23 times more likely to be intended returners with every unit increase in league satisfaction. Compared to parents/caregivers who reported their child never or sometimes felt supported in the program, parents/caregivers who reported their child always felt supported were 1.56 times more likely to intend on returning.

Table 3 . Binary logistic regression for intended returners vs. non-intended returners/undecided.

Qualitative findings

Based on thematic analysis, seven themes were created from parents/caregivers' responses: Lack of Organization and Communication, Dissatisfied with Coaching, Didn't Learn Baseball/Softball, Not Competitive Enough, Skill Levels Not Matched, Aged Out, and Non-Program Related Reasons . These themes are based on responses only from the 217 parents/caregivers who chose “no” to the question about returning the following year and were prompted to elaborate on why not. In the following sections, each theme is discussed, highlighted by relevant participant quotations.

Lack of organization and communication

Parents/caregivers noted issues with how the league, practice, and/or games were organized, as well as issues with communication from league administrators and coaches. One participant commented, “It wasn’t as organized as I expected it to be. The kids also never had practice. My son was in another league a year prior and enjoyed it. This year he was very upset.” Another said, “The league was disorganized and unprepared for this season, it hurt the kids the most.” A parent felt disappointed by saying, “Great program but lacking leadership and organizational structure. Emails never get responded to either.”

Dissatisfied with coaching

Parents/caregivers were frustrated with either not having a coach or the quality of the coach they did have. Many of these issues seemed to be related to the fact that coaches were volunteers. One parent/caregiver said, “We didn’t have enough coaches for our teams and volunteers were variable,” while another added, “the problem is because it's free and all volunteers, no one takes it seriously.” One parent/caregiver elaborated on how these coaching issues impacted the kids, “Most of these kids had never played before and had no clue what to do or where to go.” This parent/caregiver offered a solution, “Best to have an experienced coach on each team or one that has completed coach training. Since this is volunteer run, time commitment can be a challenge.”

Didn't learn baseball/softball

Parents/caregivers felt their child did not learn the skills or rules of baseball or softball. One parent/caregiver simply said, “I don’t feel that my son learned much this year.” Another parent/caregiver said, “It was my daughters first time ever playing and there wasn't that much engagement of teaching how to catch or swing.” Other parents/caregivers worried their children were confused about the rules of the game and perhaps even learning bad habits. One parent/caregiver explained, “Though the league is fun and encouraging, I feel that my player is actually fooling around more and developing some bad habits.” One parent/caregiver suggested, “I would like to see the program reflect more of the actual baseball rules, so that they are learning baseball correctly as well as all the great personal/social growth.” One parent/caregiver explained how skills building should still be important even in a non-competitive environment: “Would have liked to see merit based play a little more. I understand the games are not competitive, but I believe even friendly games can teach excellence and skill building with a structure of competition.”

Not competitive enough

Parents/caregivers did not feel the league was at a high enough competitive level for their child. One parent/caregiver noted, “My son plays competitive baseball so it was a step back for him” while another said there was a, “Lack of competitive spirit. Focused more on emotional issues and nutrition instead of the actual game of baseball.” Some parents/caregivers noted that their child wanted to play more competitively, with one writing, “My son is a very competitive person and this isn't the right platform for him,” One parent/caregiver suggested the program provide both competitive and non-competitive opportunities:

Two levels of giants, players who are competitive and want to keep score and play baseball with the rules. And another group who just plays for fun as they do now. I have children who would fit in both categories.

Skill levels not matched

Parents/caregivers shared ways in which they felt the skill level of their child was not matched with the other kids on their team or in the league. Some parents/caregivers, for example, reported their child's skill level was superior. One parent/caregiver said, “My son felt this program was remedial to the level of skill he has. I thought the kids would be grouped by their skills.” This parent/caregiver remarked how their child's skill was less than others by saying, “My child felt embarrassed because all her other teammates were much more skilled than her.” Another elaborated on how this mismatch in skill level affected his son:

I think there should be skill levels or divisions based on experience. My son was actually bored at one point because how advanced he was compared to the others. He's had 4 years little league experience and some teammates needed a tee…That's a big difference in skill level.”

In this theme, parents/caregivers mentioned they would not be returning because their child would be too old to participate the following year. One parent/caregiver said, “He will be 14. If the age is extended, he would return.” Some parents/caregivers said that their child would continue with the program but now as a coach including this one who wrote, “She is going to come back and coach her brothers next year.” One parent/caregiver requested the age range be expanded: “Please expand the age range for older kids who don't necessarily want to play competitive sports but still strive to be a part of a team, feel connected to others their age and stay healthy.”

Non-program related reasons

Parents/caregivers cited several reasons they would not be returning to the program that did not directly relate to the program itself. Reasons included traveling during the summer, hot weather, moving out of state, and having “too much going on.” This theme also included parents/caregivers' responses indicating that their child wanted to play a different sport. One parent/caregiver said, “He has decided he wants to focus on a different sport that happens at the same time,” while another commented, “My daughter prefers gymnastics and dance.” Others noted their child was not interested in baseball specifically. One parent/caregiver wrote, “he realized he wasn’t that into baseball” and another noted, “too much downtime for such an active kid.”

This study offers insight into potential retention and dropout of participants in a sport-based youth development program, contributing beyond what is known about PA-PYD program impact that is more often studied. The results were overwhelmingly positive, with most participants saying their child intended to return to the program and very few reporting their child would not come back. Those parents/caregivers reporting intentions to return also perceived a significantly higher positive program impact on their child. This sample represented 37.0% of all participants in the program (8,495 respondents/22,932 total participants), and it is possible that parents/caregivers who had more positive experiences were those who were more likely to complete the survey. Even accounting for potential sampling biases, these results indicate the program is having a positive impact on many participants, which in turn is linked to an increased likelihood of returning to the program. Thus, the program's focus on youth development is not only beneficial for demonstrating program impact but can also lead to better participant retention.

Our results extend what has been previously discovered about retention in PA-PYD programs. Compared to Anderson-Butcher et al.'s ( 14 ) study, our results identified more significant predictors with equal or larger effects. Our study focused on intentions to return and used responses from parents/caregivers as predictors, whereas Anderson-Butcher et al. ( 14 ) focused on actual retention status (returned vs. did not return) and used data from youth responses. Fredericks and Eccles ( 29 ) highlight the importance of parents as providers of children's sport experiences, being the ones who sign them up for programs and decide whether or not they will continue in that activity. The Junior Giants participants represented in our sample were in childhood, when developmentally, parents' beliefs and actions have a significant influence on their sport and physical activity participation ( 30 ). Our results support the idea that parents' perspectives may be important for retention for this age group.

The finding that intended return rates were similar for boys and girls is encouraging, even though boys represented two-thirds of all participants. Children's participation in sport declines as they enter adolescence, and dropout is more significant for girls than boys ( 31 ). These data suggest the Junior Giants program may be countering this trend and providing a space where girls can and want to continue participating. Furthermore, in the three-year strategic plan for the Junior Giants, one of the priorities is to increase the number of girls in the program from 33% to 50% ( 32 ). Demonstrating that parents/caregivers of most girls already participating in the program planned to return is a positive step toward the Junior Giants reaching their goal.

Findings also revealed several factors that differentiated intended returners from those undecided about returning/intended non-returners. For example, youth identified as Latino, African American/Black, or Asian were more likely to report intentions to return to the program compared to youth identified as Caucasian. The explanation for why these differences by race/ethnicity emerged are complex and should be carefully interpreted. Williams and Deutsch ( 33 ) outline the problems with using race/ethnicity as a single grouping variable because it ignores the distinctiveness of race, ethnicity, and culture, and does not account for within-group heterogeneity (e.g., racial identity, immigration status, language use). They contend that the lived experiences of race and ethnicity influence how youth interpret the world and shape their beliefs about themselves and others, and the intersection of race/ethnicity with other social categories (e.g., gender, social class) is impossible to disentangle. In our study, it is important to note that we did have relatively lower numbers of participants identified as African American/Black, Pacific Islander, and Indigenous, compared to the other race/ethnicity categories, which may have affected the results.

In addition to demographics, other variables associated with retention were directly related to experiences in the program itself. Parents/caregivers who reported intentions to return also perceived a positive change in their child's demonstration of the Four Bases of Character Development (confidence, integrity, leadership, teamwork). Parents/caregivers expect positive benefits when they enroll their children in a program and correspondingly were happy to report intentions to return when they perceived a return on their investment ( 29 ). Perceptions of their child being supported in the program was also a significant correlate and consistent with expected developmental outcomes from PA-PYD programs. Connection, or the relationships that youth develop with their peers and adults, is part of the 5 Cs of youth development ( 5 ) and is a key component to the success of PA-PYD programs ( 5 , 10 ). Finally, whether parents/caregivers were satisfied with the communication, organization, and coaching in the specific league their child participated was also associated with intentions to return. While not commonly cited as a reason for continued participation, these structural issues are certainly cited as reasons for not returning ( 14 ). Indeed, our qualitative results pointed to these aspects as important considerations for intended non-returners as well. Parents/caregivers are the logistical drivers of their child's experiences, so if they are satisfied with the communication and organization, it is more likely they would enjoy returning to the program as a parent/caregiver of a participant.

Qualitative responses provided insight into reasons for not wanting to return to the program and aligned with previous research on youth sport dropout ( 15 , 16 ). Our thematic analysis revealed intrapersonal reasons (not interested in baseball, did not develop skills), interpersonal reasons (issues with coaching, peer comparison in skill level), and structural reasons (too busy in summer to participate, league organization) for why parents/caregivers indicated their child would not return. Most parents/caregivers of non-returners (16 out of 18) in Anderson-Butcher et al.'s ( 14 ) study cited a logistical reason for why they did not return (e.g., family schedule conflicts, missed registration), which matches with our theme of Non-Program Related Reasons . Thus, our findings suggest that youth discontinue PA-PYD programs and youth sport programs for at least some similar reasons.

The finding that youth may not return to the Junior Giants because they want to participate in other sports is developmentally appropriate. According to the Developmental Model of Sport Participation, youth should try out many different sports in their sampling years (6–12 years old) ( 34 ). Evidence suggests that this early diversification of sport experiences can lead to long-term participation in sports and does not impede later success in elite sport. Given the long-term benefits of sport sampling during childhood, the Junior Giants or any PA-PYD program should expect some participants to not return to the program. Moreover, lack of retention because interests have changed, or participants want to pursue other sport activities, should not be viewed as a negative. PA-PYD programs should instead be focused on the reasons for dropout that are within their control (e.g., improving coaching, providing opportunities for skill development).

Two themes— Didn't Learn Baseball/Softball and Not Competitive Enough —warrant further discussion. Parent/caregiver reports that youth did not develop baseball or softball skills was a little surprising since coaches are provided with detailed practice plans and videos for each week, but also understandable because coaches are volunteers and may not have previous coaching experience. More information about the coaches' experience and adherence to the curriculum is needed to better understand this theme. It is also possible the non-competitive nature of the program may hinder participants' ability to learn the game properly. Torres and Hagger ( 35 ) propose that de-emphasizing competition creates confusion for kids and misleads them in understanding what activity they are participating in (e.g., it's called baseball but it's not being played by baseball's rules). This confusion may be heightened for younger children who are more concrete in their thinking ( 36 ). On the other hand, the highly competitive nature of youth sport has documented links to stress, burnout, and withdrawal, providing a strong rationale for why de-emphasizing competition is desirable ( 37 ). Thinking holistically, PA-PYD programs that have a non-competitive focus need to consider how competition can be de-emphasized while continuing to develop sport-specific skills that prepare youth for future physical activities.

Limitations

Notwithstanding several strengths of the study (e.g., large sample size, mixed methods), several limitations must be recognized. First, because the sample included 37% of parents/caregivers in the entire Junior Giants network, it is difficult to know whether these perspectives are representative of all program participants. Future evaluation studies should focus on increased recruitment for survey participation to provide a more complete picture of intentions to return to the program or not. Second, all parents/caregivers provided their socioeconomic status during registration but not when they completed the survey at the end of the season. While we know that 68% of players in the entire program receive free or reduced cost lunch at school, we do not know how many of those were represented in this sample. We were thus unable to examine socioeconomic status as a correlate of intentions to return (nor the interactions with race/ethnicity or gender), and future investigations into the Junior Giants would benefit from such analyses. Third, this dataset focused on intentions to return, and future research should include actual retention and dropout data, since intentions do not always translate to behavior ( 38 ). It would be additionally interesting to compare intentions vs. actual behavior to identify potential factors or windows as to when and how intentions might change. Fourth, survey questions used in this study reflected content validity (e.g., aligned with program outcomes and previous literature) and showed good internal consistency reliability, and would benefit from additional tests for construct validity (e.g., exploratory factor analysis). Finally, only qualitative responses from non-intended returners were included, and gathering similar open-ended data from parents/caregivers who intended to return and were undecided about returning would be fruitful.

Practical applications

These results offer practical suggestions for the Junior Giants and their investment in maximizing retention and curbing dropout. For coach training, it can be emphasized that focusing on teaching the four bases of character development and making kids on their team feel supported could be the difference between a kid returning to the program or not. It would also be useful to focus on the transition from the first year to the second year, and perhaps following up more intentionally after their first season to maximize the chances a first-year participant will return to the program. It seems necessary to revisit the curriculum and consider how children of the same age, yet varying skill levels, are accommodated within the same team. Coaches would benefit from resources and training on how to structure practices and learning experiences that support all levels of skill development. An additional emphasis on marketing that the program is non-competitive seems important to avoid mismatched expectations from participants and their parents/caregivers. There may be misconceptions about the program given that the San Francisco Giants, a major league baseball team, is the sponsor of the program itself and parents and kids alike may assume the league is meant to develop elite players.

Maximizing retention and minimizing dropout are essential to the success of PA-PYD programs. Our findings suggest parents/caregivers may be reliable sources to understand children's intentions to return (or not), and that focusing on youth development goals, such as building character, can increase the likelihood of participants returning. Some reasons for not returning to a program are developmentally expected (e.g., want to try a new sport), while others present opportunities for improvements in programming (e.g., emphasize skill development). While this study focused on the Junior Giants, many findings are transferrable to other PA-PYD programs interested in retaining youth and maximizing their chances of having a sustained impact on participants.

Data availability statement

The dataset presented in this article is not readily available because the data are proprietary to the Giants Community Fund. Requests about the data should be directed to Brian Greenwood, [email protected].

Ethics statement

This study was approved by Cal Poly San Luis Obispo's Institutional Review Board. The study was conducted in accordance with the local legislation and institutional requirements. The participants provided their consent to participate in this study.

Author contributions

NB, LK, and BG all contributed to the original draft, reviewing, and editing of the manuscript. BG and NB conceived the study, while LK and NB completed the data analyses.

The author(s) declare that financial support was received for the research, authorship, and/or publication of this article.

Funding was received from the Giants Community Fund for this evaluation research of the Junior Giants program.

Acknowledgments

We'd like to thank Cassandra Hofman, Paul Giuliacci, Sue Petersen, and all the Junior Giants staff and ambassadors who helped with data collection. A special thanks to San Francisco State undergraduate assistants Alexa Carreon and Kimberly Deboer for their assistance with the qualitative data analysis.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

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Keywords: physical activity, developmental sport psychology, youth sport, dropout, parents

Citation: Bolter ND, Kipp LE and Greenwood PB (2024) Retention in Junior Giants, a sport-based youth development program: what factors are associated with intentions to return?. Front. Sports Act. Living 6:1360289. doi: 10.3389/fspor.2024.1360289

Received: 22 December 2023; Accepted: 25 March 2024; Published: 18 April 2024.

Reviewed by:

© 2024 Bolter, Kipp and Greenwood. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Nicole D. Bolter [email protected]