the review of related literature and studies

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• Research Guides

Organizing Your Social Sciences Research Paper

• 5. The Literature Review
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

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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Educational resources and simple solutions for your research journey

How to Write Review of Related Literature (RRL) in Research

A review of related literature (a.k.a RRL in research) is a comprehensive review of the existing literature pertaining to a specific topic or research question. An effective review provides the reader with an organized analysis and synthesis of the existing knowledge about a subject. With the increasing amount of new information being disseminated every day, conducting a review of related literature is becoming more difficult and the purpose of review of related literature is clearer than ever.  

All new knowledge is necessarily based on previously known information, and every new scientific study must be conducted and reported in the context of previous studies. This makes a review of related literature essential for research, and although it may be tedious work at times , most researchers will complete many such reviews of varying depths during their career. So, why exactly is a review of related literature important?    

Table of Contents

Why a review of related literature in research is important  

Before thinking how to do reviews of related literature , it is necessary to understand its importance. Although the purpose of a review of related literature varies depending on the discipline and how it will be used, its importance is never in question. Here are some ways in which a review can be crucial.  

• Identify gaps in the knowledge – This is the primary purpose of a review of related literature (often called RRL in research ). To create new knowledge, you must first determine what knowledge may be missing. This also helps to identify the scope of your study.  
• Avoid duplication of research efforts – Not only will a review of related literature indicate gaps in the existing research, but it will also lead you away from duplicating research that has already been done and thus save precious resources.  
• Provide an overview of disparate and interdisciplinary research areas – Researchers cannot possibly know everything related to their disciplines. Therefore, it is very helpful to have access to a review of related literature already written and published.  
• Highlight researcher’s familiarity with their topic 1  – A strong review of related literature in a study strengthens readers’ confidence in that study and that researcher.

Tips on how to write a review of related literature in research

Given that you will probably need to produce a number of these at some point, here are a few general tips on how to write an effective review of related literature 2 .

• Define your topic, audience, and purpose: You will be spending a lot of time with this review, so choose a topic that is interesting to you. While deciding what to write in a review of related literature , think about who you expect to read the review – researchers in your discipline, other scientists, the general public – and tailor the language to the audience. Also, think about the purpose of your review of related literature .  
• Conduct a comprehensive literature search: While writing your review of related literature , emphasize more recent works but don’t forget to include some older publications as well. Cast a wide net, as you may find some interesting and relevant literature in unexpected databases or library corners. Don’t forget to search for recent conference papers.
• Review the identified articles and take notes: It is a good idea to take notes in a way such that individual items in your notes can be moved around when you organize them. For example, index cards are great tools for this. Write each individual idea on a separate card along with the source. The cards can then be easily grouped and organized.  
• Determine how to organize your review: A review of related literature should not be merely a listing of descriptions. It should be organized by some criterion, such as chronologically or thematically.  
• Be critical and objective: Don’t just report the findings of other studies in your review of related literature . Challenge the methodology, find errors in the analysis, question the conclusions. Use what you find to improve your research. However, do not insert your opinions into the review of related literature. Remain objective and open-minded.  
• Structure your review logically: Guide the reader through the information. The structure will depend on the function of the review of related literature. Creating an outline prior to writing the RRL in research is a good way to ensure the presented information flows well.  

As you read more extensively in your discipline, you will notice that the review of related literature appears in various forms in different places. For example, when you read an article about an experimental study, you will typically see a literature review or a RRL in research , in the introduction that includes brief descriptions of similar studies. In longer research studies and dissertations, especially in the social sciences, the review of related literature will typically be a separate chapter and include more information on methodologies and theory building. In addition, stand-alone review articles will be published that are extremely useful to researchers.  

The review of relevant literature or often abbreviated as, RRL in research , is an important communication tool that can be used in many forms for many purposes. It is a tool that all researchers should befriend.  

• University of North Carolina at Chapel Hill Writing Center. Literature Reviews.  https://writingcenter.unc.edu/tips-and-tools/literature-reviews/  [Accessed September 8, 2022]
• Pautasso M. Ten simple rules for writing a literature review. PLoS Comput Biol. 2013, 9. doi: 10.1371/journal.pcbi.1003149.

Q:  Is research complete without a review of related literature?

A research project is usually considered incomplete without a proper review of related literature. The review of related literature is a crucial component of any research project as it provides context for the research question, identifies gaps in existing literature, and ensures novelty by avoiding duplication. It also helps inform research design and supports arguments, highlights the significance of a study, and demonstrates your knowledge an expertise.

Q: What is difference between RRL and RRS?

The key difference between an RRL and an RRS lies in their focus and scope. An RRL or review of related literature examines a broad range of literature, including theoretical frameworks, concepts, and empirical studies, to establish the context and significance of the research topic. On the other hand, an RRS or review of research studies specifically focuses on analyzing and summarizing previous research studies within a specific research domain to gain insights into methodologies, findings, and gaps in the existing body of knowledge. While there may be some overlap between the two, they serve distinct purposes and cover different aspects of the research process.

Q: Does review of related literature improve accuracy and validity of research?

Yes, a comprehensive review of related literature (RRL) plays a vital role in improving the accuracy and validity of research. It helps authors gain a deeper understanding and offers different perspectives on the research topic. RRL can help you identify research gaps, dictate the selection of appropriate research methodologies, enhance theoretical frameworks, avoid biases and errors, and even provide support for research design and interpretation. By building upon and critically engaging with existing related literature, researchers can ensure their work is rigorous, reliable, and contributes meaningfully to their field of study.

R Discovery is a literature search and research reading platform that accelerates your research discovery journey by keeping you updated on the latest, most relevant scholarly content. With 250M+ research articles sourced from trusted aggregators like CrossRef, Unpaywall, PubMed, PubMed Central, Open Alex and top publishing houses like Springer Nature, JAMA, IOP, Taylor & Francis, NEJM, BMJ, Karger, SAGE, Emerald Publishing and more, R Discovery puts a world of research at your fingertips.  

Try R Discovery Prime FREE for 1 week or upgrade at just US$72 a year to access premium features that let you listen to research on the go, read in your language, collaborate with peers, auto sync with reference managers, and much more. Choose a simpler, smarter way to find and read research – Download the app and start your free 7-day trial today !  

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• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

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What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

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1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
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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.

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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
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How to Make a Literature Review in Research (RRL Example)

What is an RRL in a research paper?

A relevant review of the literature (RRL) is an objective, concise, critical summary of published research literature relevant to a topic being researched in an article. In an RRL, you discuss knowledge and findings from existing literature relevant to your study topic. If there are conflicts or gaps in existing literature, you can also discuss these in your review, as well as how you will confront these missing elements or resolve these issues in your study.

To complete an RRL, you first need to collect relevant literature; this can include online and offline sources. Save all of your applicable resources as you will need to include them in your paper. When looking through these sources, take notes and identify concepts of each source to describe in the review of the literature.

A good RRL does NOT:

A literature review does not simply reference and list all of the material you have cited in your paper.

• Presenting material that is not directly relevant to your study will distract and frustrate the reader and make them lose sight of the purpose of your study.
• Starting a literature review with “A number of scholars have studied the relationship between X and Y” and simply listing who has studied the topic and what each scholar concluded is not going to strengthen your paper.

A good RRL DOES:

• Present a brief typology that orders articles and books into groups to help readers focus on unresolved debates, inconsistencies, tensions, and new questions about a research topic.
• Summarize the most relevant and important aspects of the scientific literature related to your area of research
• Synthesize what has been done in this area of research and by whom, highlight what previous research indicates about a topic, and identify potential gaps and areas of disagreement in the field
• Give the reader an understanding of the background of the field and show which studies are important—and highlight errors in previous studies

How long is a review of the literature for a research paper?

The length of a review of the literature depends on its purpose and target readership and can vary significantly in scope and depth. In a dissertation, thesis, or standalone review of literature, it is usually a full chapter of the text (at least 20 pages). Whereas, a standard research article or school assignment literature review section could only be a few paragraphs in the Introduction section .

Building Your Literature Review Bookshelf

One way to conceive of a literature review is to think about writing it as you would build a bookshelf. You don’t need to cut each piece by yourself from scratch. Rather, you can take the pieces that other researchers have cut out and put them together to build a framework on which to hang your own “books”—that is, your own study methods, results, and conclusions.

What Makes a Good Literature Review?

The contents of a literature review (RRL) are determined by many factors, including its precise purpose in the article, the degree of consensus with a given theory or tension between competing theories, the length of the article, the number of previous studies existing in the given field, etc. The following are some of the most important elements that a literature review provides.

Historical background for your research

Analyze what has been written about your field of research to highlight what is new and significant in your study—or how the analysis itself contributes to the understanding of this field, even in a small way. Providing a historical background also demonstrates to other researchers and journal editors your competency in discussing theoretical concepts. You should also make sure to understand how to paraphrase scientific literature to avoid plagiarism in your work.

The current context of your research

Discuss central (or peripheral) questions, issues, and debates in the field. Because a field is constantly being updated by new work, you can show where your research fits into this context and explain developments and trends in research.

A discussion of relevant theories and concepts

Theories and concepts should provide the foundation for your research. For example, if you are researching the relationship between ecological environments and human populations, provide models and theories that focus on specific aspects of this connection to contextualize your study. If your study asks a question concerning sustainability, mention a theory or model that underpins this concept. If it concerns invasive species, choose material that is focused in this direction.

Definitions of relevant terminology

In the natural sciences, the meaning of terms is relatively straightforward and consistent. But if you present a term that is obscure or context-specific, you should define the meaning of the term in the Introduction section (if you are introducing a study) or in the summary of the literature being reviewed.

Description of related relevant research

Include a description of related research that shows how your work expands or challenges earlier studies or fills in gaps in previous work. You can use your literature review as evidence of what works, what doesn’t, and what is missing in the field.

Supporting evidence for a practical problem or issue your research is addressing that demonstrates its importance: Referencing related research establishes your area of research as reputable and shows you are building upon previous work that other researchers have deemed significant.

Types of Literature Reviews

Literature reviews can differ in structure, length, amount, and breadth of content included. They can range from selective (a very narrow area of research or only a single work) to comprehensive (a larger amount or range of works). They can also be part of a larger work or stand on their own.

• A course assignment is an example of a selective, stand-alone work. It focuses on a small segment of the literature on a topic and makes up an entire work on its own.
• The literature review in a dissertation or thesis is both comprehensive and helps make up a larger work.
• A majority of journal articles start with a selective literature review to provide context for the research reported in the study; such a literature review is usually included in the Introduction section (but it can also follow the presentation of the results in the Discussion section ).
• Some literature reviews are both comprehensive and stand as a separate work—in this case, the entire article analyzes the literature on a given topic.

Literature Reviews Found in Academic Journals

The two types of literature reviews commonly found in journals are those introducing research articles (studies and surveys) and stand-alone literature analyses. They can differ in their scope, length, and specific purpose.

Literature reviews introducing research articles

The literature review found at the beginning of a journal article is used to introduce research related to the specific study and is found in the Introduction section, usually near the end. It is shorter than a stand-alone review because it must be limited to very specific studies and theories that are directly relevant to the current study. Its purpose is to set research precedence and provide support for the study’s theory, methods, results, and/or conclusions. Not all research articles contain an explicit review of the literature, but most do, whether it is a discrete section or indistinguishable from the rest of the Introduction.

How to structure a literature review for an article

When writing a literature review as part of an introduction to a study, simply follow the structure of the Introduction and move from the general to the specific—presenting the broadest background information about a topic first and then moving to specific studies that support your rationale , finally leading to your hypothesis statement. Such a literature review is often indistinguishable from the Introduction itself—the literature is INTRODUCING the background and defining the gaps your study aims to fill.

The stand-alone literature review

The literature review published as a stand-alone article presents and analyzes as many of the important publications in an area of study as possible to provide background information and context for a current area of research or a study. Stand-alone reviews are an excellent resource for researchers when they are first searching for the most relevant information on an area of study.

Such literature reviews are generally a bit broader in scope and can extend further back in time. This means that sometimes a scientific literature review can be highly theoretical, in addition to focusing on specific methods and outcomes of previous studies. In addition, all sections of such a “review article” refer to existing literature rather than describing the results of the authors’ own study.

In addition, this type of literature review is usually much longer than the literature review introducing a study. At the end of the review follows a conclusion that once again explicitly ties all of the cited works together to show how this analysis is itself a contribution to the literature. While not absolutely necessary, such articles often include the terms “Literature Review” or “Review of the Literature” in the title. Whether or not that is necessary or appropriate can also depend on the specific author instructions of the target journal. Have a look at this article for more input on how to compile a stand-alone review article that is insightful and helpful for other researchers in your field.

How to Write a Literature Review in 6 Steps

So how do authors turn a network of articles into a coherent review of relevant literature?

Writing a literature review is not usually a linear process—authors often go back and check the literature while reformulating their ideas or making adjustments to their study. Sometimes new findings are published before a study is completed and need to be incorporated into the current work. This also means you will not be writing the literature review at any one time, but constantly working on it before, during, and after your study is complete.

Here are some steps that will help you begin and follow through on your literature review.

Step 1: Choose a topic to write about—focus on and explore this topic.

Choose a topic that you are familiar with and highly interested in analyzing; a topic your intended readers and researchers will find interesting and useful; and a topic that is current, well-established in the field, and about which there has been sufficient research conducted for a review. This will help you find the “sweet spot” for what to focus on.

Step 2: Research and collect all the scholarly information on the topic that might be pertinent to your study.

This includes scholarly articles, books, conventions, conferences, dissertations, and theses—these and any other academic work related to your area of study is called “the literature.”

Step 3: Analyze the network of information that extends or responds to the major works in your area; select the material that is most useful.

Use thought maps and charts to identify intersections in the research and to outline important categories; select the material that will be most useful to your review.

Step 4: Describe and summarize each article—provide the essential information of the article that pertains to your study.

Determine 2-3 important concepts (depending on the length of your article) that are discussed in the literature; take notes about all of the important aspects of this study relevant to the topic being reviewed.

For example, in a given study, perhaps some of the main concepts are X, Y, and Z. Note these concepts and then write a brief summary about how the article incorporates them. In reviews that introduce a study, these can be relatively short. In stand-alone reviews, there may be significantly more texts and more concepts.

Step 5: Demonstrate how these concepts in the literature relate to what you discovered in your study or how the literature connects the concepts or topics being discussed.

In a literature review intro for an article, this information might include a summary of the results or methods of previous studies that correspond to and/or confirm those sections in your own study. For a stand-alone literature review, this may mean highlighting the concepts in each article and showing how they strengthen a hypothesis or show a pattern.

Discuss unaddressed issues in previous studies. These studies that are missing something you address are important to include in your literature review. In addition, those works whose theories and conclusions directly support your findings will be valuable to review here.

Step 6: Identify relationships in the literature and develop and connect your own ideas to them.

This is essentially the same as step 5 but focused on the connections between the literature and the current study or guiding concepts or arguments of the paper, not only on the connections between the works themselves.

Your hypothesis, argument, or guiding concept is the “golden thread” that will ultimately tie the works together and provide readers with specific insights they didn’t have before reading your literature review. Make sure you know where to put the research question , hypothesis, or statement of the problem in your research paper so that you guide your readers logically and naturally from your introduction of earlier work and evidence to the conclusions you want them to draw from the bigger picture.

Your literature review will not only cover publications on your topics but will include your own ideas and contributions. By following these steps you will be telling the specific story that sets the background and shows the significance of your research and you can turn a network of related works into a focused review of the literature.

Literature Review (RRL) Examples

Because creating sample literature reviews would take too long and not properly capture the nuances and detailed information needed for a good review, we have included some links to different types of literature reviews below. You can find links to more literature reviews in these categories by visiting the TUS Library’s website . Sample literature reviews as part of an article, dissertation, or thesis:

• Critical Thinking and Transferability: A Review of the Literature (Gwendolyn Reece)
• Building Customer Loyalty: A Customer Experience Based Approach in a Tourism Context (Martina Donnelly)

Sample stand-alone literature reviews

• Literature Review on Attitudes towards Disability (National Disability Authority)
• The Effects of Communication Styles on Marital Satisfaction (Hannah Yager)

Additional Literature Review Format Guidelines

In addition to the content guidelines above, authors also need to check which style guidelines to use ( APA , Chicago, MLA, etc.) and what specific rules the target journal might have for how to structure such articles or how many studies to include—such information can usually be found on the journals’ “Guide for Authors” pages. Additionally, use one of the four Wordvice citation generators below, choosing the citation style needed for your paper:

Wordvice Writing and Academic Editing Resources

Finally, after you have finished drafting your literature review, be sure to receive professional proofreading services , including paper editing for your academic work. A competent proofreader who understands academic writing conventions and the specific style guides used by academic journals will ensure that your paper is ready for publication in your target journal.

See our academic resources for further advice on references in your paper , how to write an abstract , how to write a research paper title, how to impress the editor of your target journal with a perfect cover letter , and dozens of other research writing and publication topics.

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Open Access

Ten Simple Rules for Writing a Literature Review

* E-mail: [email protected]

Affiliations Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France, Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

• Marco Pautasso

Published: July 18, 2013

• https://doi.org/10.1371/journal.pcbi.1003149
• Reader Comments

Citation: Pautasso M (2013) Ten Simple Rules for Writing a Literature Review. PLoS Comput Biol 9(7): e1003149. https://doi.org/10.1371/journal.pcbi.1003149

Editor: Philip E. Bourne, University of California San Diego, United States of America

Copyright: © 2013 Marco Pautasso. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

Competing interests: The author has declared that no competing interests exist.

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

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The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

https://doi.org/10.1371/journal.pcbi.1003149.g001

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

• 1. Rapple C (2011) The role of the critical review article in alleviating information overload. Annual Reviews White Paper. Available: http://www.annualreviews.org/userimages/ContentEditor/1300384004941/Annual_Reviews_WhitePaper_Web_2011.pdf . Accessed May 2013.
• View Article
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• 7. Budgen D, Brereton P (2006) Performing systematic literature reviews in software engineering. Proc 28th Int Conf Software Engineering, ACM New York, NY, USA, pp. 1051–1052. doi: https://doi.org/10.1145/1134285.1134500 .
• 16. Eco U (1977) Come si fa una tesi di laurea. Milan: Bompiani.
• 17. Hart C (1998) Doing a literature review: releasing the social science research imagination. London: SAGE.
• 21. Ridley D (2008) The literature review: a step-by-step guide for students. London: SAGE.

The Literature Review

• Publications: A World of Information
• Primary, Secondary and Tertiary Sources
• Types of Reviews and Their Differences

Steps 1 - 2: Getting Started

Steps 3 - 4: searching and organizing, steps 5 - 7: survey, critique and synthesize, when can i stop.

• Information Sources: Where to Find Them
• Webinar Recording (20 Minutes, Slides and Quiz)
• Webinar Recording (50 Minutes, Slides and Quiz)

Related Guides and Sources

• Nursing: Literature and Systematic Reviews A guide to literature and systematic reviews with a focus on nursing and health-related subjects. Information about PRISMA and other reporting guidelines are included.
• The EBM Literature Review A guide for literature searches and literature reviews using evidence-based medicine (EBM) for medical and health sciences.

Image: Man writing on papger .  Permission by Pixabay.com license .

1.  Explore, select, then focus on a topic.

a.  This is the beginning of your question formation, research question, or hypothesis. b.  Look at “recommendations for further research” in the conclusions of articles or other items. c.  Use this to formulate your goal or objective of the review.

2.  Prepare for your search.

a.  Identify information sources for your topic and field:  library and information resources, organizations, special collections or archives, etc. b.  Consider other fields that also study your topic.  Some topics may be studied by multiple disciplines (e.g., aging can be studied in the fields of medicine, psychology and social work, and from their frame of reference). c.  Familiarize yourself with your organization’s library or information services, including interlibrary loan or document delivery. d.  Choose keywords and search strategy:  terminology, synonyms, and combining terms (Boolean Operators AND, OR, NOT). e.  Read other literature reviews of your topics if available.

2(i).  (For Systematic Reviews or Meta-Analyses)  Select your inclusion / pre-selection criteria to identify the types of studies that will be most relevant to the review.

a.  Decide on the following to create your inclusion criteria:

• Patient, population, or people who were studied.
• Methodology:  type of study design or method.
• Data and Statistics:  the collected data and statistics used to analyze them.
• Time range of when a study was done or published.

b.  Some disciplines, especially in the heath or human services, may use the PICO(T) or something similar to identify their inclusion criteria.

Image: Papers and files.  Permission by Pixabay.com license .

3. Start your search.

a.  Keep track of your search strategies and results. b.  Skim, scan, read, or annotate what you find. c.  Try chain or citation searching to find additional documents.  This is also known as pearl mining/ growing, citation analysis, mining, or reference searching. d.  Manual or hand searching:  visit the stacks or your journal’s online version.  Also, browse, flip or skim through publications or journals on your topic. e.  Search alerts:  create a personal account in library databases, search engines and journal packages to get notifications.

• Saved searches:  many indexes and databases have features that will send alerts when new publications are available on your saved searches.
• Table of content (TOC) alerts:  most journals and other publications will send the table of contents for their upcoming issues, which is good for locating the most current information or scholarly works.
• Citation alerts:  when a work is cited, an alert can be sent that shows it has been used, which also can provide current or new information on a topic.

3(i).  (For Systematic Reviews or Meta-Analyses) Use a guideline and document your searches and protocol.

a.  Refer to a systematic review or meta-analysis guidelines such as PRISMA or one that applies to your discipline.

b.  Many published systematic reviews will document some or all of their searches.  This will include the search terms used, the index or database fields utilized in the search, and the number of results by each search.

c.  These types of reviews will often utilize a flowchart to demonstrate how many studies were included or excluded based on their inclusion criteria and further review of their content, and lead to a final number of selected studies.

d.  Select a repository to submit your systematic review protocol.  Some authors will register theirs in PROSPERO or similar ones.

4.  Organize your documents, data, and information.

Image: Student at Mac.  Permission by Unsplash license. .

5. Survey and review what is found.

6. Analyze and critique the literature

Remember, the literature review is an iterative process.  You may need to revisit parts of this search, find new or additional information, or update your research question based on what you find.

7.  Provide a synthesis and overview of the literature; this can be organized by themes or chronologically.

Image: Stop sign.  Permission by Pixabay.com license .

Time and Rigor.  

There typically isn't a set amount of time for searching to determine when to stop less rigorous literature reviews like scoping, state-of-the-art or -science, or narrative reviews.  Reviews with higher levels of vigor, systematic reviews and meta-analyses, may take anywhere between 8 to 18 months or more complete. 

Points to Consider.  

The number of publications located usually won't indicate when to stop unless your review or assignment requirements specify this.  To summarize our conversations with professors and graduate students, and to draw conclusions from our own literature reviews, we suggest considering these points to decide when to finish your search:

• Repetition of results with various searches.   If your search results become repetitive or continue to give the same publications after using various strategies, keywords, and search engines, you may have exhausted your search.
• Sources Used for Search.   Did you search the standard information sources in your subject area?  Searches were done using standard information sources for your field (e.g., PsycInfo for psychology) and also general library sources (FAU Libraries' OneSearch). 
• Amount of time spent and strategy used in your searches.  Did you use both keywords (also known as natural language searching or using everyday words) and controlled vocabulary in your search strategy?  Using both approaches ensures you've done a thorough search.
• Your search includes current or recent publications .  Has your search included newer studies or recently published or created works?
• Amount and quality of articles/ evidence.   Have you located strong or well-designed studies in your area?  Are the results of the studies valid or reliable? 
• Being able to identify seminal works and authorities on topic.  Have you found important or highly cited articles on your topic?  Can you identify experts on your topic and their publications?  Do you know which institutions or organizations specialize on your topic? 
• Feedback from your advisor, colleagues, etc.  Let them know your search strategy and what you are finding, and then ask for suggestions to your search.
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• Next: Information Sources: Where to Find Them >>
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• URL: https://libguides.fau.edu/literature-review

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Research Methods

• Getting Started
• Literature Review Research
• Research Design
• Research Design By Discipline
• SAGE Research Methods
• Teaching with SAGE Research Methods

Literature Review

• What is a Literature Review?
• What is NOT a Literature Review?
• Purposes of a Literature Review
• Types of Literature Reviews
• Literature Reviews vs. Systematic Reviews
• Systematic vs. Meta-Analysis

Literature Review  is a comprehensive survey of the works published in a particular field of study or line of research, usually over a specific period of time, in the form of an in-depth, critical bibliographic essay or annotated list in which attention is drawn to the most significant works.

Also, we can define a literature review as the collected body of scholarly works related to a topic:

• Summarizes and analyzes previous research relevant to a topic
• Includes scholarly books and articles published in academic journals
• Can be an specific scholarly paper or a section in a research paper

The objective of a Literature Review is to find previous published scholarly works relevant to an specific topic

• Help gather ideas or information
• Keep up to date in current trends and findings
• Help develop new questions

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Helps focus your own research questions or problems
• Discovers relationships between research studies/ideas.
• Suggests unexplored ideas or populations
• Identifies major themes, concepts, and researchers on a topic.
• Tests assumptions; may help counter preconceived ideas and remove unconscious bias.
• Identifies critical gaps, points of disagreement, or potentially flawed methodology or theoretical approaches.
• Indicates potential directions for future research.

All content in this section is from Literature Review Research from Old Dominion University 

Keep in mind the following, a literature review is NOT:

Not an essay 

Not an annotated bibliography  in which you summarize each article that you have reviewed.  A literature review goes beyond basic summarizing to focus on the critical analysis of the reviewed works and their relationship to your research question.

Not a research paper   where you select resources to support one side of an issue versus another.  A lit review should explain and consider all sides of an argument in order to avoid bias, and areas of agreement and disagreement should be highlighted.

A literature review serves several purposes. For example, it

• provides thorough knowledge of previous studies; introduces seminal works.
• helps focus one’s own research topic.
• identifies a conceptual framework for one’s own research questions or problems; indicates potential directions for future research.
• suggests previously unused or underused methodologies, designs, quantitative and qualitative strategies.
• identifies gaps in previous studies; identifies flawed methodologies and/or theoretical approaches; avoids replication of mistakes.
• helps the researcher avoid repetition of earlier research.
• suggests unexplored populations.
• determines whether past studies agree or disagree; identifies controversy in the literature.
• tests assumptions; may help counter preconceived ideas and remove unconscious bias.

As Kennedy (2007) notes*, 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 original studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally that become part of the lore of 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 several approaches to how they can be done, depending upon the type of analysis underpinning your study. Listed below are definitions of types of literature reviews:

Argumentative Review      This form examines literature selectively in order to support or refute an argument, deeply imbedded 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 to make summary claims of the sort found in systematic reviews.

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. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication.

Historical Review      Few things rest in isolation from historical precedent. Historical reviews are focused 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 [content], but how they said it [method of analysis]. This approach provides a framework of understanding at different levels (i.e. those of theory, substantive fields, research approaches and data collection and analysis techniques), enables researchers to draw on 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, and helps highlight many ethical issues which we should be aware of and consider as we go through our 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 analyse data from the studies that are included in the review. 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?"

Theoretical Review      The purpose of this form is to concretely examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review help 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.

* Kennedy, Mary M. "Defining a Literature."  Educational Researcher  36 (April 2007): 139-147.

All content in this section is from The Literature Review created by Dr. Robert Larabee USC

Robinson, P. and Lowe, J. (2015),  Literature reviews vs systematic reviews.  Australian and New Zealand Journal of Public Health, 39: 103-103. doi: 10.1111/1753-6405.12393

What's in the name? The difference between a Systematic Review and a Literature Review, and why it matters . By Lynn Kysh from University of Southern California

Systematic review or meta-analysis?

A  systematic review  answers a defined research question by collecting and summarizing all empirical evidence that fits pre-specified eligibility criteria.

A  meta-analysis  is the use of statistical methods to summarize the results of these studies.

Systematic reviews, just like other research articles, can be of varying quality. They are a significant piece of work (the Centre for Reviews and Dissemination at York estimates that a team will take 9-24 months), and to be useful to other researchers and practitioners they should have:

• clearly stated objectives with pre-defined eligibility criteria for studies
• explicit, reproducible methodology
• a systematic search that attempts to identify all studies
• assessment of the validity of the findings of the included studies (e.g. risk of bias)
• systematic presentation, and synthesis, of the characteristics and findings of the included studies

Not all systematic reviews contain meta-analysis. 

Meta-analysis is the use of statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects of health care than those derived from the individual studies included within a review.  More information on meta-analyses can be found in  Cochrane Handbook, Chapter 9 .

A meta-analysis goes beyond critique and integration and conducts secondary statistical analysis on the outcomes of similar studies.  It is a systematic review that uses quantitative methods to synthesize and summarize the results.

An advantage of a meta-analysis is the ability to be completely objective in evaluating research findings.  Not all topics, however, have sufficient research evidence to allow a meta-analysis to be conducted.  In that case, an integrative review is an appropriate strategy. 

Some of the content in this section is from Systematic reviews and meta-analyses: step by step guide created by Kate McAllister.

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• Next: Research Design >>
• Last Updated: Aug 21, 2023 4:07 PM
• URL: https://guides.lib.udel.edu/researchmethods

• 37.8k views
• Literature Search

Q: What is the importance of a review of related literature in the study – and how do you organize it?

Asked by Kenn Ables on 07 Oct, 2020

Hello Kenn – Welcome to the forum!

A review of related – and preferably recent – literature is meant to set your research in the context of what is currently known about the topic and to establish that what you have to offer is novel , something different from what has been already attempted. The review also reassures the referees that you are familiar with current developments in your field: if all of the papers that you cite in the review are, for example, at least 3–5 years old, the referees are bound to notice!

Coming to the second part of your query, a good review is not a chronological inventory. Do not simply list all the papers in the order in which they were published; a thematic organization is more effective. For example, in one paragraph, you may cite papers related to what is currently known about the topic; in another, you can mention papers that specifically relate to the method you have chosen. Another possibility is to group the papers by region: global studies forming one group, for example, and regional studies and national-level studies forming two more groups. Yet another possibility is by results: all the papers with similar results forming one group and those proposing a different hypothesis forming a different group, and so on.

Hope that helps. For more information on writing a review of related literature (RRL), you may refer to these previous queries by other researchers:

• How do I do a review of related literature (RRL)?
• What would be the review of related literature (RRL) for my topic?

All the best for your review!

[With inputs from Yateendra Joshi ]

Answered by Editage Insights on 08 Oct, 2020

• Upvote this Answer

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Ten Simple Rules for Writing a Literature Review

Marco pautasso.

1 Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France

2 Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

Funding Statement

This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

A systematic exploration of scoping and mapping literature reviews

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• Published: 23 May 2024

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• Eirini Christou   ORCID: orcid.org/0000-0001-6928-1013 1 ,
• Antigoni Parmaxi   ORCID: orcid.org/0000-0002-0687-0176 1 &
• Panayiotis Zaphiris   ORCID: orcid.org/0000-0001-8112-5099 1  

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Systematic literature mapping can help researchers identify gaps in the research and provide a comprehensive overview of the available evidence. Despite the importance and benefits of conducting systematic scoping and mapping reviews, many researchers may not be familiar with the methods and best practices for conducting these types of reviews. This paper aims to address this gap by providing a step-by-step guide to conducting a systematic scoping or mapping review, drawing on examples from different fields. This study adopts a systematic literature review approach aiming to identify and present the steps of conducting scoping and mapping literature reviews and serves as a guide on conducting scoping or mapping systematic literature reviews. A number of 90 studies were included in this study. The findings describe the steps to follow when conducting scoping and mapping reviews and suggest the integration of the card sorting method as part of the process. The proposed steps for undertaking scoping and mapping reviews presented in this manuscript, highlight the importance of following a rigorous approach for conducting scoping or mapping reviews.

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1 Introduction

An essential component of academic research is literature review. A systematic literature review, also known as a systematic review, is a method for locating, assessing, and interpreting all research related to a specific research question, topic, or phenomenon of interest [ 1 ].

Scoping and mapping reviews are variations of systematic literature mapping [ 2 ]. Both mapping and scoping reviews can help researchers to understand the scope and breadth of the literature in a given field, identify gaps in the research, and provide a comprehensive overview of the available evidence. Systematic literature mapping purposely focuses on a narrower but more general academic or policy issue and does not try to synthesize the results of research to address a particular subject. The scoping review is exploratory in nature, whereas the mapping review can be conclusive in describing the available evidence and identifying gaps. Mapping review includes a thorough, systematic search of a wide field. It identifies the body of literature that is currently available on a subject and points out any glaring gaps in the evidence [ 3 ].

1.1 Rationale

Despite the importance and benefits of conducting systematic scoping and mapping reviews, many researchers may not be familiar with the methods and best practices for conducting these types of reviews. This paper aims to address this gap by providing a step-by-step guide to conducting a systematic scoping or mapping review, drawing on examples from different fields.

This study adopts a systematic literature review approach aiming to identify and present the differences and the steps of conducting scoping and mapping literature review. The paper provides practical guidance on how to address common challenges in conducting systematic scoping or mapping reviews, such as dealing with the volume of studies identified, managing the data extraction and synthesis process, and ensuring rigor and reproducibility in the review methodology. The main research questions that guide this study are:

RQ1: What is a systematic scoping review and how is it conducted?

RQ2: What is a systematic mapping review and how is it conducted?

RQ3: What are the main differences between systematic scoping and systematic mapping reviews?

Overall, this paper will be a valuable resource for researchers who are interested in conducting a systematic scoping or mapping review. By providing clear guidance and practical examples, the paper aims to promote best practices in systematic scoping and mapping review methodology. The study is organized as follows: The following section presents the methodology of the study, followed by the results showing the process of the scoping and mapping literature review and presenting some examples. Finally, suggestions on how to plan and perform a quality scoping and mapping review are presented.

2 Methodology

The methodology of this paper was adopted by Xiao and Watson [ 4 ].

2.1 Literature search

The search was conducted in two well-known online databases, Web of Science and EBSCOHost, across various disciplines. The searched terms combined keywords related to the performance of scoping and mapping literature review, such as “systematic literature review”, “methodology”, “map”, “mapping” and “scoping”. The title of each manuscript was used to determine its initial relevance. If the content of the title suggested that it would explain the method of the literature review process, we obtained the full reference, which included the author, year, title, and abstract, for additional analysis.

2.2 Initial search results

The query string used for the database search is the following: systematic literature review AND methodology AND (“map” OR “mapping” OR “scoping”). Abstract search was conducted in both databases for the last 10 years (2013–2022). A search on EBSCOHost revealed 643 results of which 291 were duplicated and automatically removed. After applying the database filters to limit the articles to peer-reviewed academic journal articles written in English, a number of 102 papers were excluded. Additional 109 papers were duplicated and removed manually. After an initial screening of the titles, a total of 13 studies were identified as relevant to the methodology of the scoping and mapping literature review. A search on Web of Science, revealed 888 results of which 9 were duplicate and removed, and 157 were found to be related to the methodology of scoping or mapping literature reviews after the first title screening. Last search was conducted on the 2nd of November 2022. Both sources revealed 161 related studies, excluding 9 duplicates that were removed.

2.3 Inclusion and exclusion criteria

Only studies that provide instructions on how to perform a scoping or mapping review were included in this paper. Reviews of the literature on certain subjects and in languages other than English were excluded. The study is limited to papers published within the last 10 years, aiming to collect recent information for performing scoping or mapping reviews. Inclusion and exclusion criteria can be found in Table  1 .

2.4 Screening

To further assess the 161 studies’ applicability to the study topic, their abstracts were reviewed. The manuscripts were evaluated independently and in parallel by two researchers. The researchers’ differing opinions were discussed and settled. Then the full-text of a total of 20 studies was acquired for quality evaluation.

2.5 Eligibility and quality evaluation

To further assess the quality and relevance of the studies, the full-text papers were reviewed. Journal articles and books published by prominent publishers were included in the review as they contained high-quality research. Because there is no peer review procedure, the majority of technical reports and online presentations were excluded.

Two researchers worked independently and simultaneously on evaluating eligibility and quality. Any disagreements between them were discussed and resolved. A total of ten (10) studies were excluded after careful review: one study was excluded because it lacked instructions on how the scoping or mapping review methodology was conducted, three studies were excluded because the methodology was not related to scoping or mapping review, while five studies were disregarded because they focused on a particular subject. One of the studies’ full text couldn’t be accessed. This resulted in ten (10) eligible for full-text analysis.

2.6 Iterations

Through backward and forward searching, additional 18 studies were discovered, from which only 10 met the inclusion criteria. The forward and backward search was also used to find manuscripts that applied scoping or mapping literature review methodology. After finding the article that established the scoping or mapping review methodology, articles that had cited the methodology paper to find instances of best practices in different fields were searched. Following consideration of examples’ adherence to the methodology, preference was given to planning-related articles. In total, 90 studies were analyzed in this study, i.e. 10 methodological papers that describe the application of scoping or mapping review, as well as 80 papers that demonstrate the application of the scoping and mapping methodology in different fields, that are used as examples. The PRISMA flow diagram (see Fig.  1 ) depicts the process of the search strategy [ 5 ].

PRISMA flow diagram

2.7 Extraction and analysis of data

Data were extracted in the process of scoping literature reviews, including information with regards to formulating the problem, establishing and validating the review procedure, searching the literature, screening for inclusion, evaluating quality, extracting data, analyzing and synthesizing data, and reporting the findings (Xiao & Watson, 2019). NVivo software was used for all data extraction and coding procedures. Initially, two researchers each took information from articles for cross-checking. The two researchers reached an agreement on what to extract from the publications after reviewing a few articles together. Then the first author classified the data based on the research questions.

In this section we present the findings of our review.

3.1 Defining “Scoping” and “mapping” review

According to [ 2 ], scoping and mapping reviews are variations of systematic literature mapping that focus on narrower but more general academic or policy issues. A scoping review is exploratory in nature, seeking to identify the nature and extent of research on a particular topic, and can be used to identify gaps in the literature. An example of a research question suitable for a scoping review is “What engagement strategies do educators use in classroom settings to facilitate teaching and learning of diverse students in undergraduate nursing programs?“ [ 6 ]. A mapping review, on the other hand, is a thorough and systematic search of a wide field of literature that aims to identify the body of literature currently available on a subject and point out any glaring gaps in the evidence. An example of a research question suitable for a mapping review is “What are the currently available animal models for cystic fibrosis” [ 3 ]. Overall, each type of review has its own specific aims and can be useful for different types of research questions.

3.1.1 Defining scoping review

There is no single definition for scoping reviews in the literature. According to [ 7 ], scoping review is a type of knowledge synthesis that uses a systematic process to map the evidence on a subject and identify key ideas, theories, sources, and knowledge gaps. The goal of a scoping review is to include all relevant information that is available, including ‘grey’ literature, which includes unpublished research findings, therefore including all available literature and evidence, but the reviewers can decide what type of publications they would like to include [ 8 , 9 , 10 , 11 ].

Scoping review process is sometimes used as a preliminary step before a systematic literature review, in cases where the topic or research area in focus has not yet been extensively reviewed or is complicated or heterogeneous in nature and the types of evidence available remain unclear [ 3 ]. For example, while a scoping review might serve as the foundation for a full systematic review, it does not aim to evaluate the quality of the evidence like systematic reviews do [ 8 ]. Moreover, scoping review is also referred to as a “pilot study” [ 12 ], that can be used as a “trial run” of the entire systematic map; it helps to mold the intended approach for the review and inform the protocol development.

Rapid and scoping meta-reviews were also referred as types of scoping reviews. A “rapid review” is a particular kind of scoping review, which aims to provide an answer to a particular query and can shorten the process compared to a full systematic review [ 3 ]. The “scoping meta-review” (SMR) is a scoping evaluation of systematic reviews that offers researchers a flexible framework for field mapping and a way to condense pertinent research activities and findings, similar to a scoping review [ 13 ].

Almost all of the scoping studies identified in the corpus, draw from previews scoping review frameworks, such as the one proposed by [ 14 , 15 ] and the authors’ manual provided by the Joanna Briggs Institute [ 11 , 16 , 17 , 18 ].

3.1.2 Defining mapping review

A mapping review, also referred to as a “systematic map”, is “a high-level review with a broad research question” [ 3 ](p.133). The mapping review includes a thorough, systematic search of a wide field. It identifies the body of literature that is currently available on a subject and points out any gaps in the evidence. The mapping review can be conclusive in describing the available evidence and identifying gaps, whereas the scoping review is exploratory in nature [ 3 ].

The term “mapping” is used to describe the process of synthesizing and representing the literature numerically and thematically in tables, figures, or graphical representations, which can be thought of as the review output. Mapping enables researchers to pinpoint potential areas for further study as well as gaps in the literature [ 19 ].

Systematic mapping uses the same strict procedures as systematic reviews do. However, systematic mapping can be used to address open or closed-framed questions on broad or specific topics, because it is not constrained by the requirement to include fully specified and defined key elements [ 12 ]. Systematic mapping is especially useful for broad, multifaceted questions about an interesting topic that might not be appropriate for systematic review because they involve a variety of interventions, populations, or outcomes, or because they draw on evidence that is not just from primary research [ 12 ].

3.2 Process of conducting mapping and scoping reviews

As noted in the previous sections, mapping reviews and scoping reviews both aim to provide a broad overview of the literature, but the former focuses on the scope of the literature while the latter focuses on the nature and extent of available evidence on a specific research question or topic. In understanding the process for conducting mapping and scoping reviews, we adopted the eight steps proposed by Xiao and Watson [ 4 ] that are common for all types of reviews: (1) Formulate the problem; (2) Establishing and validating the review procedure; (3) Searching the literature; (4) Screening for inclusion; (5) Evaluating quality; (6) Extracting data; (7) Analyzing and synthesizing data; (8) Reporting the findings. The steps are explained in detail below and describe the methodology for both scoping and mapping reviews, distinguishing their differences where applicable. A summary of the review types along with their characteristics and steps as identified from the literature are presented in Table  2 .

3.2.1 Step 1 formulate the problem

The first step for undertaking a mapping or a scoping review is to formulate the problem by setting the research question that should be investigated, taking into account the topic’s scope [ 12 ]. It is important to clearly state the review objectives and specific review questions for the scoping review. The objectives should indicate what the scoping review is trying to achieve [ 10 , 20 ].

In mapping reviews, it can be helpful to create a conceptual framework or model (visual or textual) to describe what will be explored by the map when determining the mapping review’s scope. It should also be determined whether the topic’s scope is broad, specific, or likely to be supported by a substantial body of evidence [ 12 ].

3.2.1.1 Defining the research question(s)

Prior to beginning their search and paper selection process, the authors should typically define their research question(s) [ 3 ]. There are specific formats that are recommended for structuring the research question(s), as well as the exclusion and inclusion criteria of mapping and scoping reviews [ 21 ] (see Table  3 ).

PCC (Population, Concept, and Context) and PICO format (Population, Intervention, Comparator and Outcome) are often used in scoping and mapping reviews. It is recommended that research questions for scoping reviews follow the PCC format and include all of its components [ 17 , 18 , 21 ]. Information about the participants (e.g. age), the principal idea or “concept,” and the setting of the review, should all be included in the research question. The context should be made explicit and may take into account geographical or locational considerations, cultural considerations, and particular racial or gender-based concerns [ 10 ].

Researchers use the PCC format in order to determine the eligibility of their research questions, as well as to define their inclusion criteria (e.g [ 22 , 23 , 24 , 25 , 26 ]). Most scoping reviews have a single main question, but some of them are better served by one or more sub-questions that focus on specific PCC characteristics [ 8 , 18 ].

3.2.2 Step 2. Establishing and validating the review procedure

A protocol is crucial for scoping and mapping reviews because it pre-defines the scoping review’s goals and procedures [ 11 , 17 , 18 , 20 ], it clearly states all methodological decisions since the very beginning [ 2 ], and it also specifies the strategy to be used at each stage of the review process [ 12 ]. Similar to all systematic reviews, scoping reviews start with the creation of an a-priori protocol that includes inclusion and exclusion criteria that are directly related to the review’s objectives and questions [ 7 , 11 , 17 , 18 , 20 ]. In order to decrease study duplication and improve data reporting transparency, the use of formalized, registered protocols is suggested [ 18 , 19 ]. The international prospective register of systematic reviews, known as PROSPERO, states that scoping reviews (and literature reviews) are currently ineligible for registration in the database. While this could change in the future, scoping reviews can currently be registered with the Open Science Framework ( https://osf.io/ ) or Figshare ( https://figshare.com/ ), and their protocols can be published in select publications, including the JBI Evidence Synthesis [ 18 ].

Scoping and mapping reviews should require at least two reviewers in order to minimize reporting bias, as well as to ensure consistency and clarity [ 3 , 16 , 17 , 18 ]. The reviewers should include a plan for the results presentation during the protocol development, such as a draft chart or table that could be improved at the end when the reviewers become more familiar with the information they have included in the review [ 17 , 18 ].

3.2.3 Step 3. Searching the literature

Searching the literature requires to prepare a search strategy, decide on search terms, search databases or journals, and perform a manual search [ 27 ]. For example, deciding on search terms, can follow an iterative process that is further explained in the sub-section below. Thinking about searching in terms of broader to narrower strategies is helpful. Fewer databases and/or journals will be checked out in narrower searches (search only in the title, keywords, and abstract fields), which are frequently used in scoping reviews, while multiple databases can be checked for mapping reviews [ 2 ].

Search strategy

Mapping and scoping review search should aim to be as thorough as possible [ 12 ] to find both published and unpublished evidence. An inclusive approach is frequently preferred for scoping reviews to prevent potential omission of crucial information [ 10 , 17 , 18 ].

According to JBI, there should be a three-step search process for scoping reviews [ 10 , 17 , 18 ]. The first step is a quick search of at least two databases followed by a text word check of the article’s title, abstract, and body of text that are then analyzed. All determined index terms and keywords are used in the second stage across all included databases. In the third stage, additional studies should be looked up in the identified reports and articles’ reference lists [ 10 , 11 , 18 ]. The reviewers may look solely at the reference lists of the studies that were chosen from the full-text and/or included in the review, or they may look at the reference lists of all identified studies. In any case, it needs to be made very clear which group of studies will be looked at [ 8 , 11 , 18 ]. As reviewers gain more familiarity with the body of available evidence, new keywords, sources, and possibly helpful search terms may be found and incorporated into the search strategy, hence the search for a scoping review may be quite iterative. If so, it is crucial that the entire search process and the outcomes are open to scrutiny and audit [ 11 , 18 ].

In the same line, it is recommended for mapping reviews to search multiple databases [ 2 ] in all pertinent searchable fields (e.g., title, abstract, keywords, etc.) [ 3 ]. Thematic keywords, along with all of their synonyms and regional/temporal variations, are joined together to form Boolean strings using Boolean signs. Building looser, multiple Boolean strings instead of well-targeted ones (for example, using OR instead of AND, NOT, and exact phrases, respectively) is preferable. The latter runs the risk of omitting crucial references, whereas the former may return a sizable sample of sparsely relevant references [ 2 ]. Focusing the search on a specific component and then filtering all the results can be more effective for mapping reviews [ 3 ].

3.2.4 Step 4. Screening for inclusion

Screening and choosing the studies to be included in a review are the main objectives of this phase. According to [ 27 ], there are two levels of screening. Titles and abstracts are scanned in the first level to limit the range of the studies to be included, while full texts are scanned in the second level to re-examine the relevance of the studies and to settle disagreements between reviewers regarding the study selection. Discussions, meetings, consulting a third reviewer, and determining inter-rater reliability/agreement (using Cohen’s kappa coefficient or intraclass correlation coefficient) are the most typical ways to resolve disagreements. Soaita et al. (2020) [ 2 ] also support that the sample of retrieved references should be ‘cleaned-up’ once it has been finalized and duplicates have been automatically removed.

Different methodological approaches, including primary research articles, summary articles, opinion pieces, and grey literature, can all be included in the literature that scoping reviews identify and analyze [ 7 , 18 , 19 ], but they may also serve as an exclusion criterion [ 2 ]. Peters, Godfrey, et al. (2020) [ 18 ] advice against limiting source inclusion based on language unless there are compelling justifications for doing so (such as practical considerations).

According to the PRISMA extension for scoping reviews (PRISMA-ScR), a description of the study selection process must be provided in both a narrative and flow diagram format. Including the date of the most recent literature search, enables the reader to assess how current the scoping review is [ 7 ].

3.2.4.1 Inclusion and exclusion criteria

Inclusion criteria offer a framework on which the reviewers can decide which sources to include in the scoping review. To ensure transparency and replicability, the exclusion and inclusion criteria need to be documented [ 7 , 8 , 10 , 11 , 17 ]. Authors should specify any limitations by year, language, publication status, or other factors, and explain why each one was put in place [ 7 ].

When it comes to mapping reviews, criteria should be created whenever possible with participation from stakeholders. Depending on the type of research questions, stakeholders may include practitioners, designers, policy makers, scientists and research funding bodies, but attention should be paid to avoid bias [ 12 ].

3.2.5 Step 5. Evaluating quality

Scoping and mapping reviews are not concerned with quality assessment as a criterion for inclusion [ 2 ]. Assessments of reporting quality and bias risk are typically outside the scope. Although it is possible to extract study characteristics that reflect study and reporting quality, bias cannot be assessed against a specific hypothesis if a mapping review is exploratory [ 3 ].

3.2.6 Step 6. Extracting data

The process of data extraction for a scoping review is also known as “charting the results”. A draft charting table or form needs to be created to capture the key details about the relevance of the included studies to the review question, as well as the characteristics of the included studies. The data extraction process can be iterative, with the charting table being constantly updated.

The reviewers should become familiar with the source results and test the extraction form on two or three studies to ensure that all relevant results are extracted [ 7 , 8 , 10 , 11 , 17 , 18 , 28 ]. In order to increase reporting transparency, authors should explain the main revisions with a justification if the charting process was iterative (i.e., the form was continuously updated). If appropriate, details about the procedures used to collect and verify information from the researchers of the included sources of evidence should be provided [ 7 ]. Author(s), year of publication, source origin, country of origin, objectives, purpose, study population, sample size, methodology, intervention type and comparator, concept, duration of the intervention, how outcomes are measured, and key findings that are related to the review question are all types of information that may be extracted [ 7 , 8 , 10 , 11 , 17 ].

When it comes to data extraction for mapping reviews, it is restricted to important study characteristics and outcomes due to the size of a mapping review [ 3 ]. The process of mapping is intended to produce a practical and organized resource that provides enough detail about studies to be helpful in further work [ 12 ].

To move beyond a straightforward list of citations, it is crucial to maintain a high level of clarity throughout any databases that are created. Studies that are discussed in several papers or that seem to be connected should be marked in the database. In the future, this helps prevent the double counting of research findings in syntheses that might overlook connections between study lines in the databases [ 12 ].

Aiming to capture the key characteristics of the included studies in the scoping and mapping reviews, we suggest the use of a guiding table for extracting data (see Supplementary_Material_1_Guiding_Table).

3.2.7 Step 7. Analyzing and synthesizing data

Authors may extract results and map descriptively. Simple frequency counts of concepts, populations, characteristics, or other fields of data will suffice for many scoping reviews [ 17 , 18 ]. In-depth analysis of quantitative data is not typically required in scoping reviews, although in some cases the authors may take into consideration a more advanced analysis depending on the nature and purpose of their review. A meta-analysis or interpretive qualitative analysis is probably not necessary in scoping reviews [ 17 , 18 ].

When it comes to mapping reviews, no results synthesis is carried out [ 12 ]. Different analytical approaches can be used to map chronological, geographical, conceptual, and thematic trends, which include some form of coding, once the sample has been limited to the pertinent references [ 2 ]. It is possible to identify correlations, trends, gaps, and clusters using simple numerical accounts of frequencies in each category (for example, the number of studies looking at a specific species) and more complex cross-tabulations (for instance, the number of studies looking at the effectiveness of a specific intervention, in a particular farming system, for a named species). Users have access to the map and can query it to find information pertaining to any chosen combinations of the subsets of the meta-data [ 12 ].

3.2.8 Step 8. Reporting the findings

Authors should specify exactly how the evidence will be presented, whether it be in a narrative format, table, or visual representation, such as a map or diagram [ 7 ].

In scoping reviews, a summary of all the relevant information gathered can be presented [ 8 ] using a logical and descriptive summary of the findings based on the research questions [ 10 , 11 , 17 ]. The distribution of studies by year or period of publication, countries of origin, field of intervention, and research methodologies, may be displayed in the tables and charts accompanied with a narrative summary that explains how the results relate to the review’s objectives [ 7 , 11 , 17 , 18 ].

The conclusions should be consistent with the review objective or question based on the findings of the scoping review [ 10 ]. Following the conclusions, specific recommendations for future research based on gaps in knowledge identified by the review results can be presented. Because of the lack of a methodological quality appraisal, recommendations for practice may be unable to be developed; however, suggestions based on the conclusions may be made [ 10 ].

A scoping review’s results section should include a PRISMA flow diagram and details the outcomes of the search strategy and selection procedure [ 7 , 17 ] outlining the grounds for exclusion at the full-text level of screening [ 7 ]. For example, a study [ 29 ] used the PRISMA-ScR extension for scoping reviews to ensure all important sections have been covered in their review.

Mapping reviews may place more emphasis on describing the evidence. The use of pivot tables and pivot charts is helpful for quickly visualizing the amount (and quality, if it is measured) of evidence across a variety of meta-data variables [ 12 ]. Such visualizations can display the quantity of research, the conclusions of a critical appraisal, the sample size across nations, outcomes, populations, or variables. These visualizations can contain categorical variables as additional dimensions. The geographic distribution of study effort and type may be particularly important in mapping reviews with a global or large-scale reach [ 12 ].

4 Discussion

This systematic literature review aimed to describe the process of conducting mapping and scoping literature reviews. In summary, the main difference between the two types of reviews is in their focus and scope. Mapping reviews provide a comprehensive overview of the literature while scoping reviews identify gaps and inconsistencies in the literature and outline potential areas for future research.

A lot of the methodological papers included in this systematic literature review (e.g [ 10 , 19 , 28 ]), referred to the “consultation process” as an additional, optional step that has been suggested by [ 14 ]. In this stage, subject experts or potential review users like practitioners, consumers, and policymakers may be consulted [ 8 ]. Researchers argue that this step should be mandatory [ 15 , 28 ]. In agreement with Levac et al.’s [ 15 ] choice, Daudt et al. [ 28 ] encourage the use of the consultation stage whenever it is practical because it adds richness to the entire research process and, consequently, the findings. Despite the fact that stakeholder consultations can make scoping review planning and execution more difficult, they guarantee that the findings are pertinent to educational practice and/or policies [ 19 ].

Scoping and mapping reviews should require more than one author to eliminate bias and ensure their quality. The card-sorting technique is suggested to be employed within the review process as a means for resolving discrepancies between the stakeholders and come to an agreement on the categorization and evaluation of the data to be included. Other studies (e.g [ 30 , 31 , 32 , 33 ]), propose the card-sorting technique as a method for resolving disagreements between people’s disparities, as well as to evaluate and verify extracted themes from datasets. Card sorting is a quick and reliable sorting method that finds patterns in how users would expect to find content or functionality. Due to the patterns and insights it exposes about how people organize and categorize content, card sorting is a successful approach for resolving categorization disagreements [ 34 ]. According to Wood and Wood [ 35 ], the majority of card sorting projects involve an open sort, where participants receive a list of items and are asked to organize them in the most appropriate way. However, in some cases, a pre-existing set of categories is given to the participants, the so-called closed card sorting project. This assumes that the existing categories are already well-organized, and the goal is to make minor adjustments. Wood and Wood [ 35 ], suggest that it’s best to start with an open sort and analyze the data before conducting a closed sort for validation. If a closed sort is necessary, it should be kept simple, and the results may not be optimal. For example, in a study [ 30 ] that aimed to review the use of makerspaces for educational purposes, the card sorting technique was used for the development of the coding scheme. A three-member academic committee, consisting of three professors took part in the card sorting exercise where they went through the abstracts of the relevant papers and were asked to categorize each manuscript after discussion. They then categorized the manuscripts in the three major themes and 11 subcategories that emerged during the card sorting exercise [ 30 ]. Similarly, the authors of [ 31 ] employed the card sorting technique in their research in order to agree on the main categorization and sub-categorization of the articles identified for inclusion in their review. Card sorting can be integrated as an additional step when conducting scoping and mapping reviews, as it provides useful insights from the experts’ perspective and makes the mapping process more inclusive (see Fig.  2 ).

Proposed steps for conducting scoping and mapping reviews

5 Conclusion

Scoping and mapping reviews need a methodological framework that is rigorous, consistent, and transparent, so that the results can be trusted and the review replicated. This provides enough information for the readers to evaluate the review’s accuracy, relevance, and thoroughness [ 8 ]. Scoping reviews should be carried out in accordance with established methodological guidance and reported using reporting standards (like PRISMA-ScR) guidelines [ 36 ]. The proposed steps for undertaking scoping and mapping reviews presented in this manuscript, highlight the importance of following a rigorous approach for conducting scoping or mapping reviews. Overall, this paper is a valuable resource for researchers who are interested in conducting a systematic scoping or mapping review in different fields and are looking to apply these review methods to their own research questions.

5.1 Limitations and future work

This study does not lack limitations. As specific keywords and specific databases were searched, not all relevant work is included. The study was also limited to the past 10 years, letting out methodologies and frameworks for scoping and mapping literature reviews that were not published within the specific timeframe. The fact that the number of methodological papers identified for inclusion are limited to ten, makes it difficult to clarify the differences between mapping and scoping reviews. Therefore, further research is encouraged in order to clarify and verify the differences and similarities between the two. The application of the proposed process for conducting systematic scoping and mapping reviews on specific topics will verify the process.

Data availability

The data that support the findings of this study are available from the corresponding author, [EC], upon reasonable request.

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Chapter 2 Review of Related Literature and Studies

A review of related literature and studies is the theories which the researchers use to explain the existence of a research problem and use as a bases in analyzing relationship between variables can be generated from reference books and of collecting, selecting and reading books, journals, reports, abstract, and other reference materials. The Chapter begins with the Introduction,

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Effectiveness of dairy products to protect against cognitive decline in later life: a narrative review Provisionally Accepted

• 1 AgResearch, New Zealand
• 2 School of Psychology, Massey University, New Zealand

The final, formatted version of the article will be published soon.

As the world’s population ages the prevalence of age-related health concerns are is increasing, including neurodegeneration disorders such as mild cognitive impairment, vascular dementia and Alzheimer’s disease. Diet is a key modifiable risk factor for the development of neurodegeneration, likely due to gut-brain axis interactions related to neuroinflammation. Analyses of dietary patterns identified dairy as being part of a cognitively healthy diet; however, its contribution to cognitive outcomes is difficult to discern. This narrative review evaluates the literature to determine whether there is sufficient evidence that the consumption of dairy products helps to maintain cognitive function in later life. A search using the terms (dairy OR milk OR cheese OR yogurt OR yoghurt) AND (‘mild cognitive impairment’ OR dementia OR ‘Alzheimer's disease’) identified 796 articles. After screening and sorting, 23 observational studies and 6 intervention studies were identified. The results of the observational studies implied that the relationship between total dairy consumption and cognitive outcomes is inverse U-shaped, with moderate consumption (1-2 servings per day) being the most beneficial. The analysis of the intake of different types of dairy products indicated that fermented products, particularly cheese, were most likely responsible for the observed benefits. The experimental studies all used dairy-derived peptides produced during fermentation as the dietary intervention, and the results indicated that these could be an effective treatment for early-stage cognitive impairment. Further experimental studies with whole dairy products, particularly fermented dairy, are needed to determine whether the regular consumption of these foods should be recommended to maximise the likelihood of healthy cognitive ageing.

Keywords: Dairy, Milk, Cheese, Yoghurt, Mild Cognitive Impairment, Dementia, Alzheimer's disease Ethical approval: Not applicable

Received: 07 Jan 2024; Accepted: 03 Jun 2024.

Copyright: © 2024 Anderson and Alpass. 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) or licensor 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: Dr. Rachel C. Anderson, AgResearch, Palmerston North, New Zealand

People also looked at

The four building blocks of change

Large-scale organizational change has always been difficult, and there’s no shortage of research showing that a majority of transformations continue to fail. Today’s dynamic environment adds an extra level of urgency and complexity. Companies must increasingly react to sudden shifts in the marketplace, to other external shocks, and to the imperatives of new business models. The stakes are higher than ever.

So what’s to be done? In both research and practice, we find that transformations stand the best chance of success when they focus on four key actions to change mind-sets and behavior: fostering understanding and conviction, reinforcing changes through formal mechanisms, developing talent and skills, and role modeling. Collectively labeled the “influence model,” these ideas were introduced more than a dozen years ago in a McKinsey Quarterly article, “ The psychology of change management .” They were based on academic research and practical experience—what we saw worked and what didn’t.

Digital technologies and the changing nature of the workforce have created new opportunities and challenges for the influence model (for more on the relationship between those trends and the model, see this article’s companion, “ Winning hearts and minds in the 21st century ”). But it still works overall, a decade and a half later (exhibit). In a recent McKinsey Global Survey, we examined successful transformations and found that they were nearly eight times more likely to use all four actions as opposed to just one. 1 1. See “ The science of organizational transformations ,” September 2015. Building both on classic and new academic research, the present article supplies a primer on the model and its four building blocks: what they are, how they work, and why they matter.

Fostering understanding and conviction

We know from research that human beings strive for congruence between their beliefs and their actions and experience dissonance when these are misaligned. Believing in the “why” behind a change can therefore inspire people to change their behavior. In practice, however, we find that many transformation leaders falsely assume that the “why” is clear to the broader organization and consequently fail to spend enough time communicating the rationale behind change efforts.

This common pitfall is predictable. Research shows that people frequently overestimate the extent to which others share their own attitudes, beliefs, and opinions—a tendency known as the false-consensus effect. Studies also highlight another contributing phenomenon, the “curse of knowledge”: people find it difficult to imagine that others don’t know something that they themselves do know. To illustrate this tendency, a Stanford study asked participants to tap out the rhythms of well-known songs and predict the likelihood that others would guess what they were. The tappers predicted that the listeners would identify half of the songs correctly; in reality, they did so less than 5 percent of the time. 2 2. Chip Heath and Dan Heath, “The curse of knowledge,” Harvard Business Review , December 2006, Volume 8, Number 6, hbr.org.

Therefore, in times of transformation, we recommend that leaders develop a change story that helps all stakeholders understand where the company is headed, why it is changing, and why this change is important. Building in a feedback loop to sense how the story is being received is also useful. These change stories not only help get out the message but also, recent research finds, serve as an effective influencing tool. Stories are particularly effective in selling brands. 3 3. Harrison Monarth, “The irresistible power of storytelling as a strategic business tool,” Harvard Business Review , March 11, 2014, hbr.org.

Even 15 years ago, at the time of the original article, digital advances were starting to make employees feel involved in transformations, allowing them to participate in shaping the direction of their companies. In 2006, for example, IBM used its intranet to conduct two 72-hour “jam sessions” to engage employees, clients, and other stakeholders in an online debate about business opportunities. No fewer than 150,000 visitors attended from 104 countries and 67 different companies, and there were 46,000 posts. 4 4. Icons of Progress , “A global innovation jam,” ibm.com. As we explain in “Winning hearts and minds in the 21st century,” social and mobile technologies have since created a wide range of new opportunities to build the commitment of employees to change.

Reinforcing with formal mechanisms

Psychologists have long known that behavior often stems from direct association and reinforcement. Back in the 1920s, Ivan Pavlov’s classical conditioning research showed how the repeated association between two stimuli—the sound of a bell and the delivery of food—eventually led dogs to salivate upon hearing the bell alone. Researchers later extended this work on conditioning to humans, demonstrating how children could learn to fear a rat when it was associated with a loud noise. 5 5. John B. Watson and Rosalie Rayner, “Conditioned emotional reactions,” Journal of Experimental Psychology , 1920, Volume 3, Number 1, pp. 1–14. Of course, this conditioning isn’t limited to negative associations or to animals. The perfume industry recognizes how the mere scent of someone you love can induce feelings of love and longing.

Reinforcement can also be conscious, shaped by the expected rewards and punishments associated with specific forms of behavior. B. F. Skinner’s work on operant conditioning showed how pairing positive reinforcements such as food with desired behavior could be used, for example, to teach pigeons to play Ping-Pong. This concept, which isn’t hard to grasp, is deeply embedded in organizations. Many people who have had commissions-based sales jobs will understand the point—being paid more for working harder can sometimes be a strong incentive.

Despite the importance of reinforcement, organizations often fail to use it correctly. In a seminal paper “On the folly of rewarding A, while hoping for B,” management scholar Steven Kerr described numerous examples of organizational-reward systems that are misaligned with the desired behavior, which is therefore neglected. 6 6. Steven Kerr, “On the folly of rewarding A, while hoping for B,” Academy of Management Journal , 1975, Volume 18, Number 4, pp. 769–83. Some of the paper’s examples—such as the way university professors are rewarded for their research publications, while society expects them to be good teachers—are still relevant today. We ourselves have witnessed this phenomenon in a global refining organization facing market pressure. By squeezing maintenance expenditures and rewarding employees who cut them, the company in effect treated that part of the budget as a “super KPI.” Yet at the same time, its stated objective was reliable maintenance.

Even when organizations use money as a reinforcement correctly, they often delude themselves into thinking that it alone will suffice. Research examining the relationship between money and experienced happiness—moods and general well-being—suggests a law of diminishing returns. The relationship may disappear altogether after around $75,000, a much lower ceiling than most executives assume. 7 7. Belinda Luscombe, “Do we need $75,000 a year to be happy?” Time , September 6, 2010, time.com.

Would you like to learn more about our People & Organizational Performance Practice ?

Money isn’t the only motivator, of course. Victor Vroom’s classic research on expectancy theory explained how the tendency to behave in certain ways depends on the expectation that the effort will result in the desired kind of performance, that this performance will be rewarded, and that the reward will be desirable. 8 8. Victor Vroom, Work and motivation , New York: John Wiley, 1964. When a Middle Eastern telecommunications company recently examined performance drivers, it found that collaboration and purpose were more important than compensation (see “Ahead of the curve: The future of performance management,” forthcoming on McKinsey.com). The company therefore moved from awarding minor individual bonuses for performance to celebrating how specific teams made a real difference in the lives of their customers. This move increased motivation while also saving the organization millions.

How these reinforcements are delivered also matters. It has long been clear that predictability makes them less effective; intermittent reinforcement provides a more powerful hook, as slot-machine operators have learned to their advantage. Further, people react negatively if they feel that reinforcements aren’t distributed fairly. Research on equity theory describes how employees compare their job inputs and outcomes with reference-comparison targets, such as coworkers who have been promoted ahead of them or their own experiences at past jobs. 9 9. J. S. Adams, “Inequity in social exchanges,” Advances in Experimental Social Psychology , 1965, Volume 2, pp. 267–300. We therefore recommend that organizations neutralize compensation as a source of anxiety and instead focus on what really drives performance—such as collaboration and purpose, in the case of the Middle Eastern telecom company previously mentioned.

Developing talent and skills

Thankfully, you can teach an old dog new tricks. Human brains are not fixed; neuroscience research shows that they remain plastic well into adulthood. Illustrating this concept, scientific investigation has found that the brains of London taxi drivers, who spend years memorizing thousands of streets and local attractions, showed unique gray-matter volume differences in the hippocampus compared with the brains of other people. Research linked these differences to the taxi drivers’ extraordinary special knowledge. 10 10. Eleanor Maguire, Katherine Woollett, and Hugo Spires, “London taxi drivers and bus drivers: A structural MRI and neuropsychological analysis,” Hippocampus , 2006, Volume 16, pp. 1091–1101.

Despite an amazing ability to learn new things, human beings all too often lack insight into what they need to know but don’t. Biases, for example, can lead people to overlook their limitations and be overconfident of their abilities. Highlighting this point, studies have found that over 90 percent of US drivers rate themselves above average, nearly 70 percent of professors consider themselves in the top 25 percent for teaching ability, and 84 percent of Frenchmen believe they are above-average lovers. 11 11. The art of thinking clearly, “The overconfidence effect: Why you systematically overestimate your knowledge and abilities,” blog entry by Rolf Dobelli, June 11, 2013, psychologytoday.com. This self-serving bias can lead to blind spots, making people too confident about some of their abilities and unaware of what they need to learn. In the workplace, the “mum effect”—a proclivity to keep quiet about unpleasant, unfavorable messages—often compounds these self-serving tendencies. 12 12. Eliezer Yariv, “‘Mum effect’: Principals’ reluctance to submit negative feedback,” Journal of Managerial Psychology , 2006, Volume 21, Number 6, pp. 533–46.

Even when people overcome such biases and actually want to improve, they can handicap themselves by doubting their ability to change. Classic psychological research by Martin Seligman and his colleagues explained how animals and people can fall into a state of learned helplessness—passive acceptance and resignation that develops as a result of repeated exposure to negative events perceived as unavoidable. The researchers found that dogs exposed to unavoidable shocks gave up trying to escape and, when later given an opportunity to do so, stayed put and accepted the shocks as inevitable. 13 13. Martin Seligman and Steven Maier, “Failure to escape traumatic shock,” Journal of Experimental Psychology , 1967, Volume 74, Number 1, pp. 1–9. Like animals, people who believe that developing new skills won’t change a situation are more likely to be passive. You see this all around the economy—from employees who stop offering new ideas after earlier ones have been challenged to unemployed job seekers who give up looking for work after multiple rejections.

Instilling a sense of control and competence can promote an active effort to improve. As expectancy theory holds, people are more motivated to achieve their goals when they believe that greater individual effort will increase performance. 14 14. Victor Vroom, Work and motivation , New York: John Wiley, 1964. Fortunately, new technologies now give organizations more creative opportunities than ever to showcase examples of how that can actually happen.

Role modeling

Research tells us that role modeling occurs both unconsciously and consciously. Unconsciously, people often find themselves mimicking the emotions, behavior, speech patterns, expressions, and moods of others without even realizing that they are doing so. They also consciously align their own thinking and behavior with those of other people—to learn, to determine what’s right, and sometimes just to fit in.

While role modeling is commonly associated with high-power leaders such as Abraham Lincoln and Bill Gates, it isn’t limited to people in formal positions of authority. Smart organizations seeking to win their employees’ support for major transformation efforts recognize that key opinion leaders may exert more influence than CEOs. Nor is role modeling limited to individuals. Everyone has the power to model roles, and groups of people may exert the most powerful influence of all. Robert Cialdini, a well-respected professor of psychology and marketing, examined the power of “social proof”—a mental shortcut people use to judge what is correct by determining what others think is correct. No wonder TV shows have been using canned laughter for decades; believing that other people find a show funny makes us more likely to find it funny too.

Today’s increasingly connected digital world provides more opportunities than ever to share information about how others think and behave. Ever found yourself swayed by the number of positive reviews on Yelp? Or perceiving a Twitter user with a million followers as more reputable than one with only a dozen? You’re not imagining this. Users can now “buy followers” to help those users or their brands seem popular or even start trending.

The endurance of the influence model shouldn’t be surprising: powerful forces of human nature underlie it. More surprising, perhaps, is how often leaders still embark on large-scale change efforts without seriously focusing on building conviction or reinforcing it through formal mechanisms, the development of skills, and role modeling. While these priorities sound like common sense, it’s easy to miss one or more of them amid the maelstrom of activity that often accompanies significant changes in organizational direction. Leaders should address these building blocks systematically because, as research and experience demonstrate, all four together make a bigger impact.

Tessa Basford is a consultant in McKinsey’s Washington, DC, office; Bill Schaninger is a director in the Philadelphia office.

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