literature review visual model

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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.

• Research Guides

Literature Review: A Self-Guided Tutorial

Using concept maps.

• Literature Reviews: A Recap
• Peer Review
• Reading the Literature
• Developing Research Questions
• Considering Strong Opinions
• 2. Review discipline styles
• Super Searching
• Finding the Full Text
• Citation Searching This link opens in a new window
• When to stop searching
• Citation Management
• Annotating Articles Tip
• 5. Critically analyze and evaluate
• How to Review the Literature
• Using a Synthesis Matrix
• 7. Write literature review

Concept maps or mind maps visually represent relationships of different concepts. In research, they can help you make connections between ideas. You can use them as you are formulating your research question, as you are reading a complex text, and when you are creating a literature review. See the video and examples below.

How to Create a Concept Map

Credit: Penn State Libraries ( CC-BY ) Run Time: 3:13

• Bubbl.us Free version allows 3 mind maps, image export, and sharing.
• MindMeister Free version allows 3 mind maps, sharing, collaborating, and importing. No image-based exporting.

Mind Map of a Text Example

Credit: Austin Kleon. A map I drew of John Berger’s Ways of Seeing in 2008. Tumblr post. April 14, 2016. http://tumblr.austinkleon.com/post/142802684061#notes

Literature Review Mind Map Example

This example shows the different aspects of the author's literature review with citations to scholars who have written about those aspects.

Credit: Clancy Ratliff, Dissertation: Literature Review. Culturecat: Rhetoric and Feminism [blog]. 2 October 2005. http://culturecat.net/node/955 .

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How to develop a graphical framework to chart your research

Graphic representations or frameworks can be powerful tools to explain research processes and outcomes. David Waller explains how researchers can develop effective visual models to chart their work

David Waller

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While undertaking a study, researchers can uncover insights, connections and findings that are extremely valuable to anyone likely to read their eventual paper. Thus, it is important for the researcher to clearly present and explain the ideas and potential relationships. One important way of presenting findings and relationships is by developing a graphical conceptual framework.

A graphical conceptual framework is a visual model that assists readers by illustrating how concepts, constructs, themes or processes work. It is an image designed to help the viewer understand how various factors interrelate and affect outcomes, such as a chart, graph or map.

These are commonly used in research to show outcomes but also to create, develop, test, support and criticise various ideas and models. The use of a conceptual framework can vary depending on whether it is being used for qualitative or quantitative research.

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There are many forms that a graphical conceptual framework can take, which can depend on the topic, the type of research or findings, and what can best present the story.

Below are examples of frameworks based on qualitative and quantitative research.

As shown by the table below, in qualitative research the conceptual framework is developed at the end of the study to illustrate the factors or issues presented in the qualitative data. It is designed to assist in theory building and the visual understanding of the exploratory findings. It can also be used to develop a framework in preparation for testing the proposition using quantitative research.

In quantitative research a conceptual framework can be used to synthesise the literature and theoretical concepts at the beginning of the study to present a model that will be tested in the statistical analysis of the research.

It is important to understand that the role of a conceptual framework differs depending on the type of research that is being undertaken.

So how should you go about creating a conceptual framework? After undertaking some studies where I have developed conceptual frameworks, here is a simple model based on “Six Rs”: Review, Reflect, Relationships, Reflect, Review, and Repeat.

Process for developing conceptual frameworks:

Review: literature/themes/theory.

Reflect: what are the main concepts/issues?

Relationships: what are their relationships?

Reflect: does the diagram represent it sufficiently?

Review: check it with theory, colleagues, stakeholders, etc.

Repeat: review and revise it to see if something better occurs.

This is not an easy process. It is important to begin by reviewing what has been presented in previous studies in the literature or in practice. This provides a solid background to the proposed model as it can show how it relates to accepted theoretical concepts or practical examples, and helps make sure that it is grounded in logical sense.

It can start with pen and paper, but after reviewing you should reflect to consider if the proposed framework takes into account the main concepts and issues, and the potential relationships that have been presented on the topic in previous works.

It may take a few versions before you are happy with the final framework, so it is worth continuing to reflect on the model and review its worth by reassessing it to determine if the model is consistent with the literature and theories. It can also be useful to discuss the idea with  colleagues or to present preliminary ideas at a conference or workshop –  be open to changes.

Even after you come up with a potential model it is good to repeat the process to review the framework and be prepared to revise it as this can help in refining the model. Over time you may develop a number of models with each one superseding the previous one.

A concern is that some students hold on to the framework they first thought of and worry that developing or changing it will be seen as a weakness in their research. However, a revised and refined model can be an important factor in justifying the value of the research.

Plenty of possibilities and theoretical topics could be considered to enhance the model. Whether it ultimately supports the theoretical constructs of the research will be dependent on what occurs when it is tested.  As social psychologist, Kurt Lewin, famously said “ There's nothing so practical as good theory ”.

The final result after doing your reviewing and reflecting should be a clear graphical presentation that will help the reader understand what the research is about as well as where it is heading.

It doesn’t need to be complex. A simple diagram or table can clarify the nature of a process and help in its analysis, which can be important for the researcher when communicating to their audience. As the saying goes: “ A picture is worth 1000 words ”. The same goes for a good conceptual framework, when explaining a research process or findings.

David Waller is an associate professor at the University of Technology Sydney .

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Literature Review: Conducting & Writing

• Sample Literature Reviews
• Steps for Conducting a Lit Review
• Finding "The Literature"
• Organizing/Writing
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• MLA Style This link opens in a new window

Sample Lit Reviews from Communication Arts

Have an exemplary literature review.

Note: These are sample literature reviews from a class that were given to us by an instructor when APA 6th edition was still in effect. These were excellent papers from her class, but it does not mean they are perfect or contain no errors. Thanks to the students who let us post!

• Literature Review Sample 1
• Literature Review Sample 2
• Literature Review Sample 3

Have you written a stellar literature review you care to share for teaching purposes?

Are you an instructor who has received an exemplary literature review and have permission from the student to post?

Please contact Britt McGowan at [email protected] for inclusion in this guide. All disciplines welcome and encouraged.

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LitVis: a visual analytics approach for managing and exploring literature

• Regular Paper
• Published: 28 September 2023
• Volume 26 , pages 1445–1458, ( 2023 )

Cite this article

• Min Tian   ORCID: orcid.org/0000-0002-7455-0748 1 , 2 ,
• Guozheng Li 3 &
• Xiaoru Yuan 1 , 2 , 4  

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Reading literature is essential to research. However, the explosive growth, the multidimensional attributes, and the complex relationships pose a tremendous challenge for researchers to understand and analyze literature efficiently. We propose LitVis, a visual analysis approach to help users manage and explore literature based on its metadata. LitVis allows users to select literature collection of interest and analyze them from their attributes, text, and citation networks. From the perspective of attribute values, LitVis supports users in understanding the distribution of literature and filtering individuals of interest. From the perspective of the text, LitVis uses the Latent Dirichlet Allocation model to extract topics from the literature and allows users to adjust the topic extraction results interactively. From the citation network perspective, LitVis enables users to analyze citation relationships within and between topics to help them understand research development. One use case and carefully designed interviews with domain experts validate the effectiveness of LitVis in the management and analysis of the literature. The results show that LitVis help users comprehensively identify the literature collection of interest and efficiently analyze the evolution of research topics.

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Acknowledgements

The authors thank the anonymous reviewers for their valuable comments. This work is supported by National Numerical Windtunnel Project NNW2018-ZT6B12 and NSFC No. 61872013.

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Tian, M., Li, G. & Yuan, X. LitVis: a visual analytics approach for managing and exploring literature. J Vis 26 , 1445–1458 (2023). https://doi.org/10.1007/s12650-023-00941-3

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Received : 11 July 2021

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Accepted : 30 July 2023

Published : 28 September 2023

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DOI : https://doi.org/10.1007/s12650-023-00941-3

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