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

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

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

There are five key steps to writing a literature review:

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

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

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Table of contents

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

• Quick Run-through
• Step 1 & 2

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

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

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

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See an example

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

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

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

Download Word doc Download Google doc

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

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

Make a list of keywords

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

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

Search for relevant sources

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

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

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

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

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

For each publication, ask yourself:

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

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

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

Take notes and cite your sources

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

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

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

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

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

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

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

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

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

As you write, you can follow these tips:

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

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

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

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

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

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

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

 Statistics

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

Research bias

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

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

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

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

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

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

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

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

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

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Writing a Literature Review

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

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

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

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

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

What are the parts of a lit review?

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

Introduction:

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

Conclusion:

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

How should I organize my lit review?

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

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

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

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

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

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

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

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

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

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

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

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

What is the purpose of literature review?

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

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

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

Literature Review on Climate Change Impacts on Biodiversity:

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

a. Habitat Loss and Species Extinction:

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

b. Range Shifts and Phenological Changes:

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

c. Ocean Acidification and Coral Reefs:

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

d. Adaptive Strategies and Conservation Efforts:

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

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

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

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

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

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

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

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

Conducting a literature review

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

Choose a Topic and Define the Research Question:

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

Decide on the Scope of Your Review:

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

Select Databases for Searches:

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

Conduct Searches and Keep Track:

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

Review the Literature:

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

Organize and Write Your Literature Review:

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

Whether you’re exploring a new research field or finding new angles to develop an existing topic, sifting through hundreds of papers can take more time than you have to spare. But what if you could find science-backed insights with verified citations in seconds? That’s the power of Paperpal’s new Research feature!  

How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.   

Here’s how to use the Research feature:  

• Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations. 
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• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

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

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

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

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

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

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

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

References 

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

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

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

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

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

There are five key steps to writing a literature review:

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

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

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Table of contents

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

• Quick Run-through
• Step 1 & 2

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

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

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

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

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

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

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

Download Word doc Download Google doc

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

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

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

Make a list of keywords

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

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

Search for relevant sources

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

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

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

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

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

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

For each publication, ask yourself:

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

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

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

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

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

Take notes and cite your sources

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

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

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

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

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

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

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

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

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

Chronological

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

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

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

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

Methodological

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

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

Theoretical

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

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

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

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

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

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

As you write, make sure to follow these tips:

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

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

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

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

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

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

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

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

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

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

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

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

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How To Write A Literature Review - A Complete Guide

Table of Contents

A literature review is much more than just another section in your research paper. It forms the very foundation of your research. It is a formal piece of writing where you analyze the existing theoretical framework, principles, and assumptions and use that as a base to shape your approach to the research question.

Curating and drafting a solid literature review section not only lends more credibility to your research paper but also makes your research tighter and better focused. But, writing literature reviews is a difficult task. It requires extensive reading, plus you have to consider market trends and technological and political changes, which tend to change in the blink of an eye.

Now streamline your literature review process with the help of SciSpace Copilot. With this AI research assistant, you can efficiently synthesize and analyze a vast amount of information, identify key themes and trends, and uncover gaps in the existing research. Get real-time explanations, summaries, and answers to your questions for the paper you're reviewing, making navigating and understanding the complex literature landscape easier.

In this comprehensive guide, we will explore everything from the definition of a literature review, its appropriate length, various types of literature reviews, and how to write one.

What is a literature review?

A literature review is a collation of survey, research, critical evaluation, and assessment of the existing literature in a preferred domain.

Eminent researcher and academic Arlene Fink, in her book Conducting Research Literature Reviews , defines it as the following:

“A literature review surveys 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 explored while researching a particular topic, and to demonstrate to your readers how your research fits within a larger field of study.”

Simply put, a literature review can be defined as a critical discussion of relevant pre-existing research around your research question and carving out a definitive place for your study in the existing body of knowledge. Literature reviews can be presented in multiple ways: a section of an article, the whole research paper itself, or a chapter of your thesis.

A literature review does function as a summary of sources, but it also allows you to analyze further, interpret, and examine the stated theories, methods, viewpoints, and, of course, the gaps in the existing content.

As an author, you can discuss and interpret the research question and its various aspects and debate your adopted methods to support the claim.

What is the purpose of a literature review?

A literature review is meant to help your readers understand the relevance of your research question and where it fits within the existing body of knowledge. As a researcher, you should use it to set the context, build your argument, and establish the need for your study.

What is the importance of a literature review?

The literature review is a critical part of research papers because it helps you:

• Gain an in-depth understanding of your research question and the surrounding area
• Convey that you have a thorough understanding of your research area and are up-to-date with the latest changes and advancements
• Establish how your research is connected or builds on the existing body of knowledge and how it could contribute to further research
• Elaborate on the validity and suitability of your theoretical framework and research methodology
• Identify and highlight gaps and shortcomings in the existing body of knowledge and how things need to change
• Convey to readers how your study is different or how it contributes to the research area

How long should a literature review be?

Ideally, the literature review should take up 15%-40% of the total length of your manuscript. So, if you have a 10,000-word research paper, the minimum word count could be 1500.

Your literature review format depends heavily on the kind of manuscript you are writing — an entire chapter in case of doctoral theses, a part of the introductory section in a research article, to a full-fledged review article that examines the previously published research on a topic.

Another determining factor is the type of research you are doing. The literature review section tends to be longer for secondary research projects than primary research projects.

What are the different types of literature reviews?

All literature reviews are not the same. There are a variety of possible approaches that you can take. It all depends on the type of research you are pursuing.

Here are the different types of literature reviews:

Argumentative review

It is called an argumentative review when you carefully present literature that only supports or counters a specific argument or premise to establish a viewpoint.

Integrative review

It is a type of literature review focused on building a comprehensive understanding of a topic by combining available theoretical frameworks and empirical evidence.

Methodological review

This approach delves into the ''how'' and the ''what" of the research question —  you cannot look at the outcome in isolation; you should also review the methodology used.

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 collect, report, and analyze data from the studies included in the review.

Meta-analysis review

Meta-analysis uses 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 than those derived from the individual studies included within a review.

Historical review

Historical literature reviews focus on examining research throughout a period, often starting with the first time an issue, concept, theory, or phenomenon 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 identify future research's likely directions.

Theoretical Review

This form aims to examine the corpus of theory accumulated regarding an issue, concept, theory, and phenomenon. The theoretical literature review helps to establish what theories exist, the relationships between them, the degree the existing approaches have been investigated, and to develop new hypotheses to be tested.

Scoping Review

The Scoping Review is often used at the beginning of an article, dissertation, or research proposal. It is conducted before the research to highlight gaps in the existing body of knowledge and explains why the project should be greenlit.

State-of-the-Art Review

The State-of-the-Art review is conducted periodically, focusing on the most recent research. It describes what is currently known, understood, or agreed upon regarding the research topic and highlights where there are still disagreements.

Can you use the first person in a literature review?

When writing literature reviews, you should avoid the usage of first-person pronouns. It means that instead of "I argue that" or "we argue that," the appropriate expression would be "this research paper argues that."

Do you need an abstract for a literature review?

Ideally, yes. It is always good to have a condensed summary that is self-contained and independent of the rest of your review. As for how to draft one, you can follow the same fundamental idea when preparing an abstract for a literature review. It should also include:

• The research topic and your motivation behind selecting it
• A one-sentence thesis statement
• An explanation of the kinds of literature featured in the review
• Summary of what you've learned
• Conclusions you drew from the literature you reviewed
• Potential implications and future scope for research

Here's an example of the abstract of a literature review

Is a literature review written in the past tense?

Yes, the literature review should ideally be written in the past tense. You should not use the present or future tense when writing one. The exceptions are when you have statements describing events that happened earlier than the literature you are reviewing or events that are currently occurring; then, you can use the past perfect or present perfect tenses.

How many sources for a literature review?

There are multiple approaches to deciding how many sources to include in a literature review section. The first approach would be to look level you are at as a researcher. For instance, a doctoral thesis might need 60+ sources. In contrast, you might only need to refer to 5-15 sources at the undergraduate level.

The second approach is based on the kind of literature review you are doing — whether it is merely a chapter of your paper or if it is a self-contained paper in itself. When it is just a chapter, sources should equal the total number of pages in your article's body. In the second scenario, you need at least three times as many sources as there are pages in your work.

Quick tips on how to write a literature review

To know how to write a literature review, you must clearly understand its impact and role in establishing your work as substantive research material.

You need to follow the below-mentioned steps, to write a literature review:

• Outline the purpose behind the literature review
• Search relevant literature
• Examine and assess the relevant resources
• Discover connections by drawing deep insights from the resources
• Structure planning to write a good literature review

1. Outline and identify the purpose of  a literature review

As a first step on how to write a literature review, you must know what the research question or topic is and what shape you want your literature review to take. Ensure you understand the research topic inside out, or else seek clarifications. You must be able to the answer below questions before you start:

• How many sources do I need to include?
• What kind of sources should I analyze?
• How much should I critically evaluate each source?
• Should I summarize, synthesize or offer a critique of the sources?
• Do I need to include any background information or definitions?

Additionally, you should know that the narrower your research topic is, the swifter it will be for you to restrict the number of sources to be analyzed.

2. Search relevant literature

Dig deeper into search engines to discover what has already been published around your chosen topic. Make sure you thoroughly go through appropriate reference sources like books, reports, journal articles, government docs, and web-based resources.

You must prepare a list of keywords and their different variations. You can start your search from any library’s catalog, provided you are an active member of that institution. The exact keywords can be extended to widen your research over other databases and academic search engines like:

• Google Scholar
• Microsoft Academic
• Science.gov

Besides, it is not advisable to go through every resource word by word. Alternatively, what you can do is you can start by reading the abstract and then decide whether that source is relevant to your research or not.

Additionally, you must spend surplus time assessing the quality and relevance of resources. It would help if you tried preparing a list of citations to ensure that there lies no repetition of authors, publications, or articles in the literature review.

3. Examine and assess the sources

It is nearly impossible for you to go through every detail in the research article. So rather than trying to fetch every detail, you have to analyze and decide which research sources resemble closest and appear relevant to your chosen domain.

While analyzing the sources, you should look to find out answers to questions like:

• What question or problem has the author been describing and debating?
• What is the definition of critical aspects?
• How well the theories, approach, and methodology have been explained?
• Whether the research theory used some conventional or new innovative approach?
• How relevant are the key findings of the work?
• In what ways does it relate to other sources on the same topic?
• What challenges does this research paper pose to the existing theory
• What are the possible contributions or benefits it adds to the subject domain?

Be always mindful that you refer only to credible and authentic resources. It would be best if you always take references from different publications to validate your theory.

Always keep track of important information or data you can present in your literature review right from the beginning. It will help steer your path from any threats of plagiarism and also make it easier to curate an annotated bibliography or reference section.

4. Discover connections

At this stage, you must start deciding on the argument and structure of your literature review. To accomplish this, you must discover and identify the relations and connections between various resources while drafting your abstract.

A few aspects that you should be aware of while writing a literature review include:

• Rise to prominence: Theories and methods that have gained reputation and supporters over time.
• Constant scrutiny: Concepts or theories that repeatedly went under examination.
• Contradictions and conflicts: Theories, both the supporting and the contradictory ones, for the research topic.
• Knowledge gaps: What exactly does it fail to address, and how to bridge them with further research?
• Influential resources: Significant research projects available that have been upheld as milestones or perhaps, something that can modify the current trends

Once you join the dots between various past research works, it will be easier for you to draw a conclusion and identify your contribution to the existing knowledge base.

5. Structure planning to write a good literature review

There exist different ways towards planning and executing the structure of a literature review. The format of a literature review varies and depends upon the length of the research.

Like any other research paper, the literature review format must contain three sections: introduction, body, and conclusion. The goals and objectives of the research question determine what goes inside these three sections.

Nevertheless, a good literature review can be structured according to the chronological, thematic, methodological, or theoretical framework approach.

Literature review samples

1. Standalone

2. As a section of a research paper

How SciSpace Discover makes literature review a breeze?

SciSpace Discover is a one-stop solution to do an effective literature search and get barrier-free access to scientific knowledge. It is an excellent repository where you can find millions of only peer-reviewed articles and full-text PDF files. Here’s more on how you can use it:

Find the right information

Find what you want quickly and easily with comprehensive search filters that let you narrow down papers according to PDF availability, year of publishing, document type, and affiliated institution. Moreover, you can sort the results based on the publishing date, citation count, and relevance.

Assess credibility of papers quickly

When doing the literature review, it is critical to establish the quality of your sources. They form the foundation of your research. SciSpace Discover helps you assess the quality of a source by providing an overview of its references, citations, and performance metrics.

Get the complete picture in no time

SciSpace Discover’s personalized suggestion engine helps you stay on course and get the complete picture of the topic from one place. Every time you visit an article page, it provides you links to related papers. Besides that, it helps you understand what’s trending, who are the top authors, and who are the leading publishers on a topic.

Make referring sources super easy

To ensure you don't lose track of your sources, you must start noting down your references when doing the literature review. SciSpace Discover makes this step effortless. Click the 'cite' button on an article page, and you will receive preloaded citation text in multiple styles — all you've to do is copy-paste it into your manuscript.

Final tips on how to write a literature review

A massive chunk of time and effort is required to write a good literature review. But, if you go about it systematically, you'll be able to save a ton of time and build a solid foundation for your research.

We hope this guide has helped you answer several key questions you have about writing literature reviews.

Would you like to explore SciSpace Discover and kick off your literature search right away? You can get started here .

Frequently Asked Questions (FAQs)

1. how to start a literature review.

• What questions do you want to answer?

• What sources do you need to answer these questions?

• What information do these sources contain?

• How can you use this information to answer your questions?

2. What to include in a literature review?

• A brief background of the problem or issue

• What has previously been done to address the problem or issue

• A description of what you will do in your project

• How this study will contribute to research on the subject

3. Why literature review is important?

The literature review is an important part of any research project because it allows the writer to look at previous studies on a topic and determine existing gaps in the literature, as well as what has already been done. It will also help them to choose the most appropriate method for their own study.

4. How to cite a literature review in APA format?

To cite a literature review in APA style, you need to provide the author's name, the title of the article, and the year of publication. For example: Patel, A. B., & Stokes, G. S. (2012). The relationship between personality and intelligence: A meta-analysis of longitudinal research. Personality and Individual Differences, 53(1), 16-21

5. What are the components of a literature review?

• A brief introduction to the topic, including its background and context. The introduction should also include a rationale for why the study is being conducted and what it will accomplish.

• A description of the methodologies used in the study. This can include information about data collection methods, sample size, and statistical analyses.

• A presentation of the findings in an organized format that helps readers follow along with the author's conclusions.

6. What are common errors in writing literature review?

• Not spending enough time to critically evaluate the relevance of resources, observations and conclusions.

• Totally relying on secondary data while ignoring primary data.

• Letting your personal bias seep into your interpretation of existing literature.

• No detailed explanation of the procedure to discover and identify an appropriate literature review.

7. What are the 5 C's of writing literature review?

• Cite - the sources you utilized and referenced in your research.

• Compare - existing arguments, hypotheses, methodologies, and conclusions found in the knowledge base.

• Contrast - the arguments, topics, methodologies, approaches, and disputes that may be found in the literature.

• Critique - the literature and describe the ideas and opinions you find more convincing and why.

• Connect - the various studies you reviewed in your research.

8. How many sources should a literature review have?

When it is just a chapter, sources should equal the total number of pages in your article's body. if it is a self-contained paper in itself, you need at least three times as many sources as there are pages in your work.

9. Can literature review have diagrams?

• To represent an abstract idea or concept

• To explain the steps of a process or procedure

• To help readers understand the relationships between different concepts

10. How old should sources be in a literature review?

Sources for a literature review should be as current as possible or not older than ten years. The only exception to this rule is if you are reviewing a historical topic and need to use older sources.

11. What are the types of literature review?

• Argumentative review

• Integrative review

• Methodological review

• Systematic review

• Meta-analysis review

• Historical review

• Theoretical review

• Scoping review

• State-of-the-Art review

12. Is a literature review mandatory?

Yes. Literature review is a mandatory part of any research project. It is a critical step in the process that allows you to establish the scope of your research, and provide a background for the rest of your work.

But before you go,

• Six Online Tools for Easy Literature Review
• Evaluating literature review: systematic vs. scoping reviews
• Systematic Approaches to a Successful Literature Review
• Writing Integrative Literature Reviews: Guidelines and Examples

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Literature review

How to write a literature review in 6 steps

How do you write a good literature review? This step-by-step guide on how to write an excellent literature review covers all aspects of planning and writing literature reviews for academic papers and theses.

How to write a systematic literature review [9 steps]

How do you write a systematic literature review? What types of systematic literature reviews exist and where do you use them? Learn everything you need to know about a systematic literature review in this guide

What is a literature review? [with examples]

Not sure what a literature review is? This guide covers the definition, purpose, and format of a literature review.

Literature Reviews

What this handout is about.

This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.

Introduction

OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?

Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.

What is a literature review, then?

A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.

A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. 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. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

But how is a literature review different from an academic research paper?

The main focus of an academic research paper is to develop a new argument, and a research paper is likely to contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.

Why do we write literature reviews?

Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.

Who writes these things, anyway?

Literature reviews are written occasionally in the humanities, but mostly in the sciences and social sciences; in experiment and lab reports, they constitute a section of the paper. Sometimes a literature review is written as a paper in itself.

Let’s get to it! What should I do before writing the literature review?

If your assignment is not very specific, seek clarification from your instructor:

• Roughly how many sources should you include?
• What types of sources (books, journal articles, websites)?
• Should you summarize, synthesize, or critique your sources by discussing a common theme or issue?
• Should you evaluate your sources?
• Should you provide subheadings and other background information, such as definitions and/or a history?

Find models

Look for other literature reviews in your area of interest or in the discipline and read them to get a sense of the types of themes you might want to look for in your own research or ways to organize your final review. You can simply put the word “review” in your search engine along with your other topic terms to find articles of this type on the Internet or in an electronic database. The bibliography or reference section of sources you’ve already read are also excellent entry points into your own research.

Narrow your topic

There are hundreds or even thousands of articles and books on most areas of study. The narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good survey of the material. Your instructor will probably not expect you to read everything that’s out there on the topic, but you’ll make your job easier if you first limit your scope.

Keep in mind that UNC Libraries have research guides and to databases relevant to many fields of study. You can reach out to the subject librarian for a consultation: https://library.unc.edu/support/consultations/ .

And don’t forget to tap into your professor’s (or other professors’) knowledge in the field. Ask your professor questions such as: “If you had to read only one book from the 90’s on topic X, what would it be?” Questions such as this help you to find and determine quickly the most seminal pieces in the field.

Consider whether your sources are current

Some disciplines require that you use information that is as current as possible. In the sciences, for instance, treatments for medical problems are constantly changing according to the latest studies. Information even two years old could be obsolete. However, if you are writing a review in the humanities, history, or social sciences, a survey of the history of the literature may be what is needed, because what is important is how perspectives have changed through the years or within a certain time period. Try sorting through some 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 consider what is currently of interest to scholars in this field and what is not.

Strategies for writing the literature review

Find a focus.

A literature review, like a term paper, is usually organized around ideas, not the sources themselves as an annotated bibliography would be organized. This means that you will not just simply list your sources and go into detail about each one of them, one at a time. No. As you read widely but selectively in your topic area, consider instead what themes or issues connect your sources together. Do they present one or different solutions? Is there an aspect of the field that is missing? How well do they present the material and do they portray it according to an appropriate theory? Do they reveal a trend in the field? A raging debate? Pick one of these themes to focus the organization of your review.

Convey it to your reader

A literature review may not have a traditional thesis statement (one that makes an argument), but you do need to tell readers what to expect. Try writing a simple statement that lets the reader know what is your main organizing principle. Here are a couple of examples:

The current trend in treatment for congestive heart failure combines surgery and medicine. More and more cultural studies scholars are accepting popular media as a subject worthy of academic consideration.

Consider organization

You’ve got a focus, and you’ve stated it clearly and directly. Now what is the most effective way of presenting the information? What are the most important topics, subtopics, etc., that your review needs to include? And in what order should you present them? Develop an organization for your review at both a global and local level:

First, cover the basic categories

Just like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper. The following provides a brief description of the content of each:

• Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.
• Body: Contains your discussion of sources and is organized either chronologically, thematically, or methodologically (see below for more information on each).
• Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?

Organizing the body

Once you have the basic categories in place, then you must consider how you will present the sources themselves within the body of your paper. Create an organizational method to focus this section even further.

To help you come up with an overall organizational framework for your review, consider the following scenario:

You’ve decided to focus your literature review on materials dealing with sperm whales. This is because you’ve just finished reading Moby Dick, and you wonder if that whale’s portrayal is really real. You start with some articles about the physiology of sperm whales in biology journals written in the 1980’s. But these articles refer to some British biological studies performed on whales in the early 18th century. So you check those out. Then you look up a book written in 1968 with information on how sperm whales have been portrayed in other forms of art, such as in Alaskan poetry, in French painting, or on whale bone, as the whale hunters in the late 19th century used to do. This makes you wonder about American whaling methods during the time portrayed in Moby Dick, so you find some academic articles published in the last five years on how accurately Herman Melville portrayed the whaling scene in his novel.

Now consider some typical ways of organizing the sources into a review:

• Chronological: If your review follows the chronological method, you could write about the materials above according to when they were published. For instance, first you would talk about the British biological studies of the 18th century, then about Moby Dick, published in 1851, then the book on sperm whales in other art (1968), and finally the biology articles (1980s) and the recent articles on American whaling of the 19th century. But there is relatively no continuity among subjects here. And notice that even though the sources on sperm whales in other art and on American whaling are written recently, they are about other subjects/objects that were created much earlier. Thus, the review loses its chronological focus.
• 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 biological studies of sperm whales if the progression revealed a change in dissection practices of the researchers who wrote and/or conducted the studies.
• By trend: A better way to organize the above sources chronologically is to examine the sources under another trend, such as the history of whaling. Then your review would have subsections according to eras within this period. For instance, the review might examine whaling from pre-1600-1699, 1700-1799, and 1800-1899. Under this method, you would combine the recent studies on American whaling in the 19th century with Moby Dick itself in the 1800-1899 category, even though the authors wrote a century apart.
• Thematic: Thematic reviews of literature are organized around a topic or issue, rather than the progression of time. However, progression of time may still be an important factor in a thematic review. For instance, the sperm whale review could focus on the development of the harpoon for whale hunting. While the study focuses on one topic, harpoon technology, it will still be organized chronologically. The only difference here between a “chronological” and a “thematic” approach is what is emphasized the most: the development of the harpoon or the harpoon technology.But more authentic thematic reviews tend to break away from chronological order. For instance, a thematic review of material on sperm whales might examine how they are portrayed as “evil” in cultural documents. The subsections might include how they are personified, how their proportions are exaggerated, and their behaviors misunderstood. A review organized in this manner would shift between time periods within each section according to the point made.
• Methodological: A methodological approach differs from the two above in that the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the “methods” of the researcher or writer. For the sperm whale project, one methodological approach would be to look at cultural differences between the portrayal of whales in American, British, and French art work. Or the review might focus on the economic impact of whaling on a community. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed. Once you’ve decided on the organizational method for the body of the review, the sections you need to include in the paper should be easy to figure out. They should arise out of 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.

Sometimes, though, you might 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. Put in only what is necessary. Here are a few other sections you might want to consider:

• Current Situation: Information necessary to understand the topic or focus of the literature review.
• History: The chronological progression of the field, the literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Methods and/or Standards: The criteria you used to select the sources in your literature review or the way in which you present your information. For instance, you might explain that your review includes only peer-reviewed articles and journals.

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?

Begin composing

Once you’ve settled on a general pattern of organization, you’re ready to write each section. There are a few guidelines you should follow during the writing stage as well. Here is a sample paragraph from a literature review about sexism and language to illuminate the following discussion:

However, other studies have shown that even gender-neutral antecedents are more likely to produce masculine images than feminine ones (Gastil, 1990). Hamilton (1988) asked students to complete sentences that required them to fill in pronouns that agreed with gender-neutral antecedents such as “writer,” “pedestrian,” and “persons.” The students were asked to describe any image they had when writing the sentence. Hamilton found that people imagined 3.3 men to each woman in the masculine “generic” condition and 1.5 men per woman in the unbiased condition. Thus, while ambient sexism accounted for some of the masculine bias, sexist language amplified the effect. (Source: Erika Falk and Jordan Mills, “Why Sexist Language Affects Persuasion: The Role of Homophily, Intended Audience, and Offense,” Women and Language19:2).

Use evidence

In the example above, the writers refer to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show 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 review’s focus, whether it is thematic, methodological, or chronological.

Use quotes sparingly

Falk and Mills do not use any direct quotes. That is because the survey nature of the literature review does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though, if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote certain terms that were coined by the author, not common knowledge, or taken directly from the study. But if you find yourself wanting to put in more quotes, check with your instructor.

Summarize and synthesize

Remember to summarize and synthesize your sources within each paragraph as well as throughout the review. The authors here recapitulate important features of Hamilton’s study, but then synthesize it by rephrasing the study’s significance and relating it to their own work.

Keep your own voice

While the literature review presents others’ ideas, your voice (the writer’s) should remain front and center. Notice that Falk and Mills weave references to other sources into their own text, but they still maintain their own voice by starting and ending the paragraph with their own ideas and their own words. The sources support what Falk and Mills are saying.

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. In the preceding example, Falk and Mills either directly refer in the text to the author of their source, such as Hamilton, or they provide ample notation in the text when the ideas they are mentioning are not their own, for example, Gastil’s. For more information, please see our handout on plagiarism .

Revise, revise, revise

Draft in hand? Now you’re ready to revise. Spending a lot of time revising is a wise idea, because your main objective is to present the material, not the argument. So check over your review again to make sure it follows the assignment and/or your outline. Then, just as you would for most other academic forms of writing, rewrite or rework the language of your review so that you’ve presented your information in the most concise manner possible. Be sure to use terminology familiar to your audience; get rid of unnecessary jargon or slang. Finally, double check that you’ve documented your sources and formatted the review appropriately for your discipline. For tips on the revising and editing process, see our handout on revising drafts .

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Jones, Robert, Patrick Bizzaro, and Cynthia Selfe. 1997. The Harcourt Brace Guide to Writing in the Disciplines . New York: Harcourt Brace.

Lamb, Sandra E. 1998. How to Write It: A Complete Guide to Everything You’ll Ever Write . Berkeley: Ten Speed Press.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

Troyka, Lynn Quittman, and Doug Hesse. 2016. Simon and Schuster Handbook for Writers , 11th ed. London: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Literature Review

What is a literature review.

• What Is the Literature
• Writing the Review

A literature review is much more than an annotated bibliography or a list of separate reviews of articles and books. It is a critical, analytical summary and synthesis of the current knowledge of a topic. Thus it should compare and relate different theories, findings, etc, rather than just summarize them individually. In addition, it should have a particular focus or theme to organize the review. It does not have to be an exhaustive account of everything published on the topic, but it should discuss all the significant academic literature and other relevant sources important for that focus.

This is meant to be a general guide to writing a literature review: ways to structure one, what to include, how it supplements other research. For more specific help on writing a review, and especially for help on finding the literature to review, sign up for a Personal Research Session .

The specific organization of a literature review depends on the type and purpose of the review, as well as on the specific field or topic being reviewed. But in general, it is a relatively brief but thorough exploration of past and current work on a topic. Rather than a chronological listing of previous work, though, literature reviews are usually organized thematically, such as different theoretical approaches, methodologies, or specific issues or concepts involved in the topic. A thematic organization makes it much easier to examine contrasting perspectives, theoretical approaches, methodologies, findings, etc, and to analyze the strengths and weaknesses of, and point out any gaps in, previous research. And this is the heart of what a literature review is about. A literature review may offer new interpretations, theoretical approaches, or other ideas; if it is part of a research proposal or report it should demonstrate the relationship of the proposed or reported research to others' work; but whatever else it does, it must provide a critical overview of the current state of research efforts. 

Literature reviews are common and very important in the sciences and social sciences. They are less common and have a less important role in the humanities, but they do have a place, especially stand-alone reviews.

Types of Literature Reviews

There are different types of literature reviews, and different purposes for writing a review, but the most common are:

• Stand-alone literature review articles . These provide an overview and analysis of the current state of research on a topic or question. The goal is to evaluate and compare previous research on a topic to provide an analysis of what is currently known, and also to reveal controversies, weaknesses, and gaps in current work, thus pointing to directions for future research. You can find examples published in any number of academic journals, but there is a series of Annual Reviews of *Subject* which are specifically devoted to literature review articles. Writing a stand-alone review is often an effective way to get a good handle on a topic and to develop ideas for your own research program. For example, contrasting theoretical approaches or conflicting interpretations of findings can be the basis of your research project: can you find evidence supporting one interpretation against another, or can you propose an alternative interpretation that overcomes their limitations?
• Part of a research proposal . This could be a proposal for a PhD dissertation, a senior thesis, or a class project. It could also be a submission for a grant. The literature review, by pointing out the current issues and questions concerning a topic, is a crucial part of demonstrating how your proposed research will contribute to the field, and thus of convincing your thesis committee to allow you to pursue the topic of your interest or a funding agency to pay for your research efforts.
• Part of a research report . When you finish your research and write your thesis or paper to present your findings, it should include a literature review to provide the context to which your work is a contribution. Your report, in addition to detailing the methods, results, etc. of your research, should show how your work relates to others' work.

A literature review for a research report is often a revision of the review for a research proposal, which can be a revision of a stand-alone review. Each revision should be a fairly extensive revision. With the increased knowledge of and experience in the topic as you proceed, your understanding of the topic will increase. Thus, you will be in a better position to analyze and critique the literature. In addition, your focus will change as you proceed in your research. Some areas of the literature you initially reviewed will be marginal or irrelevant for your eventual research, and you will need to explore other areas more thoroughly. 

Examples of Literature Reviews

See the series of Annual Reviews of *Subject* which are specifically devoted to literature review articles to find many examples of stand-alone literature reviews in the biomedical, physical, and social sciences. 

Research report articles vary in how they are organized, but a common general structure is to have sections such as:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Here are some articles that illustrate variations on this theme. There is no need to read the entire articles (unless the contents interest you); just quickly browse through to see the sections, and see how each section is introduced and what is contained in them.

The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects , in The Journal of Human Resources , v. 34 no. 2 (Spring 1999), p. 268-293.

This article has a standard breakdown of sections:

• Introduction
• Literature Review
• Some discussion sections

First Encounters of the Bureaucratic Kind: Early Freshman Experiences with a Campus Bureaucracy , in The Journal of Higher Education , v. 67 no. 6 (Nov-Dec 1996), p. 660-691.

This one does not have a section specifically labeled as a "literature review" or "review of the literature," but the first few sections cite a long list of other sources discussing previous research in the area before the authors present their own study they are reporting.

• Next: What Is the Literature >>
• Last Updated: Jan 11, 2024 9:48 AM
• URL: https://libguides.wesleyan.edu/litreview

• University of Texas Libraries

Literature Reviews

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

What is a Literature Review?

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

A literature review should: 

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

From  S age Research Methods

Purpose of a Literature Review

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

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

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

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

Limitations of a Literature Review

Some of the limitations of a literature review are:

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

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

Meryl Brodsky : Communication and Information Studies

Hannah Chapman Tripp : Biology, Neuroscience

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

Larayne Dallas : Engineering

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

Susan Macicak : Linguistics

Imelda Vetter : Dell Medical School

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

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

• October 26, 2022 recording
• Last Updated: Jun 18, 2024 1:00 PM
• URL: https://guides.lib.utexas.edu/literaturereviews

• Library Homepage

Literature Review: The What, Why and How-to Guide: Literature Reviews?

• Literature Reviews?
• Strategies to Finding Sources
• Keeping up with Research!
• Evaluating Sources & Literature Reviews
• Organizing for Writing
• Writing Literature Review
• Other Academic Writings

What is a Literature Review?

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." - Quote from Taylor, D. (n.d)."The Literature Review: A Few Tips on Conducting it".

• Citation: "The Literature Review: A Few Tips on Conducting it"

What kinds of literature reviews are written?

Each field has a particular way to do reviews for academic research literature. In the social sciences and humanities the most common are:

• Narrative Reviews: The purpose of this type of review is to describe the current state of the research on a specific research topic and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weaknesses, and gaps are identified. The review ends with a conclusion section that 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.
• Book review essays/ Historiographical review essays : A type of literature review typical in History and related fields, e.g., Latin American studies. For example, the Latin American Research Review explains that the purpose of this type of review is to “(1) to familiarize readers with the subject, approach, arguments, and conclusions found in a group of books whose common focus is a historical period; a country or region within Latin America; or a practice, development, or issue of interest to specialists and others; (2) to locate these books within current scholarship, critical methodologies, and approaches; and (3) to probe the relation of these new books to previous work on the subject, especially canonical texts. Unlike individual book reviews, the cluster reviews found in LARR seek to address the state of the field or discipline and not solely the works at issue.” - LARR

What are the Goals of Creating a Literature Review?

• 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.

When do you need to write a Literature Review?

• When writing a prospectus or a thesis/dissertation
• When writing a research paper
• When writing a grant proposal

In all these cases you need to dedicate a chapter in these works to showcase what has been written about your research topic and to point out how your own research will shed new light into a body of scholarship.

Where I can find examples of Literature Reviews?

Note:  In the humanities, even if they don't use the term "literature review", they may have a dedicated  chapter that reviewed the "critical bibliography" or they incorporated that review in the introduction or first chapter of the dissertation, book, or article.

• UCSB electronic theses and dissertations In partnership with the Graduate Division, the UC Santa Barbara Library is making available theses and dissertations produced by UCSB students. Currently included in ADRL are theses and dissertations that were originally filed electronically, starting in 2011. In future phases of ADRL, all theses and dissertations created by UCSB students may be digitized and made available.

Where to Find Standalone Literature Reviews

Literature reviews are also written as standalone articles as a way to survey a particular research topic in-depth. This type of literature review looks at a topic from a historical perspective to see how the understanding of the topic has changed over time. 

• Find e-Journals for Standalone Literature Reviews The best way to get familiar with and to learn how to write literature reviews is by reading them. You can use our Journal Search option to find journals that specialize in publishing literature reviews from major disciplines like anthropology, sociology, etc. Usually these titles are called, "Annual Review of [discipline name] OR [Discipline name] Review. This option works best if you know the title of the publication you are looking for. Below are some examples of these journals! more... less... Journal Search can be found by hovering over the link for Research on the library website.

Social Sciences

• Annual Review of Anthropology
• Annual Review of Political Science
• Annual Review of Sociology
• Ethnic Studies Review

Hard science and health sciences:

• Annual Review of Biomedical Data Science
• Annual Review of Materials Science
• Systematic Review From journal site: "The journal Systematic Reviews encompasses all aspects of the design, conduct, and reporting of systematic reviews" in the health sciences.
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Home » Literature Review – Types Writing Guide and Examples

Literature Review – Types Writing Guide and Examples

Table of Contents

Literature Review

Definition:

A literature review is a comprehensive and critical analysis of the existing literature on a particular topic or research question. It involves identifying, evaluating, and synthesizing relevant literature, including scholarly articles, books, and other sources, to provide a summary and critical assessment of what is known about the topic.

Types of Literature Review

Types of Literature Review are as follows:

• Narrative literature review : This type of review involves a comprehensive summary and critical analysis of the available literature on a particular topic or research question. It is often used as an introductory section of a research paper.
• Systematic literature review: This is a rigorous and structured review that follows a pre-defined protocol to identify, evaluate, and synthesize all relevant studies on a specific research question. It is often used in evidence-based practice and systematic reviews.
• Meta-analysis: This is a quantitative review that uses statistical methods to combine data from multiple studies to derive a summary effect size. It provides a more precise estimate of the overall effect than any individual study.
• Scoping review: This is a preliminary review that aims to map the existing literature on a broad topic area to identify research gaps and areas for further investigation.
• Critical literature review : This type of review evaluates the strengths and weaknesses of the existing literature on a particular topic or research question. It aims to provide a critical analysis of the literature and identify areas where further research is needed.
• Conceptual literature review: This review synthesizes and integrates theories and concepts from multiple sources to provide a new perspective on a particular topic. It aims to provide a theoretical framework for understanding a particular research question.
• Rapid literature review: This is a quick review that provides a snapshot of the current state of knowledge on a specific research question or topic. It is often used when time and resources are limited.
• Thematic literature review : This review identifies and analyzes common themes and patterns across a body of literature on a particular topic. It aims to provide a comprehensive overview of the literature and identify key themes and concepts.
• Realist literature review: This review is often used in social science research and aims to identify how and why certain interventions work in certain contexts. It takes into account the context and complexities of real-world situations.
• State-of-the-art literature review : This type of review provides an overview of the current state of knowledge in a particular field, highlighting the most recent and relevant research. It is often used in fields where knowledge is rapidly evolving, such as technology or medicine.
• Integrative literature review: This type of review synthesizes and integrates findings from multiple studies on a particular topic to identify patterns, themes, and gaps in the literature. It aims to provide a comprehensive understanding of the current state of knowledge on a particular topic.
• Umbrella literature review : This review is used to provide a broad overview of a large and diverse body of literature on a particular topic. It aims to identify common themes and patterns across different areas of research.
• Historical literature review: This type of review examines the historical development of research on a particular topic or research question. It aims to provide a historical context for understanding the current state of knowledge on a particular topic.
• Problem-oriented literature review : This review focuses on a specific problem or issue and examines the literature to identify potential solutions or interventions. It aims to provide practical recommendations for addressing a particular problem or issue.
• Mixed-methods literature review : This type of review combines quantitative and qualitative methods to synthesize and analyze the available literature on a particular topic. It aims to provide a more comprehensive understanding of the research question by combining different types of evidence.

Parts of Literature Review

Parts of a literature review are as follows:

Introduction

The introduction of a literature review typically provides background information on the research topic and why it is important. It outlines the objectives of the review, the research question or hypothesis, and the scope of the review.

Literature Search

This section outlines the search strategy and databases used to identify relevant literature. The search terms used, inclusion and exclusion criteria, and any limitations of the search are described.

Literature Analysis

The literature analysis is the main body of the literature review. This section summarizes and synthesizes the literature that is relevant to the research question or hypothesis. The review should be organized thematically, chronologically, or by methodology, depending on the research objectives.

Critical Evaluation

Critical evaluation involves assessing the quality and validity of the literature. This includes evaluating the reliability and validity of the studies reviewed, the methodology used, and the strength of the evidence.

The conclusion of the literature review should summarize the main findings, identify any gaps in the literature, and suggest areas for future research. It should also reiterate the importance of the research question or hypothesis and the contribution of the literature review to the overall research project.

The references list includes all the sources cited in the literature review, and follows a specific referencing style (e.g., APA, MLA, Harvard).

How to write Literature Review

Here are some steps to follow when writing a literature review:

• Define your research question or topic : Before starting your literature review, it is essential to define your research question or topic. This will help you identify relevant literature and determine the scope of your review.
• Conduct a comprehensive search: Use databases and search engines to find relevant literature. Look for peer-reviewed articles, books, and other academic sources that are relevant to your research question or topic.
• Evaluate the sources: Once you have found potential sources, evaluate them critically to determine their relevance, credibility, and quality. Look for recent publications, reputable authors, and reliable sources of data and evidence.
• Organize your sources: Group the sources by theme, method, or research question. This will help you identify similarities and differences among the literature, and provide a structure for your literature review.
• Analyze and synthesize the literature : Analyze each source in depth, identifying the key findings, methodologies, and conclusions. Then, synthesize the information from the sources, identifying patterns and themes in the literature.
• Write the literature review : Start with an introduction that provides an overview of the topic and the purpose of the literature review. Then, organize the literature according to your chosen structure, and analyze and synthesize the sources. Finally, provide a conclusion that summarizes the key findings of the literature review, identifies gaps in knowledge, and suggests areas for future research.
• Edit and proofread: Once you have written your literature review, edit and proofread it carefully to ensure that it is well-organized, clear, and concise.

Examples of Literature Review

Here’s an example of how a literature review can be conducted for a thesis on the topic of “ The Impact of Social Media on Teenagers’ Mental Health”:

• Start by identifying the key terms related to your research topic. In this case, the key terms are “social media,” “teenagers,” and “mental health.”
• Use academic databases like Google Scholar, JSTOR, or PubMed to search for relevant articles, books, and other publications. Use these keywords in your search to narrow down your results.
• Evaluate the sources you find to determine if they are relevant to your research question. You may want to consider the publication date, author’s credentials, and the journal or book publisher.
• Begin reading and taking notes on each source, paying attention to key findings, methodologies used, and any gaps in the research.
• Organize your findings into themes or categories. For example, you might categorize your sources into those that examine the impact of social media on self-esteem, those that explore the effects of cyberbullying, and those that investigate the relationship between social media use and depression.
• Synthesize your findings by summarizing the key themes and highlighting any gaps or inconsistencies in the research. Identify areas where further research is needed.
• Use your literature review to inform your research questions and hypotheses for your thesis.

For example, after conducting a literature review on the impact of social media on teenagers’ mental health, a thesis might look like this:

“Using a mixed-methods approach, this study aims to investigate the relationship between social media use and mental health outcomes in teenagers. Specifically, the study will examine the effects of cyberbullying, social comparison, and excessive social media use on self-esteem, anxiety, and depression. Through an analysis of survey data and qualitative interviews with teenagers, the study will provide insight into the complex relationship between social media use and mental health outcomes, and identify strategies for promoting positive mental health outcomes in young people.”

Reference: Smith, J., Jones, M., & Lee, S. (2019). The effects of social media use on adolescent mental health: A systematic review. Journal of Adolescent Health, 65(2), 154-165. doi:10.1016/j.jadohealth.2019.03.024

Reference Example: Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, volume number(issue number), page range. doi:0000000/000000000000 or URL

Applications of Literature Review

some applications of literature review in different fields:

• Social Sciences: In social sciences, literature reviews are used to identify gaps in existing research, to develop research questions, and to provide a theoretical framework for research. Literature reviews are commonly used in fields such as sociology, psychology, anthropology, and political science.
• Natural Sciences: In natural sciences, literature reviews are used to summarize and evaluate the current state of knowledge in a particular field or subfield. Literature reviews can help researchers identify areas where more research is needed and provide insights into the latest developments in a particular field. Fields such as biology, chemistry, and physics commonly use literature reviews.
• Health Sciences: In health sciences, literature reviews are used to evaluate the effectiveness of treatments, identify best practices, and determine areas where more research is needed. Literature reviews are commonly used in fields such as medicine, nursing, and public health.
• Humanities: In humanities, literature reviews are used to identify gaps in existing knowledge, develop new interpretations of texts or cultural artifacts, and provide a theoretical framework for research. Literature reviews are commonly used in fields such as history, literary studies, and philosophy.

Role of Literature Review in Research

Here are some applications of literature review in research:

• Identifying Research Gaps : Literature review helps researchers identify gaps in existing research and literature related to their research question. This allows them to develop new research questions and hypotheses to fill those gaps.
• Developing Theoretical Framework: Literature review helps researchers develop a theoretical framework for their research. By analyzing and synthesizing existing literature, researchers can identify the key concepts, theories, and models that are relevant to their research.
• Selecting Research Methods : Literature review helps researchers select appropriate research methods and techniques based on previous research. It also helps researchers to identify potential biases or limitations of certain methods and techniques.
• Data Collection and Analysis: Literature review helps researchers in data collection and analysis by providing a foundation for the development of data collection instruments and methods. It also helps researchers to identify relevant data sources and identify potential data analysis techniques.
• Communicating Results: Literature review helps researchers to communicate their results effectively by providing a context for their research. It also helps to justify the significance of their findings in relation to existing research and literature.

Purpose of Literature Review

Some of the specific purposes of a literature review are as follows:

• To provide context: A literature review helps to provide context for your research by situating it within the broader body of literature on the topic.
• To identify gaps and inconsistencies: A literature review helps to identify areas where further research is needed or where there are inconsistencies in the existing literature.
• To synthesize information: A literature review helps to synthesize the information from multiple sources and present a coherent and comprehensive picture of the current state of knowledge on the topic.
• To identify key concepts and theories : A literature review helps to identify key concepts and theories that are relevant to your research question and provide a theoretical framework for your study.
• To inform research design: A literature review can inform the design of your research study by identifying appropriate research methods, data sources, and research questions.

Characteristics of Literature Review

Some Characteristics of Literature Review are as follows:

• Identifying gaps in knowledge: A literature review helps to identify gaps in the existing knowledge and research on a specific topic or research question. By analyzing and synthesizing the literature, you can identify areas where further research is needed and where new insights can be gained.
• Establishing the significance of your research: A literature review helps to establish the significance of your own research by placing it in the context of existing research. By demonstrating the relevance of your research to the existing literature, you can establish its importance and value.
• Informing research design and methodology : A literature review helps to inform research design and methodology by identifying the most appropriate research methods, techniques, and instruments. By reviewing the literature, you can identify the strengths and limitations of different research methods and techniques, and select the most appropriate ones for your own research.
• Supporting arguments and claims: A literature review provides evidence to support arguments and claims made in academic writing. By citing and analyzing the literature, you can provide a solid foundation for your own arguments and claims.
• I dentifying potential collaborators and mentors: A literature review can help identify potential collaborators and mentors by identifying researchers and practitioners who are working on related topics or using similar methods. By building relationships with these individuals, you can gain valuable insights and support for your own research and practice.
• Keeping up-to-date with the latest research : A literature review helps to keep you up-to-date with the latest research on a specific topic or research question. By regularly reviewing the literature, you can stay informed about the latest findings and developments in your field.

Advantages of Literature Review

There are several advantages to conducting a literature review as part of a research project, including:

• Establishing the significance of the research : A literature review helps to establish the significance of the research by demonstrating the gap or problem in the existing literature that the study aims to address.
• Identifying key concepts and theories: A literature review can help to identify key concepts and theories that are relevant to the research question, and provide a theoretical framework for the study.
• Supporting the research methodology : A literature review can inform the research methodology by identifying appropriate research methods, data sources, and research questions.
• Providing a comprehensive overview of the literature : A literature review provides a comprehensive overview of the current state of knowledge on a topic, allowing the researcher to identify key themes, debates, and areas of agreement or disagreement.
• Identifying potential research questions: A literature review can help to identify potential research questions and areas for further investigation.
• Avoiding duplication of research: A literature review can help to avoid duplication of research by identifying what has already been done on a topic, and what remains to be done.
• Enhancing the credibility of the research : A literature review helps to enhance the credibility of the research by demonstrating the researcher’s knowledge of the existing literature and their ability to situate their research within a broader context.

Limitations of Literature Review

Limitations of Literature Review are as follows:

• Limited scope : Literature reviews can only cover the existing literature on a particular topic, which may be limited in scope or depth.
• Publication bias : Literature reviews may be influenced by publication bias, which occurs when researchers are more likely to publish positive results than negative ones. This can lead to an incomplete or biased picture of the literature.
• Quality of sources : The quality of the literature reviewed can vary widely, and not all sources may be reliable or valid.
• Time-limited: Literature reviews can become quickly outdated as new research is published, making it difficult to keep up with the latest developments in a field.
• Subjective interpretation : Literature reviews can be subjective, and the interpretation of the findings can vary depending on the researcher’s perspective or bias.
• Lack of original data : Literature reviews do not generate new data, but rather rely on the analysis of existing studies.
• Risk of plagiarism: It is important to ensure that literature reviews do not inadvertently contain plagiarism, which can occur when researchers use the work of others without proper attribution.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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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.

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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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Writing an effective literature review

Lorelei lingard.

Schulich School of Medicine & Dentistry, Health Sciences Addition, Western University, London, Ontario Canada

In the Writer’s Craft section we offer simple tips to improve your writing in one of three areas: Energy, Clarity and Persuasiveness. Each entry focuses on a key writing feature or strategy, illustrates how it commonly goes wrong, teaches the grammatical underpinnings necessary to understand it and offers suggestions to wield it effectively. We encourage readers to share comments on or suggestions for this section on Twitter, using the hashtag: #how’syourwriting?

This Writer’s Craft instalment is the first in a two-part series that offers strategies for effectively presenting the literature review section of a research manuscript. This piece alerts writers to the importance of not only summarizing what is known but also identifying precisely what is not, in order to explicitly signal the relevance of their research. In this instalment, I will introduce readers to the mapping the gap metaphor, the knowledge claims heuristic, and the need to characterize the gap.

Mapping the gap

The purpose of the literature review section of a manuscript is not to report what is known about your topic. The purpose is to identify what remains unknown— what academic writing scholar Janet Giltrow has called the ‘knowledge deficit’ — thus establishing the need for your research study [ 1 ]. In an earlier Writer’s Craft instalment, the Problem-Gap-Hook heuristic was introduced as a way of opening your paper with a clear statement of the problem that your work grapples with, the gap in our current knowledge about that problem, and the reason the gap matters [ 2 ]. This article explains how to use the literature review section of your paper to build and characterize the Gap claim in your Problem-Gap-Hook. The metaphor of ‘mapping the gap’ is a way of thinking about how to select and arrange your review of the existing literature so that readers can recognize why your research needed to be done, and why its results constitute a meaningful advance on what was already known about the topic.

Many writers have learned that the literature review should describe what is known. The trouble with this approach is that it can produce a laundry list of facts-in-the-world that does not persuade the reader that the current study is a necessary next step. Instead, think of your literature review as painting in a map of your research domain: as you review existing knowledge, you are painting in sections of the map, but your goal is not to end with the whole map fully painted. That would mean there is nothing more we need to know about the topic, and that leaves no room for your research. What you want to end up with is a map in which painted sections surround and emphasize a white space, a gap in what is known that matters. Conceptualizing your literature review this way helps to ensure that it achieves its dual goal: of presenting what is known and pointing out what is not—the latter of these goals is necessary for your literature review to establish the necessity and importance of the research you are about to describe in the methods section which will immediately follow the literature review.

To a novice researcher or graduate student, this may seem counterintuitive. Hopefully you have invested significant time in reading the existing literature, and you are understandably keen to demonstrate that you’ve read everything ever published about your topic! Be careful, though, not to use the literature review section to regurgitate all of your reading in manuscript form. For one thing, it creates a laundry list of facts that makes for horrible reading. But there are three other reasons for avoiding this approach. First, you don’t have the space. In published medical education research papers, the literature review is quite short, ranging from a few paragraphs to a few pages, so you can’t summarize everything you’ve read. Second, you’re preaching to the converted. If you approach your paper as a contribution to an ongoing scholarly conversation,[ 2 ] then your literature review should summarize just the aspects of that conversation that are required to situate your conversational turn as informed and relevant. Third, the key to relevance is to point to a gap in what is known. To do so, you summarize what is known for the express purpose of identifying what is not known . Seen this way, the literature review should exert a gravitational pull on the reader, leading them inexorably to the white space on the map of knowledge you’ve painted for them. That white space is the space that your research fills.

Knowledge claims

To help writers move beyond the laundry list, the notion of ‘knowledge claims’ can be useful. A knowledge claim is a way of presenting the growing understanding of the community of researchers who have been exploring your topic. These are not disembodied facts, but rather incremental insights that some in the field may agree with and some may not, depending on their different methodological and disciplinary approaches to the topic. Treating the literature review as a story of the knowledge claims being made by researchers in the field can help writers with one of the most sophisticated aspects of a literature review—locating the knowledge being reviewed. Where does it come from? What is debated? How do different methodologies influence the knowledge being accumulated? And so on.

Consider this example of the knowledge claims (KC), Gap and Hook for the literature review section of a research paper on distributed healthcare teamwork:

KC: We know that poor team communication can cause errors. KC: And we know that team training can be effective in improving team communication. KC: This knowledge has prompted a push to incorporate teamwork training principles into health professions education curricula. KC: However, most of what we know about team training research has come from research with co-located teams—i. e., teams whose members work together in time and space. Gap: Little is known about how teamwork training principles would apply in distributed teams, whose members work asynchronously and are spread across different locations. Hook: Given that much healthcare teamwork is distributed rather than co-located, our curricula will be severely lacking until we create refined teamwork training principles that reflect distributed as well as co-located work contexts.

The ‘We know that …’ structure illustrated in this example is a template for helping you draft and organize. In your final version, your knowledge claims will be expressed with more sophistication. For instance, ‘We know that poor team communication can cause errors’ will become something like ‘Over a decade of patient safety research has demonstrated that poor team communication is the dominant cause of medical errors.’ This simple template of knowledge claims, though, provides an outline for the paragraphs in your literature review, each of which will provide detailed evidence to illustrate a knowledge claim. Using this approach, the order of the paragraphs in the literature review is strategic and persuasive, leading the reader to the gap claim that positions the relevance of the current study. To expand your vocabulary for creating such knowledge claims, linking them logically and positioning yourself amid them, I highly recommend Graff and Birkenstein’s little handbook of ‘templates’ [ 3 ].

As you organize your knowledge claims, you will also want to consider whether you are trying to map the gap in a well-studied field, or a relatively understudied one. The rhetorical challenge is different in each case. In a well-studied field, like professionalism in medical education, you must make a strong, explicit case for the existence of a gap. Readers may come to your paper tired of hearing about this topic and tempted to think we can’t possibly need more knowledge about it. Listing the knowledge claims can help you organize them most effectively and determine which pieces of knowledge may be unnecessary to map the white space your research attempts to fill. This does not mean that you leave out relevant information: your literature review must still be accurate. But, since you will not be able to include everything, selecting carefully among the possible knowledge claims is essential to producing a coherent, well-argued literature review.

Characterizing the gap

Once you’ve identified the gap, your literature review must characterize it. What kind of gap have you found? There are many ways to characterize a gap, but some of the more common include:

• a pure knowledge deficit—‘no one has looked at the relationship between longitudinal integrated clerkships and medical student abuse’
• a shortcoming in the scholarship, often due to philosophical or methodological tendencies and oversights—‘scholars have interpreted x from a cognitivist perspective, but ignored the humanist perspective’ or ‘to date, we have surveyed the frequency of medical errors committed by residents, but we have not explored their subjective experience of such errors’
• a controversy—‘scholars disagree on the definition of professionalism in medicine …’
• a pervasive and unproven assumption—‘the theme of technological heroism—technology will solve what ails teamwork—is ubiquitous in the literature, but what is that belief based on?’

To characterize the kind of gap, you need to know the literature thoroughly. That means more than understanding each paper individually; you also need to be placing each paper in relation to others. This may require changing your note-taking technique while you’re reading; take notes on what each paper contributes to knowledge, but also on how it relates to other papers you’ve read, and what it suggests about the kind of gap that is emerging.

In summary, think of your literature review as mapping the gap rather than simply summarizing the known. And pay attention to characterizing the kind of gap you’ve mapped. This strategy can help to make your literature review into a compelling argument rather than a list of facts. It can remind you of the danger of describing so fully what is known that the reader is left with the sense that there is no pressing need to know more. And it can help you to establish a coherence between the kind of gap you’ve identified and the study methodology you will use to fill it.

Acknowledgements

Thanks to Mark Goldszmidt for his feedback on an early version of this manuscript.

PhD, is director of the Centre for Education Research & Innovation at Schulich School of Medicine & Dentistry, and professor for the Department of Medicine at Western University in London, Ontario, Canada.

Writing Literature Reviews: What is a "Literature Review"?

• What is a "Literature Review"?
• 1. Brainstorm
• 3. Refine Search and Topic
• 4. Structure Your Lit Review
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Literature reviews:

• provide a summary of the published academic work on a topic
• help "make the case" for why someone is writing their paper or conducting their research
• can be the "background" section of a larger paper or it can be the focus of an entire paper

Goals of a Literature Review

• including the major theories, issues, works, and debates in the field
• synthesize all this information into an organized summary
• critique current knowledge of a topic
• identify aspects of the topic that need further investigation

Plagiarism and Citation

Citation is when you give credit to someone else's ideas, words, creative works, or contributions in your own paper.

Reasons to cite:

• Give credit the author(s) of the works that you used to write your paper.
• Avoid plagiarism (which means you are claiming someone else's work as your own. This will get you in big trouble. See the Purdue Online Writing Lab for more information.)
• Show that you know your topic well and have read and thought about what others have already said.
• Show your readers where to find the original sources of the information you present so they can read them fully.

When to cite? What to cite?

• Cite other people's words, ideas and other intellectual property that you use in your papers or that influence your ideas, including things such as books, articles, reports, data/statistics, speeches, academic articles, works of art, songs.
• Cite direct quotes, facts or statistics AND when you summarize or paraphrase others' ideas.

Helpful Sites on Literature Reviews

Much of the information in this guide and more information can be found on the websites listed on the  Helpful Sites tab .

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What is a literature review?

A literature review is a critical analysis of the literature related to your research topic. It evaluates and critiques the literature to establish a theoretical framework for your research topic and/or identify a gap in the existing research that your research will address.

A literature review is not a summary of the literature. You need to engage deeply and critically with the literature. Your literature review should show your understanding of the literature related to your research topic and lead to presenting a rationale for your research.

A literature review focuses on:

• the context of the topic
• key concepts, ideas, theories and methodologies
• key researchers, texts and seminal works
• major issues and debates
• identifying conflicting evidence
• the main questions that have been asked around the topic
• the organisation of knowledge on the topic
• definitions, particularly those that are contested
• showing how your research will advance scholarly knowledge (generally referred to as identifying the ‘gap’).

This module will guide you through the functions of a literature review; the typical process of conducting a literature review (including searching for literature and taking notes); structuring your literature review within your thesis and organising its internal ideas; and styling the language of your literature review.

The purposes of a literature review

A literature review serves two main purposes:

1) To show awareness of the present state of knowledge in a particular field, including:

• seminal authors
• the main empirical research
• theoretical positions
• controversies
• breakthroughs as well as links to other related areas of knowledge.

2) To provide a foundation for the author’s research. To do that, the literature review needs to:

• help the researcher define a hypothesis or a research question, and how answering the question will contribute to the body of knowledge;
• provide a rationale for investigating the problem and the selected methodology;
• provide a particular theoretical lens, support the argument, or identify gaps.

Before you engage further with this module, try the quiz below to see how much you already know about literature reviews.

Research and Writing Skills for Academic and Graduate Researchers Copyright © 2022 by RMIT University is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Conducting a Literature Review

• Literature Review
• Developing a Topic
• Planning Your Literature Review
• Developing a Search Strategy
• Managing Citations
• Critical Appraisal Tools
• Writing a Literature Review

Before You Begin to Write.....

Do you have enough information? If you are not sure,

Ask yourself these questions:

• Has my search been wide enough to insure I've found all the relevant material?
• Has it been narrow enough to exclude irrelevant material?
• Is the number of sources I've used appropriate for the length of my paper?

You may have enough information for your literature review when:

• You've used multiple databases and other resources (web portals, repositories, etc.) to get a variety of perspectives on the research topic.
• The same citations are showing up in a variety of databases.
• Your advisor and other trusted experts say you have enough!

You have to stop somewhere and get on with the writing process!

Writing Tips

A literature review is not a list describing or summarizing one piece of literature after another. It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question

If you are writing an  annotated bibliography , you may need to summarize each item briefly, but should still follow through themes and concepts and do some critical assessment of material. Use an overall introduction and conclusion to state the scope of your coverage and to formulate the question, problem, or concept your chosen material illuminates. Usually you will have the option of grouping items into sections—this helps you indicate comparisons and relationships. You may be able to write a paragraph or so to introduce the focus of each section

Layout of Writing a Literature Review

Generally, the purpose of a review is to analyze critically a segment of a published body of knowledge through summary, classification, and comparison of prior research studies, reviews of literature, and theoretical articles.

Writing the introduction:

In the introduction, you should:

• Define or identify the general topic, issue, or area of concern, thus providing an appropriate context for reviewing the literature.
• Point out overall trends in what has been published about the topic; or conflicts in theory, methodology, evidence, and conclusions; or gaps in research and scholarship; or a single problem or new perspective of immediate interest.
• Establish the writer’s reason (point of view) for reviewing the literature; explain the criteria to be used in analyzing and comparing literature and the organization of the review (sequence); and, when necessary, state why certain literature is or is not included (scope).

Writing the body:

In the body, you should:

• Group research studies and other types of literature (reviews, theoretical articles, case studies, etc.) according to common denominators such as qualitative versus quantitative approaches, conclusions of authors, specific purpose or objective, chronology, etc.
• Summarize individual studies or articles with as much or as little detail as each merits according to its comparative importance in the literature, remembering that space (length) denotes significance.
• Provide the reader with strong “umbrella” sentences at beginnings of paragraphs, “signposts” throughout, and brief “so what” summary sentences at intermediate points in the review to aid in understanding comparisons and analyses.

WRITING TIP:  As you are writing the literature review you will mention the author names and the publication years in your text, but you will still need to compile comprehensive list citations for each entry at the end of your review. Follow  APA, MLA, or Chicago style guidelines , as your course requires.

Writing the conclusion:

In the conclusion, you should:

• Summarize major contributions of significant studies and articles to the body of knowledge under review, maintaining the focus established in the introduction.
• Evaluate the current “state of the art” for the body of knowledge reviewed, pointing out major methodological flaws or gaps in research, inconsistencies in theory and findings, and areas or issues pertinent to future study.
• Conclude by providing some insight into the relationship between the central topic of the literature review and a larger area of study such as a discipline, a scientific endeavor, or a profession.
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How to Write a Literature Review

• What is a literature review

How is a literature review different from a research paper?

• What should I do before starting my literature review?
• What type of literature review should I write and how should I organize it?
• What should I be aware of while writing the literature review?
• For more information on Literature Reviews
• More Research Help

The purpose of an academic research paper is to develop a new argument. The literature review is one part of a research paper. In a research paper, you use the literature review as a foundation and as support for the new insight that you contribute. The focus of a literature review, however, is to summarize and analyze the arguments and ideas of others without adding new contributions.

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Workplace nomophobia: a systematic literature review

• Open access
• Published: 04 July 2024

Cite this article

You have full access to this open access article

• Hassan Hessari   ORCID: orcid.org/0000-0003-3771-9230 1 ,
• Fatemeh Daneshmandi   ORCID: orcid.org/0009-0003-9352-7281 3 ,
• Peter Busch 2 &
• Stephen Smith 2  

Nomophobia, or the fear of being without one’s smartphone, is a growing concern in workplaces around the world. This phenomenon affects both employee well-being and organizational productivity. Despite its prevalence, there is a notable lack of systematic reviews investigating nomophobia in workplace, as well as the factors that intensify or inhibit it in workplace settings. This paper bridges this gap by conducting a systematic literature review of workplace nomophobia, drawing insights from 15,009 observations across 36 studies. Our review uncovers the widespread nature of nomophobia, its antecedents, symptoms, and the significant consequences it has in professional settings, such as increased anxiety, work stress, and frequent work interruptions. Demographic factors like age, gender, and education level influence the severity of nomophobia, with younger and more educated employees being especially vulnerable. The findings highlight the urgent need for interventions and organizational strategies to mitigate the negative effects of nomophobia and foster healthier digital habits at work. This study enriches the theoretical understanding of nomophobia and offers practical insights for future research and organizational practice.

Avoid common mistakes on your manuscript.

Introduction

In recent years, the global footprint of smartphones has expanded dramatically, with projections indicating that their usage will escalate from 7.1 billion to 7.7 billion by 2028 (Press, 2024 ). This widespread adoption has positioned smartphones as more prevalent than both landlines and personal computers, making them essential in everyday life (Hessari & Nategh, 2022 ; Mokhtarinia et al., 2020 ; Al Ali & Matarneh, 2024 ; Khalid, 2023 ). A 2021 global survey revealed that 64% of working adults in the United States used their smartphones for business tasks, compared to 50% in Germany, with a global average of 54% (Statista, 2023 ). They have spurred the development of numerous mobile applications and software solutions aimed at boosting productivity, including prominent project management tools like Trello, Asana, and Monday.com (Cennamo, 2021 ; Hoeven et al., 2016 ). Moreover, in sectors such as healthcare and retail, smartphones are instrumental for accessing electronic health records, facilitating communications, managing inventory, and handling payments and sales (Blackburn et al., 2024 ; Junglas et al., 2022 ; Chadi et al., 2022 ), and smartphones have become fundamental tools across various sectors and countries.

The ubiquitous nature of smartphones has ushered in the era of nomophobia—the anxiety of being without one’s mobile device (Hessari et al., 2022 ). This phenomenon has been highlighted as a significant challenge for both individuals and society at large in several leading practitioner journals including Forbes, Healthline, Medical News Today, and Psychology Today (Raypole & Nurmi, 2019 ; Travers, 2023 ; Elmore, 2014 ; Today, 2022 ). These sources stress the importance of recognizing and addressing nomophobia not only for individual mental health but also for the broader societal impact. Moreover, research underscores the importance of understanding the complex relationships individuals have with technology (Lai et al., 2023 ; Yildirim & Correia, 2015 ). This insight is crucial in empowering people to make informed decisions and, if needed, seek support in managing nomophobia (Yılmaz & Bekaroğlu, 2022 ). In a society where constant connectivity is commonplace, evaluating the effects of problematic smartphone use is essential for maintaining mental well-being (Caba-Machado et al., 2024 ).

Research underscores that nomophobia, or the fear of being without one’s smartphone, affects many individuals in varying degrees, highlighting the importance of fostering healthy smartphone habits in the workplace (Hessari et al., 2022 ; Travers, 2023 ; Centor, 2023 ). As the popularity of electronic devices escalates, conducting comprehensive research on nomophobia within professional environments becomes increasingly vital (Koppel et al., 2022 ). Despite the prevalence of this phenomenon among employees, literature reviews specifically addressing nomophobia in workplace contexts are vividly absent. Moreover, there exists disparate information regarding factors are associated with levels of nomophobia (León-Mejía et al., 2021 ). While there are some systematic reviews on nomophobia among students (Tuco et al., 2023 ; Osorio-Molina et al., 2021 ; Notara et al., 2021 ; Devi & Dutta, 2022 ), the distinct dynamics of workplace settings—which differ markedly from academic environments—underscore the need for targeted reviews (Akbulut et al., 2017 ). These should consider specific workplace factors absent in educational settings. This study, therefore, aims to systematically examine existing research on employees' nomophobia, aiming to deepen the understanding of this issue and contribute to its theoretical framework.

Our research is structured around four primary goals: (1) We seek to determine the prevalence of nomophobia among employees across various work environments and to explore the role demographic factors play in its manifestation. (2) We aim to delve into the antecedents and symptoms associated with nomophobia among the workforce, aiming to uncover a more profound comprehension of this condition. (3) We assess the implications of nomophobia for both organizations and their employees, underscoring its critical impact within professional settings. (4) We endeavor to pinpoint existing research voids concerning nomophobia in workplace contexts and suggest directions for future inquiries that could advance our understanding of this phenomenon. Through this investigation, our objective is to enrich the discourse on workplace nomophobia, fostering further scholarly examination of its causes, effects, and the urgent need for targeted interventions.

Overview of nomophobia

Nomophobia, a term initially introduced by the UK Post Office in 2008, encapsulates the anxiety associated with the absence of smartphone or internet connectivity (Bhattacharya et al., 2019 ). This phenomenon has garnered significant attention over the last decade, leading to a body of research that explores its prevalence, origins, ramifications, and its effects on diverse demographic groups including youth, university students, and working professionals (Notara et al., 2021 ; Rodríguez-García et al., 2020 ). Unlike conventional technology-related disorders, nomophobia is distinguished not by a specific phobia or anxiety disorder classification but by the overarching dread of losing connection to one's smartphone (Durak, 2019 ). This fear is deeply rooted in the manifold advantages that smartphones provide, such as seamless communication, ready access to information, and entertainment (Rodríguez-García et al., 2020 ). Distinct from the broader category of problematic smartphone usage, nomophobia is specifically characterized by the fear of disconnection, rather than by a loss of control over the device's use (Buctot et al., 2020 ).

Various theoretical frameworks have been proposed to elucidate the underlying mechanisms of nomophobia (Ceobanu et al., 2023 ). The Three-Dimensional Model identifies four principal triggers: the fear of being unable to communicate, anxiety from lack of connectivity, fear of not accessing information instantaneously, and the distress of forgoing the conveniences offered by smartphones (Rodríguez-García et al., 2020 ). Alternatively, the Uses and Gratifications Theory posits that nomophobia emerges when individuals perceive a threat to their needs and gratifications that are typically fulfilled by smartphones or internet access (Notara et al., 2021 ). The Cognitive-Behavioral Model links nomophobia to cognitive factors and behaviors that reinforce a cycle of anxiety and problematic smartphone use (Kaviani et al., 2020 ). Collectively, these models contribute to a deeper understanding of the complex nature of nomophobia, although there is a need for additional theories to further clarify this modern psychological concern.

Nomophobia antecedents

Nomophobia is influenced by a confluence of psychological, social, and cultural factors. Psychological antecedents such as anxiety, stress, and attachment styles might precipitate problematic smartphone use, which in turn may cause anxiety when users are separated from their devices (Bhattacharya et al., 2019 ; King et al., 2013 ). Socially, factors like peer pressure and prevailing social norms may perpetuate a need for continuous connectivity (Durak, 2019 ; Gohar & Munir, 2022 ; Anshari et al., 2019 ; Dastgheyb Shirazi et al., 2021 ; Sui & Sui, 2021 ). Additionally, while the design elements of smartphones, such as push notifications and infinite scrolling, are commonly examined concerning user engagement, a nuanced understanding of these features' impact on user behavior is crucial (Morrison et al., 2017 ). Ongoing research explores the complex interplay between smartphone use and psychological outcomes, including anxiety and depression, indicating that these relationships are shaped by individual variances and contextual usage (Sela et al., 2022 ; Mendoza et al., 2018 ; Arpaci, 2022 ). Factors such as personal histories of trauma and cultural contexts that underscore the significance of technology also play critical roles in the development of nomophobia (Zwilling, 2022 ; Pavithra et al., 2015 ). Furthermore, family dynamics and personality traits, including perfectionism, low self-esteem, and impulsivity, alongside age and environmental conditions such as Wi-Fi accessibility, are significant contributors to nomophobia (Tomczyk & Lizde, 2022 ; Feizollahi et al., 2022 ; García-Masip et al., 2023 ; Nasab et al., 2021 ; Vagka et al., 2023 ; Darvishi et al., 2019 ).

Recent technological advancements and shifts in workplace culture, exacerbated by the global COVID-19 pandemic, have introduced additional dimensions to the antecedents of nomophobia. The shift towards remote work has heightened reliance on mobile devices for professional communications (Vargo et al., 2021 ), potentially amplifying anxieties associated with mobile phone separation. Moreover, the erosion of work-life boundaries has led to increased screen time, further integrating mobile devices into daily routines (Molino et al., 2020 ). Emerging psychological stressors, driven by the need for uninterrupted connectivity to manage work tasks, have become pronounced contributors to nomophobia. Moreover, social shifts toward digital communication over traditional face-to-face interactions also play a critical role in driving nomophobia (Wang & Suh, 2018 ). These changes underscore the necessity for a reassessment of current strategies aimed at mitigating the impact of nomophobia in contemporary work settings (Erdurmazlı et al., 2022 ).

Nomophobia symptoms

Nomophobia manifests through several distinct symptoms. One of them is the compulsive habit of repeatedly checking one’s phone, a behavior that persists even in the absence of alerts or notifications. This compulsion is fueled by a powerful desire to remain abreast of messages, notifications, and social media activity (Yılmaz & Bekaroğlu, 2022 ). Moreover, a separation from their phone can precipitate feelings of anxiety or restlessness in those with nomophobia, particularly when usage is precluded by a depleted battery, lack of network coverage, or physical separation from the device. In more acute cases, the misplacement or theft of a phone can trigger episodes of panic or heightened anxiety (Santl et al., 2022 ; Sureka et al., 2020 ).

Another hallmark of this condition is a diminished capacity to focus on the task at hand or maintain engagement in conversations, as the individual's attention is invariably tethered to their phone (Mengi et al., 2020 ). This may escalate to a preference for digital over in-person communication, potentially leading to social withdrawal and strain in personal relationships (Yildirim & Correia, 2015 ; Jilisha et al., 2019 ). A further indication is the abandonment of duties or obligations, with excessive phone use usurping time otherwise allocated to work or academic pursuits (Reyt & Wiesenfeld, 2015 ). Furthermore, the pervasive fear of missing out, known as FOMO, on essential updates or experiences due to disconnection from their phones is also symptomatic of nomophobia (Gezgin et al., 2018 ; Kneidinger-Müller, 2019 ). Furthermore, physical manifestations such as trembling, perspiration, and accelerated heart rate upon separation from their phone have been documented (Bhattacharya et al., 2019 ). The phenomenon of phantom vibration syndrome, where individuals mistakenly sense their phone vibrating, is also indicative of this condition (Rosenberger, 2015 ).

Nomophobia repercussions

Nomophobia, a modern ailment tied to our digital age, is intricately linked to a spectrum of mental health challenges, including, but not limited to, anxiety, depression, and disrupted sleep. Individuals grappling with this condition might experience elevated levels of anxiety in the absence of their mobile devices, which can impede daily functioning and, in severe cases, precipitate panic attacks (Bhattacharya et al., 2019 ). The perpetual tether to social media can paradoxically engender a sense of isolation and erode self-esteem as users engage in social comparison and curate a flawless digital persona (Anshari et al., 2019 ; Razzaq et al., 2018 ). The overuse of smartphones, particularly before bedtime, has been implicated in sleep disturbances, laying the groundwork for conditions such as insomnia or sleep apnea—partly due to the intrusion of blue light into our natural sleep cycles (Jahrami et al., 2022a ; Teker & Yakşi, 2021 ; Jahrami et al., 2022b ).

Furthermore, nomophobia may erode fundamental social competencies, presenting obstacles to effective face-to-face interactions (Bhattacharya et al., 2019 ; Bulut & Sengul, 2023 ; Valenti et al., 2022 ). This phobia may segue into a broader maladaptive relationship with smartphones, where individuals display withdrawal-like symptoms in the absence of their devices (Buctot et al., 2020 ; Al-Mamun, 2023 ). For the younger demographic, judicious screen-time management is critical to forestall outbursts and mitigate internet-related problems (Adamczyk et al., 2018 ). Additionally, smartphone and social media usage heightens exposure to cyberbullying, which has a detrimental impact on mental well-being (Catone et al., 2020 ), and increases the likelihood of accidents when used imprudently, such as while driving (Koppel et al., 2022 ; Kaviani et al., 2020 ).

The compulsive use of digital devices can attenuate attention spans, complicating tasks that demand prolonged concentration (Schwaiger & Tahir, 2022 ). It can strain personal relationships and provoke physical ailments such as eye discomfort, headaches, and musculoskeletal pain (Beukeboom & Pollmann, 2021 ). Collectively, nomophobia disrupts routine activities, interpersonal connections, and overall health, thereby diminishing life quality (Bhattacharya et al., 2019 ; Ahmed et al., 2021 ). Moreover, it has been associated with decreased physical activity and academic underperformance (Durak, 2019 ), potentially precipitating cognitive deterioration and an increased risk of dementia in the later stages of life (Schwaiger & Tahir, 2022 ). In essence, the constellation of nomophobia’s ramifications encompasses a gamut from anxiety and diminished scholarly output to sleep disorders, relational friction, health issues, and a compromised quality of life (Tuco et al., 2023 ; Jahrami et al., 2022a ; AlMarzooqi, 2022 ).

Nomophobia positive side

Nomophobia, commonly viewed through a lens of concern in relation to smartphone usage, is also posited by some scholars to yield advantageous effects. One such benefit is the enhancement of productivity, with individuals often finding themselves impelled to maintain efficiency and manage their responsibilities more effectively. This stems from the ability to obtain work-related data and remain accessible via their mobile devices (Wang & Suh, 2018 ; Nisar et al., 2019 ). Additionally, the condition may serve to solidify bonds with friends and family, as it facilitates immediate communication irrespective of geographic barriers (Sui & Sui, 2021 ; Oknita et al., 2023 ).

Moreover, for those experiencing nomophobia, the mobile phone acts as a conduit to security and reassurance, presenting a critical link to emergency services or support when faced with adversity — a provision that is particularly valuable for those who live by themselves or are navigating novel settings (Ford et al., 2022 ). Mobile phones also underpin autonomy, endowing individuals with the confidence to explore new locales and the capability to request assistance as needed. Beyond these practical utilities, mobile devices are gateways to an expanse of knowledge, catalyzing personal development and learning opportunities (Fletcher-Brown et al., 2021 ; Kondylakis et al., 2020 ).

A systematic review is a methodical endeavor designed to collate and distill all relevant data pertaining to a specific question, aiming to minimize bias and provide a thorough evaluation of existing research (Pati & Lorusso, 2018 ). This process not only conclusively addresses research questions but also facilitates informed decision-making by leveraging the current state of knowledge, thus avoiding the duplication of previous studies (Khan et al., 2003 ). By integrating results from various studies, systematic reviews enrich our understanding of the subject matter, enabling the formulation of broader conclusions (Liberati et al., 2009 ; Moher et al., 2015 ).

Central to conducting systematic reviews is the adherence to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines. PRISMA offers a structured framework for review procedures and evidence-based reporting, ensuring the clarity and effectiveness of the reviews (Moher et al., 2015 ). It includes a comprehensive 27-item checklist and a flow diagram that outlines essential information necessary for a systematic review report (Pati & Lorusso, 2018 ; Parums, 2021 ). Following PRISMA guidelines not only helps authors produce transparent, high-quality, and reproducible reviews but also benefits a wide range of stakeholders, including editors, reviewers, policymakers, and users of the reviews (Page et al., 2021 ).

In our study, we adhere to PRISMA guidelines to ensure its quality and validity. In the realm of systematic research review papers, it is critical to articulate both the rationale and the significance of the research topic and questions based on the literature and PRISMA guidelines (Kitchenham, 2004 ). The rationale addresses existing gaps, needs, or issues in the literature or practice, enhancing the study’s foundation. Conversely, the significance of the review highlights its potential contributions to advancing knowledge, informing decision-making, or improving outcomes (Cumpston et al., 2022 ; Khaw et al., 2023 ).

The term "Nomophobia" originated from a 2008 study by the UK Post Office (Devi & Dutta, 2022 ) and has increasingly captured attention due to its profound implications for employees and organizations (León-Mejía et al., 2021 ; Rodríguez-García et al., 2020 ). This condition affects millions of workers globally, not only diminishing their quality of life but also heightening the risk of mental health challenges such as depression and anxiety (Rodríguez-García et al., 2020 ). Despite the growing body of research evaluating nomophobia in the workplace, findings on its impact remain inconsistent across different organizations and employees (Hessari et al., 2022 ).

Given this backdrop, a systematic review is crucial to aggregate and synthesize the current evidence concerning the effects of nomophobia on both employees and their employers (Gonçalves et al., 2023 ). Research to date highlights its presence in various workplace settings, yet there remains no consensus on its prevalence or consistent impacts (León-Mejía et al., 2021 ). Furthermore, the absence of standardized guidelines to address and manage nomophobia at work, along with unclear definitions of its antecedents, underscores significant gaps in the literature. Consequently, this study is designed to address these disparities by exploring diverse questions related to the influence of nomophobia in workplace environments.

RQ1: To what extent is nomophobia prevalent among employees?

RQ2: How can employees' demographic characteristics impact on nomophobia?

RQ3: What are the antecedents of nomophobia in workplaces?

RQ4: What are the nomophobia impacts on employees?

RQ5: What are the nomophobia consequences for organizations?

RQ6: How can employees’ nomophobia be dealt with?

This study aims to systematically review the available literature on workplace nomophobia in several databases (see Table  1 ). The primary objective is to determine the prevalence of nomophobia among employees and its effects on work-related matters. The review will also identify the main objectives, variables, sample details, and measurement tools employed in prior studies.

Search strategy

Our sampling criteria included all empirical studies available up until the end of April 2024. This included studies accepted for publication, already published, dissertations, or circulated as working papers, specifically those involving employees. To ensure a comprehensive collection of relevant studies, we utilized a rigorous search and selection methodology. This process was carried out by two authors and two research assistants, who were extensively trained to perform detailed searches. They used a curated list of keywords such as "nomophobia," "nomophobic," "no mobile phone," "at workplace," "at work," "by employees," "by teacher," "by worker," "by nurses," "during work," "in the workplace," "on the job." These keywords were linked using Boolean operators to maximize the relevancy and breadth of the search across various academic databases listed in Table  1 .

Each bibliographic resource was exhaustively searched with each keyword combination until no new unique studies emerged. Findings were compiled into a central online repository. This methodical search was repeated for each database to ensure saturation. We also reviewed the reference lists of all retrieved articles to identify any studies that may have been initially overlooked. To ensure no significant publications were missed, three additional rounds of searches were conducted using Google Scholar, Scopus, and various publishers' websites. These searches were designed to capture recently cited articles and those recommended by these platforms.

Study selection

To facilitate a rigorous review process, search results were meticulously cataloged in a Microsoft Excel spreadsheet, streamlining the subsequent removal of duplicate entries. The eligibility assessment, performed by Author A and Author B, followed a standardized protocol without the use of blinding to maintain transparency. Initially, we scrutinized titles, keywords, and abstracts for congruence with our inclusion criteria, which necessitated peer-reviewed status and English language publication. Our review was strictly confined to studies exploring the phenomenon of nomophobia in workplace contexts among employees and the wider workforce. The full texts of potentially relevant articles were then meticulously evaluated. In instances of divergence in the inclusion decision, a quorum of four researchers was convened to deliberate until a unanimous decision was secured. Non-conforming articles were systematically excluded as detailed in Fig.  1 .

PRISMA flow diagram. Note: A significant reduction in the number of eligible papers occurred as the review specifically targets nomophobia within employed populations. Studies with samples comprised exclusively of students were excluded to maintain relevance to the workplace context

The initial search amassed 771 records, spanning a broad spectrum of academic contributions. Our investigation focused specifically on articles that substantively addressed'nomophobia' in workplace settings. Hence, in the first round of exclusion, 354 records were disregarded for not meeting the requisite focus, and a further 381 were discounted in the second culling. The final phase of refinement involved eliminating duplicate entries, culminating in a distilled set of 36 studies earmarked for comprehensive analysis.

Bias control

In this systematic review (SR), we recognized the inherent challenges of subjectivity and implemented stringent measures to mitigate bias, a detail that is not lost in scholarly pursuits. The primary authors, charged with the analytical framework of the review, reached a unanimous agreement on all studies included, signaling our unwavering dedication to methodological precision (Mallett et al., 2012 ).

To anchor our review in objectivity, we established clearly defined criteria for the inclusion of studies, which were: (1) Direct relevance to the central research question—this ensured that each selected study provided insights specifically related to nomophobia within workplace settings; (2) Methodological rigor—this required an examination of the design, data collection, and analytical rigor within each study, affirming the dependability of the results; and (3) Transparency in reporting—this enabled us to evaluate how clearly and comprehensively studies disclosed their methods and outcomes. Employing these criteria as our compass, we were able to impartially assess the merit of each study, irrespective of its origin, thus cultivating an extensive and unbiased review of literature on nomophobia (Lowry et al., 2023 ).

To encompass the full gamut of research, our search strategy transcended the confines of databases traditionally recognized, such as SCOPUS or WoS. A thorough SR demands an expansive approach, hence our exploration extended to various scholarly communications including journal articles, book chapters, working papers, and conference proceedings, as well as doctoral dissertations, ensuring an exhaustive representation of the field (Mohamed Shaffril et al., 2021 ). Searches were also conducted on institutional repositories to circumvent publication bias and to discover grey literature (Dalton et al., 2016 ; Hedin et al., 2016 ). The inclusion of non-indexed journals was judicious, abiding by rigorous selection criteria that fortified the integrity of our research process (Begg & Mazumdar, 1994 ; Duval & Tweedie, 2000 ). While our extensive search through various repositories, including Google Scholar, unveiled a multitude of publications on nomophobia, it was discerned that a substantial number did not meet the established criteria, particularly with respect to context relevance, language, and methodological robustness. Ultimately, only those studies that rigorously aligned with our criteria were integrated into the SR.

The investigation into nomophobia at work began in 2018 with four studies. The first of these specifically explored the nomophobia among teachers and academics (Shankar et al., 2018 ), while the remaining three investigated the prevalence of nomophobia across a broader employee spectrum (Wang & Suh, 2018 ; Olivencia-Carrión et al., 2018 ; Tams et al., 2018 ). The next year, 2019, saw a single study focusing on leaders (Shields, 2019 ). In 2020, the research included healthcare professionals, with two papers on nurses (Bülbüloğlu et al., 2020 ; Lupo, 2020 ), and two papers evaluated nomophobia among employees in various professions (Aslan & Aslan, 2020 ; Karademir Coskun & Kaya, 2020 ). Four more studies in 2021 were dedicated to teachers and academics (Boyer, 2021 ; Fryman & Romine, 2021 ; Gokani et al., 2021 ; Kukreti, 2021 ), and one to aviation employees (Bilkay, 2021 ). That year also included a study on nurses (Hoşgör, 2021 ). Research continued in 2022 with three studies on various employees (Afzal et al., 2022 ; Daniel, 2022 ; Merdan & Erdem, 2022 ) and three on nurses (Anggoro & Handiyani, 2022 ; Lupo et al., 2022 ; Uguz & Bacaksiz, 2022 ), plus two on teachers and academics (Erdurmazlı et al., 2022 ; Önder et al., 2022 ). In 2023, four studies investigated nomophobia among healthcare professionals, including nurses, doctors, and other medical staff (Kapikiran et al., 2023 ; Vitale et al., 2023 ; Abdulrahman, 2023 ; Chouhan, 2023 ). Eight additional studies looked at various employees from an array of sectors, including seafarers and journalists (García-Masip et al., 2023 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ; Özgür et al., 2023 ; Aladag & Altinpinar, 2023 ; Saidon et al., 2023 ; Contreras Pinochet et al., 2023 ; Sapmaz, 2023 ). One study also evaluated nomophobia among teachers and academics (Pala, 2023 ). The trend of increasing publications year after year reflects a rising academic interest in nomophobia and its importance for practitioners and researchers (see Fig.  2 ). This uptick is likely due to the growing use of smartphones and their apps (Koppel et al., 2022 ). Table 2 summarizes these studies succinctly.

Publication trend of workplace nomophobia studies

Sample details

Our study rigorously analyzed 36 papers spanning from 2018 to 2023, all delving into the phenomenon of nomophobia among employees. Collectively, these papers encompassed a sample size of 15,009 individuals. Within this corpus, 18 papers with a total of 7,783 participants scrutinized nomophobia across various sectors such as government and private organizations, civil aviation, seafaring, journalism, and service industries (García-Masip et al., 2023 ; Wang & Suh, 2018 ; Olivencia-Carrión et al., 2018 ; Tams et al., 2018 ; Shields, 2019 ; Aslan & Aslan, 2020 ; Karademir Coskun & Kaya, 2020 ; Bilkay, 2021 ; Afzal et al., 2022 ; Daniel, 2022 ; Merdan & Erdem, 2022 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ; Özgür et al., 2023 ; Aladag & Altinpinar, 2023 ; Saidon et al., 2023 ; Contreras Pinochet et al., 2023 ; Sapmaz, 2023 ). Focusing on the healthcare sector, ten papers surveyed 3,286 healthcare professionals, including nurses, doctors, and medical staff, to gauge the impact of nomophobia (Bülbüloğlu et al., 2020 ; Lupo, 2020 ; Hoşgör, 2021 ; Anggoro & Handiyani, 2022 ; Lupo et al., 2022 ; Uguz & Bacaksiz, 2022 ; Kapikiran et al., 2023 ; Vitale et al., 2023 ; Abdulrahman, 2023 ; Chouhan, 2023 ). Additionally, eight papers explored the condition among 3,940 teachers and academics (Erdurmazlı et al., 2022 ; Shankar et al., 2018 ; Boyer, 2021 ; Fryman & Romine, 2021 ; Gokani et al., 2021 ; Kukreti, 2021 ; Önder et al., 2022 ; Pala, 2023 ).

Geographically, the studies showcase a wide range: fourteen were conducted in Turkey (Erdurmazlı et al., 2022 ; Bülbüloğlu et al., 2020 ; Aslan & Aslan, 2020 ; Karademir Coskun & Kaya, 2020 ; Bilkay, 2021 ; Hoşgör, 2021 ; Merdan & Erdem, 2022 ; Uguz & Bacaksiz, 2022 ; Önder et al., 2022 ; Kapikiran et al., 2023 ; Özgür et al., 2023 ; Aladag & Altinpinar, 2023 ; Sapmaz, 2023 ; Pala, 2023 ), three in the USA (Boyer, 2021 ; Fryman & Romine, 2021 ; Daniel, 2022 ), and three in Italy (Lupo, 2020 ; Lupo et al., 2022 ; Vitale et al., 2023 ). India was the focus of four papers (Shankar et al., 2018 ; Gokani et al., 2021 ; Chouhan, 2023 ; Arumuganathan et al., 2023 ), while two studies utilized samples from Spain (García-Masip et al., 2023 ; Olivencia-Carrión et al., 2018 ). Additionally, the research included one study each from China (Kukreti, 2021 ), South Korea (Wang & Suh, 2018 ), and Canada (Tams et al., 2018 ), with two from Pakistan (Afzal et al., 2022 ; Ahmed & Yousaf, 2023 ). Single studies were also performed in Indonesia (Anggoro & Handiyani, 2022 ), Brazil (Contreras Pinochet et al., 2023 ), Malaysia (Saidon et al., 2023 ), and Saudi Arabia (Abdulrahman, 2023 ). Moreover, one paper aimed to capture a global view of the issue (Shields, 2019 ).

This compilation of research highlights that nearly half of the studies focused on nomophobia within various employment settings, indicating its recognized prevalence in the occupational sphere. The healthcare profession's encounter with nomophobia is also significant, reflected by the ten studies focusing on this group, underlining the pertinence of nomophobia in high-stress, high-stakes environments (see Fig.  3 ).

Distribution of sample groups in workplace nomophobia studies

In our systematic review, we categorized the research papers into four distinct groups based on their primary objectives concerning nomophobia, noting that many papers had overlapping goals (see Fig.  4 ). The prevalence of nomophobia was extensively examined; seven studies focused on healthcare professionals (Lupo, 2020 ; Hoşgör, 2021 ; Lupo et al., 2022 ; Kapikiran et al., 2023 ; Vitale et al., 2023 ; Abdulrahman, 2023 ; Chouhan, 2023 ), four on teachers and academics (Shankar et al., 2018 ; Boyer, 2021 ; Gokani, et al. 2021 ; Önder et al., 2022 ), and four addressed a broader employee base including those in various industries (Karademir Coskun & Kaya, 2020 ; Bilkay, 2021 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ).

Cumulative Focus in Workplace Nomophobia Studies. Note: The numbers in the chart above reflect counts of study focuses, where some studies may fall into multiple categories (e.g., a study might address both'Prevalence' and'Antecedents'). As such, the total number of category counts exceeds the actual number of studies, which is 36

Concerning the consequences of nomophobia, the literature varied across professions. Five papers considered its impact on healthcare professionals (Bülbüloğlu et al., 2020 ; Lupo, 2020 ; Hoşgör, 2021 ; Kapikiran et al., 2023 ; Abdulrahman, 2023 ), three on teachers and academics (Erdurmazlı et al., 2022 ; Fryman & Romine, 2021 ; Kukreti, 2021 ), and ten on a mixed group of employees (Wang & Suh, 2018 ; Tams et al., 2018 ; Aslan & Aslan, 2020 ; Afzal et al., 2022 ; Daniel, 2022 ; Merdan & Erdem, 2022 ; Özgür et al., 2023 ; Aladag & Altinpinar, 2023 ; Contreras Pinochet et al., 2023 ; Sapmaz, 2023 ), highlighting the widespread relevance of this issue across different sectors.

The studies also explored antecedents of nomophobia with five focusing on healthcare professionals (Bülbüloğlu et al., 2020 ; Anggoro & Handiyani, 2022 ; Lupo et al., 2022 ; Uguz & Bacaksiz, 2022 ; Vitale et al., 2023 ), thirteen on a diverse set of employees (García-Masip et al., 2023 ; Olivencia-Carrión et al., 2018 ; Shields, 2019 ; Aslan & Aslan, 2020 ; Karademir Coskun & Kaya, 2020 ; Bilkay, 2021 ; Afzal et al., 2022 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ; Özgür et al., 2023 ; Aladag & Altinpinar, 2023 ; Saidon et al., 2023 ; Sapmaz, 2023 ), and six on teachers and academics (Shankar et al., 2018 ; Boyer, 2021 ; Fryman & Romine, 2021 ; Gokani et al., 2021 ; Önder et al., 2022 ; Pala, 2023 ). Furthermore, some papers assessed factors that they are associated with nomophobia reduction among employees and healthcare professionals (García-Masip et al., 2023 ; Olivencia-Carrión et al., 2018 ; Karademir Coskun & Kaya, 2020 ; Anggoro & Handiyani, 2022 ; Lupo et al., 2022 ).

The aggregate findings from these studies underscore a robust scholarly engagement with the factors that precipitate nomophobia and its repercussions on employees and their work environments. Notably, there remains a scarcity of research dedicated to strategies or interventions aimed at preventing or mitigating nomophobia. This gap highlights the urgent need for further studies that could offer actionable insights for organizational leaders to combat nomophobia effectively within their teams. Such research is indispensable for developing informed strategies that not only address the symptoms but also the root causes of nomophobia in workplace settings.

Smartphones have evolved into indispensable tools across various industries, markedly enhancing workplace flexibility and productivity (Cijan et al., 2019 ). However, this reliance on constant connectivity can have a downside, manifesting as nomophobia—a condition characterized by anxiety when separated from one’s smartphone (Wang & Suh, 2018 ). Although nomophobia is not recognized as a formal psychiatric disorder, its growing prevalence has significant repercussions, detracting from employee well-being and potentially undermining organizational efficiency. It is imperative for employers to recognize and address the challenges posed by nomophobia actively (Wang & Suh, 2018 ). Promoting balanced technology use within the workplace can mitigate its negative impacts and enhance overall employee satisfaction and productivity (Afzal et al., 2022 ; Leesakul et al., 2022 ). This paper reviews the extant research on nomophobia, pinpointing critical gaps such as the need for more empirical studies on intervention strategies and the long-term effects of nomophobia on workplace dynamics. These insights are summarized, which serves as a resource for both researchers and practitioners interested in developing effective policies to foster healthier digital habits among employees.

The prevalence of nomophobia among employees is increasingly recognized as a significant issue in workplaces globally. The most studies have documented its prevalence, showing severe levels of nomophobia among employees (e.g., journalists in Pakistan, healthcare professionals in Saudi Arabia, and teachers in India, Turkey, and the USA) (Shankar et al., 2018 ; Boyer, 2021 ; Gokani et al., 2021 ; Önder et al., 2022 ; Abdulrahman, 2023 ; Chouhan, 2023 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ), while moderate levels of nomophobia have been observed among Turkish and Italian healthcare professionals (Lupo, 2020 ; Hoşgör, 2021 ; Lupo et al., 2022 ; Kapikiran et al., 2023 ). Although moderate to low levels are noted in other employee groups (Karademir Coskun & Kaya, 2020 ), and one study suggested mild nomophobia among Turkish healthcare professionals (Vitale et al., 2023 ), our analysis indicates a general trend towards moderate to severe nomophobia across all types of employees. This pervasive issue underscores the need for well-defined organizational strategies to mitigate nomophobia, particularly as smartphones become ever more integral to daily professional life. Addressing nomophobia is crucial not only for improving individual employee well-being but also for enhancing overall organizational productivity and job satisfaction.

Addressing the second research question, our review of the literature reveals gender differences in the experience of nomophobia. Specifically, a study by (Shankar et al., 2018 ) highlights that female teachers exhibit significantly higher levels of nomophobia, largely due to fears related to losing convenience, access to information, and connectivity. This finding is echoed in additional research (Boyer, 2021 ; Fryman & Romine, 2021 ; Gokani et al., 2021 ; Afzal et al., 2022 ; Uguz & Bacaksiz, 2022 ; Vitale et al., 2023 ; Aladag & Altinpinar, 2023 ), which also notes a higher prevalence of nomophobia among female employees compared to their male counterparts. In contrast, (Lupo et al., 2022 ) presents an anomaly, indicating that male employees experience greater levels of nomophobia than females. However, several studies (Karademir Coskun & Kaya, 2020 ; Bilkay, 2021 ; Anggoro & Handiyani, 2022 ; Önder et al., 2022 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ; Pala, 2023 ) found no significant differences in nomophobia levels between male and female employees, suggesting that the impact of gender may vary across different contexts or methodologies.

This discrepancy underscores multiple factors influencing gender-specific smartphone engagement (Andone et al., 2016 ). Gender roles and societal norms may shape how men and women use their smartphones, with women often relying more on these devices for social interaction, thereby intensifying their experience of nomophobia (Sharma et al., 2022 ). Research suggests that varying anxiety and stress levels, which differ by gender, could amplify this phenomenon. Higher stress levels reported among women, potentially linked to multitasking, and managing work-life balance, emphasize the necessity of smartphones for connectivity (Deursen et al., 2015 ). These differences have profound implications for understanding workplace nomophobia and necessitate tailored intervention strategies. Policies promoting digital wellness should incorporate gender-sensitive approaches, recognizing the unique aspects of problematic smartphone use. Understanding these variations can help design support systems to mitigate nomophobia's impact, enhancing employee well-being and productivity, and further investigation into gender-based differences in nomophobia is imperative to deepen our understanding of these dynamics.

Additionally, the relationship between nomophobia and educational level among employees has been explored, with studies (Bülbüloğlu et al., 2020 ; Aslan & Aslan, 2020 ; Aladag & Altinpinar, 2023 ) suggesting that individuals with higher education are more prone to experience nomophobia. This correlation is supported by a consensus in the literature that higher educational levels tend to correlate with more severe manifestations of nomophobia. While a few studies (Anggoro & Handiyani, 2022 ; Önder et al., 2022 ) report no significant relationship between educational level and nomophobia, the majority position maintains that employees with higher education are more susceptible to problematic smartphone use and consequent higher levels of nomophobia. This suggests an intricate interplay between educational attainment and technological reliance, warranting further scholarly attention. Moreover, studies (Aslan & Aslan, 2020 ; Karademir Coskun & Kaya, 2020 ; Gokani et al., 2021 ) indicate a positive association between nomophobia and single employees, with married employees typically exhibiting lower levels of this anxiety. Conversely, findings from (Anggoro & Handiyani, 2022 ; Önder et al., 2022 ) reveal no significant relationship between nomophobia and marital status, while (Bilkay, 2021 ) identifies higher prevalence among married employees. This disparity underscores the need for further inquiry into how marital status influences nomophobia.

Furthermore, research consistently shows that younger employees are more susceptible to nomophobia, particularly those under 35, who exhibit higher levels, supported by a distinct negative correlation between age and nomophobia as documented in (Shankar et al., 2018 ; Bülbüloğlu et al., 2020 ; Karademir Coskun & Kaya, 2020 ; Boyer, 2021 ; Gokani et al., 2021 ; Bilkay, 2021 ; Uguz & Bacaksiz, 2022 ; Abdulrahman, 2023 ; Arumuganathan et al., 2023 ; Aladag & Altinpinar, 2023 ). However, two papers report no significant age-related trends (Anggoro & Handiyani, 2022 ; Önder et al., 2022 ). Predominantly, evidence supports higher incidence of nomophobia among younger workers. Conversely, employees with extensive work experience generally report lower nomophobia levels, contrary to newer employees who are more affected (Aslan & Aslan, 2020 ; Bilkay, 2021 ; Uguz & Bacaksiz, 2022 ; Vitale et al., 2023 ). Yet, another paper suggests that those with greater work experience might also experience heightened nomophobia (Lupo et al., 2022 ), a finding not corroborated by (Anggoro & Handiyani, 2022 ; Önder et al., 2022 ). Overall, the data portrays younger employees as more tethered to their smartphones, experiencing increased anxiety and discomfort when disconnected.

In exploring the third research question, research delineates a range of factors exacerbating nomophobia among employees. One notable factor involves the influence of leadership and work-related expectations. A study highlights that leaders heavily reliant on their smartphones tend to exhibit increased nomophobia (Shields, 2019 ). This issue is compounded by work-related expectations, such as the need for constant availability and the utilization of technology for professional tasks, which significantly contribute to the development of nomophobia. This condition is particularly pronounced among employees who feel obligated to address work-related communications outside of normal working hours, potentially leading to problematic smartphone use (Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ).

The extent and manner of smartphone use significantly influence nomophobia among employees. While a solitary study questions the link between the length of mobile phone usage and levels of employee nomophobia (Gokani et al., 2021 ), most research supports a direct correlation. Extensive studies have consistently found a robust relationship between the duration of smartphone usage and increased nomophobia among employees. These investigations highlight specific behaviors such as frequent smartphone checks, carrying a charger, using smartphones immediately before sleep, and using them in bed, which are indicative of higher nomophobia levels. Moreover, the accessibility of the internet and social media through smartphones further exacerbates this issue. Research indicates that employees with high internet and social media usage exhibit more severe nomophobia (Bülbüloğlu et al., 2020 ; Fryman & Romine, 2021 ; Afzal et al., 2022 ; Uguz & Bacaksiz, 2022 ; Ahmed & Yousaf, 2023 ; Arumuganathan et al., 2023 ; Saidon et al., 2023 ), and those habituated to checking their social media applications are notably more prone to nomophobia (Karademir Coskun & Kaya, 2020 ; Önder et al., 2022 ; Pala, 2023 ).

The exacerbation of these trends has been notably observed during the COVID-19 pandemic, which has intensified nomophobia among specific groups, such as teachers who experience heightened virus-related fears and utilize their smartphones to find coping mechanisms (Kukreti, 2021 ). Additionally, social pressures can magnify nomophobia. A study demonstrated that employees subjected to intense social pressures tend to exhibit significant levels of nomophobia, often using their smartphones as coping mechanisms (Afzal et al., 2022 ). This finding corroborates another study, which highlighted a robust positive correlation between social threats and nomophobia (Tams et al., 2018 ). Similarly, a study found that employees with lower physical activity levels suffer more from nomophobia due to increased smartphone engagement (Vitale et al., 2023 ). These findings collectively underscore that both the duration and frequency of smartphone use, along with problematic social media and internet use, are crucial contributors to nomophobia in employees across various sectors.

In addressing the fourth research question, a substantial body of research (Tams et al., 2018 ; Aslan & Aslan, 2020 ; Kukreti, 2021 ; Afzal et al., 2022 ) illuminates how nomophobia escalates stress levels in employees by fostering an unrelenting need to remain connected. This constant connectivity makes it challenging for individuals to detach from work responsibilities and indulge in leisure activities, thus intensifying work-related stress. Furthermore, there is evidence suggesting that nomophobia may directly cause post-traumatic stress disorder and contribute to heightened anxiety and loneliness (Fryman & Romine, 2021 ; Kukreti, 2021 ; Vitale et al., 2023 ; Contreras Pinochet et al., 2023 ). The phenomenon also exacerbates the fear of missing out (FoMo) and is linked to emotional exhaustion, fatigue, job burnout, and perceived workload (Wang & Suh, 2018 ; Shields, 2019 ; Hoşgör, 2021 ; Afzal et al., 2022 ; Abdulrahman, 2023 ; Özgür et al., 2023 ; Aladag & Altinpinar, 2023 ; Sapmaz, 2023 ), which can lead employees to feel overworked and underappreciated. Moreover, nomophobia contributes significantly to work-family conflict, impeding employees' ability to maintain a healthy work-life balance (Erdurmazlı et al., 2022 ). Although a few studies (Bülbüloğlu et al., 2020 ; Vitale et al., 2023 ) report no significant link between nomophobia and depression, the consensus remains that nomophobia induces a spectrum of adverse psychological effects including stress, anxiety, loneliness, emotional exhaustion, work-family conflict, and potentially depression.

Turning to the fifth research question, the implications of nomophobia extend beyond individual psychological effects to include detrimental impacts on organizational outcomes. Employees experiencing high levels of nomophobia often show decreased levels of organizational identification, passion, and dedication (Merdan & Erdem, 2022 ). It has also been noted that high nomophobia levels adversely affect employees' decision-making capabilities (Kapikiran et al., 2023 ), correlating with an increased likelihood of medical errors, thus undermining effective decision-making. Additionally, nomophobia is a notable cause of work interruptions and distractions, particularly noted among healthcare professionals, where it leads to considerable challenges (Wang & Suh, 2018 ; Bülbüloğlu et al., 2020 ; Afzal et al., 2022 ). The presence of nomophobia also significantly elevates the risk of errors in clinical settings (Lupo, 2020 ), highlighting its broad and detrimental effects on organizational efficiency and safety.

In exploring the effects of nomophobia on workplace dynamics, our findings challenge the hypothesis that heightened nomophobia enhances communication and networking capabilities. Instead, the evidence reveals no significant link between the severity of nomophobia among employees and their networking skills (Merdan & Erdem, 2022 ). This lack of correlation highlights the complex nature of nomophobia's impact on professional interactions. Further scrutiny into nomophobia’s role in the workplace reveals mixed outcomes on work engagement and productivity. Some studies (Afzal et al., 2022 ; Daniel, 2022 ) indicate that nomophobia may lead to lower work engagement, citing distractions and interruptions from excessive smartphone use as contributing factors to diminished productivity and job dissatisfaction. Conversely, another perspective (Wang & Suh, 2018 ) suggests that employees with pronounced nomophobia levels might experience heightened work engagement, potentially boosting their productivity relative to their peers. This disparity points to a fragmented understanding of how nomophobia truly affects employee performance and underscores the need for more in-depth research to clarify these contradictory findings.

Regarding our last research question, studies underscore the significance of individual personality traits and illustrate that traits such as conscientiousness and emotional stability tend to be inversely related to nomophobia levels, indicating that employees who are more diligent and emotionally stable are less likely to experience anxiety related to smartphone separation (García-Masip et al., 2023 ; Uguz & Bacaksiz, 2022 ; Saidon et al., 2023 ). However, the relationship between nomophobia and other personality traits, including agreeableness, openness, and extraversion, presents a more complex picture. While some findings suggest a negative association between nomophobia and agreeableness (Uguz & Bacaksiz, 2022 ), other studies report no significant correlation (García-Masip et al., 2023 ). This inconsistency also extends to traits like extraversion and openness, where the results vary, showing both positive and negative impacts on nomophobia levels (García-Masip et al., 2023 ; Uguz & Bacaksiz, 2022 ).

Further research has enriched our understanding of the psychological dimensions influencing nomophobia. Notably, higher levels of life satisfaction have been correlated with lower instances of nomophobia (Karademir Coskun & Kaya, 2020 ; Özgür et al., 2023 ), suggesting that initiatives aimed at improving overall employee well-being could effectively reduce this modern workplace challenge. The element of self-efficacy is also pivotal; findings indicate that employees with strong self-efficacy are less affected by nomophobia, as they are better equipped to manage related anxieties (Anggoro & Handiyani, 2022 ). Additionally, the nature of workplace relationships plays a critical role in influencing nomophobia levels. A cooperative work environment has been identified as a beneficial factor in counteracting nomophobia and excessive smartphone use, which can otherwise decrease collaboration and increase feelings of isolation among staff (Olivencia-Carrión et al., 2018 ). This highlights the importance of fostering a supportive workplace culture to alleviate the effects of nomophobia.

These insights demonstrate the multifaceted approach needed to address nomophobia, emphasizing the interaction between personal psychological traits and organizational dynamics. By focusing on enhancing well-being and cultivating positive workplace environments, organizations can effectively mitigate the impact of nomophobia.

This investigation offers valuable insights into the phenomenon of nomophobia; however, it is imperative to acknowledge several inherent limitations that may influence the interpretation of the findings. First, while the systematic review was designed to encompass a broad array of scholarly communications to mitigate publication bias, there remains a propensity for the academic publishing landscape to predominantly favor studies that report significant findings. This selection bias may inadvertently skew the synthesis of data and the conclusions drawn therein. Second, the methodologies employed across the studies reviewed exhibited considerable heterogeneity in the measurement of nomophobia, introducing variability that may compromise the generalizability of the results. The lack of standardized measures across studies poses a significant challenge to deriving uniform conclusions from the aggregated data. Lastly, the predominance of cross-sectional study designs within the corpus of literature reviewed restricts our capacity to infer causality between nomophobia and its psychological and organizational impacts. To overcome these limitations, future research should endeavor to include longitudinal studies that can better ascertain causative relationships and develop a consensus on measurement standards to enhance the reliability and comparability of findings across studies.

Interventions to mitigate nomophobia

Nomophobia leads to numerous repercussions for both employees and organizations, with a moderate to severe prevalence observed among employees. As technological advancements continue to proliferate, nomophobia is increasingly becoming a concern (Abdulrahman, 2023 ). To effectively tackle nomophobia among employees, it's essential to integrate diverse strategies. Psychological methods like mindfulness training and cognitive-behavioral therapy (CBT) have proven effective in reducing problematic smartphone use by enhancing self-awareness and improving stress management (King et al., 2013 ; Arpaci et al., 2019 ). Organizational policies that promote digital wellness, such as scheduled screen-free times and regular breaks, are equally crucial (Tams et al., 2018 ). Additionally, apps that monitor and limit phone usage offer practical tools for managing problematic smartphone use (Economides et al., 2018 ). However, the success of these interventions depends on their integration into a holistic approach that recognizes the multifaceted nature of nomophobia.

Moreover, implementing apps that limit smartphone usage and organizational policies that encourage digital detoxes and face-to-face interactions is critical for cultivating a culture of less problematic smartphone use (Ko et al., 2015 ). Workshops on digital wellness and effective time management also play a significant role in fostering healthier digital habits (Anrijs et al., 2018 ). This multidisciplinary approach highlights the need for targeted interventions that prioritize psychological health, responsible technology use, and supportive organizational cultures. As this field evolves, ongoing empirical research will be crucial in validating these strategies and ensuring they meet the diverse needs of workplace environments.

Future research

This study has highlighted several gaps and potential areas for further investigation. Addressing these areas will deepen our understanding of workplace nomophobia and help develop effective interventions. One key area needing attention is the development of longitudinal studies. Current research predominantly relies on cross-sectional designs, limiting our grasp of causality and long-term impacts. Longitudinal studies would enable us to track the development and progression of nomophobia over time, offering insights into its sustained effects on employee well-being and organizational productivity.

Given the varying impact of nomophobia across different professional settings, sector-specific research is necessary. Understanding how job characteristics, industry demands, and work environments influence the prevalence and impact of nomophobia will help tailor interventions to the specific needs of different sectors. Future studies should also include cross-cultural comparisons to explore how nomophobia manifests differently across cultural and regional contexts, enabling the development of culturally sensitive interventions that consider varying attitudes towards technology and work-life balance.

Moreover, the rapid evolution of technology continuously changes the nature of smartphone use. Future research should explore how emerging technologies such as wearables, augmented reality (AR), and virtual reality (VR) influence nomophobia. Additionally, examining the impact of new technological trends on workplace dynamics will provide valuable insights into managing nomophobia in modern work environments. Investigating the psychological mechanisms underlying nomophobia is another important area for future research. Studies should focus on how personality traits, cognitive biases, and emotional factors contribute to the development of nomophobia. Understanding these mechanisms can inform the creation of targeted psychological interventions.

As remote and hybrid working models become more prevalent, it is essential to examine their impact on nomophobia. Future studies should explore strategies for managing work-life integration to minimize the negative effects of constant connectivity and enhance overall well-being. The mixed findings on gender differences in nomophobia highlight the need for more nuanced research. Future studies should investigate how gender roles, societal expectations, and individual coping strategies influence nomophobia, leading to the development of gender-sensitive interventions.

Nomophobia is associated with various physical health issues, such as eye strain, musculoskeletal pain, and sleep disturbances (Fu et al., 2021 ). Future research should delve deeper into these health consequences and explore preventive measures that can be implemented in the workplace. Moreover, the influence of nomophobia on workplace collaboration and communication needs further exploration. Understanding its effects on team dynamics, leadership effectiveness, and organizational culture can provide insights into creating a more supportive and productive work environment.

Finally, future research should focus on developing and implementing organizational policies aimed at reducing nomophobia. This includes evaluating the impact of policies on digital detox, screen-free times, and promoting face-to-face interactions. Studies should assess the effectiveness of these policies in different organizational settings and their impact on employee productivity and well-being. By addressing these research gaps, future studies can significantly contribute to a comprehensive understanding of workplace nomophobia and the development of effective strategies to mitigate its adverse effects on employees and organizations.

This systematic literature review has brought to light the widespread issue of nomophobia in the workplace, showing its significant impact on both employee well-being and organizational productivity. Analyzing data from 15,009 observations across 36 studies, we identified the antecedents, symptoms, and consequences of nomophobia, including increased anxiety, work stress, and frequent interruptions. Our findings highlight the pressing need for interventions, such as psychological approaches, organizational policies promoting digital wellness, and technological solutions customized for specific sectors and cultural contexts. Future research should focus on longitudinal studies, empirical evaluations of interventions, and examining the impact of emerging technologies on nomophobia. Addressing these research gaps will contribute to a more comprehensive understanding of nomophobia and help develop effective strategies to mitigate its adverse effects on employees and organizations, ultimately promoting healthier digital habits and improving overall productivity in the digital age.

Data availability

This study does not involve the use of specific data, as it is based on a review of existing literature.

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This work was supported by Macquarie University (International Macquarie University Research Excellence Scholarship).

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Hassan Hessari

School of Computing, Macquarie University, Sydney, NSW, Australia

Peter Busch & Stephen Smith

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Fatemeh Daneshmandi

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Hessari, H., Daneshmandi, F., Busch, P. et al. Workplace nomophobia: a systematic literature review. Curr Psychol (2024). https://doi.org/10.1007/s12144-024-06222-y

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Accepted : 02 June 2024

Published : 04 July 2024

DOI : https://doi.org/10.1007/s12144-024-06222-y

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