Table of Contents

Literature Review Flow Chart
Preface
Acknowledgments
About the Authors
Introduction: Doing and Producing a Literature Review
Key Vocabulary
Introduction Overview
The Purpose of a Literature Review
The Literature Review Defined
The Literature Review Process
Mindset: Personal Dispositions on Thinking, Doing, and Deciding
The Ethics of Reviewing the Literature
Reflective Oversight
Plan Wisely Before You Begin
Summary
Checklist
Reflective Exercise
1. Step 1: Select and Define a Topic
Key Vocabulary
Chapter Overview
Task 1. Identify a Subject for Study
Task 2. Translate the Personal Interest or Concern Into a Research Query
Task 3. Link the Research Query to the Appropriate Discipline
Task 4. Write the Preliminary Research Topic Statement
Summary
Checklist
Reflective Exercise
2. Step 2: Develop the Tools of Argumentation
Key Vocabulary
Chapter Overview
Concept 1. Building the Case for a Literature Review
Concept 2. Arguments—the Basics
Concept 3. Evaluating the Basic Parts of an Argument
Concept 4. Understanding Claims
Concept 5. Building Evidence
Concept 6. Warrant—Logically Connecting the Evidence to the Claim
Concept 7. Complex Claims
Summary
Checklist
Reflective Exercise
3. Step 3: Search the Literature
Key Vocabulary
Chapter Overview
Task 1. Select the Literature to Review
Task 2. Conduct a Literature Search
Task 3. Refine Your Topic
Summary
Checklist
Reflective Exercise
4. Step 4: Survey the Literature
Key Vocabulary
Chapter Overview
Task 1. Assemble the Collected Data
Task 2. Organize the Information
Task 3. Analyze the Patterns of Data
Summary
Checklist
Reflective Exercise
5. Step 5: Critique the Literature
Key Vocabulary
Chapter Overview
What Is a Literature Critique?
Concept 1. Making the Case for the Literature Review
Concept 2. Descriptive Argument Patterns: Factual Reasoning
Concept 3. Implicative Argument Patterns: Implicative Reasoning
Concept 4. The Implicative Argument: Nine Basic Patterns
Concept 5. Backing
Doing a Critique of the Literature: Building the Advocacy Argument
Task 1. Determining the Implicative Logic Pattern Inferred by the Topic of Study
Task 2. Reframe Claims to Meet the Prerequisite Conditions Identified by the Selected Logic Type
Task 3. Build the Advocacy Argument
Concept 6. Fallacies
Concept 7. The Case Is Everything
Summary
Checklist
Reflective Exercise
6. Step 6: Write the Review
Key Vocabulary
The Writing Process: Overview
Task 1. Write to Understand
Task 2. Write to Be Understood
Style Manuals
Checklist
Reflective Exercise
Last Words
Supplements
Supplement A The Role of the Literature Review
Supplement B Literature Review 101
Supplement C Writing a Journal
Supplement D SQRRR
Glossary
References and Further Reading
Index

About the Author

Lawrence A. Machi is a Professor Emeritus of Organizational Leadership at the University of La Verne, in La Verne, California. He holds an MA in curriculum development and an Ed.D. in organizational leadership. He has taught research methods and design and has chaired doctoral dissertation research in addition to teaching classes in organizational development. He has extensive experience in higher education, and prior to his tenure at La Verne, he taught in schools of education at the University of San Francisco, St. Mary’s College of California, and Sonoma State University. Dr. Machi has served as a Fulbright Specialist and recently completed his third assignment in Taiwan at National Chung Cheng University, where he currently serves as a visiting professor.

With K–12 experience as well, he has worked as a secondary teacher and served as a school administrator in both secondary and elementary school districts in northern California. He has occupied the roles of vice principal, principal, assistant superintendent, and superintendent, frequently consulting with many ­California school districts and non-profit organizations. His specialties are in the areas of organizational leadership, finance, negotiations, organizational development, and strategic thinking.




Brenda T. McEvoy taught high school English, history, and science for 36 years. Research skills were always part of her curriculum. For eight years, she worked for the California State Department of Education, leading groups of educators in improving their ability to edit and assess student writing. She has also served as a mentor for beginning English and history teachers. Participation in the California Writing Project extended her knowledge of writing and the difficulties students face when producing a major assignment. She has worked as an editor for several books, focusing on helping writers create work that is clear and logical.

Reviews

This book is clearly outlined with easy-to-understand steps supported by wonderful visuals. The key vocabulary, tips section, and checklist all provide tremendous support to any reader wanting to take the needed steps to write a meaningful literature review. This book provides sections that are concise and to the point, making it very easy for readers to skim and refer back to as needed. I commend the authors for presenting such a complex task with so much simplicity. The exercises provided are a great resource for the reader, as well as to a professor who wants to use this book as a text and assign the exercises as class activities . . . I will be sharing this book with colleagues and recommending it to my graduate students. I will also be considering how I can incorporate this book into classes that I teach.
*Rebecca Brooks, Associate Professor*

The strengths of The Literature Review include visuals, graphic organizers, checklists, practice activities, chapter structure, and glossary.
*Jennifer Shettel, Professor of Literacy Education*

Major strengths are the detail and explicitness of the narrative. Everything is spelled out and there are lots of graphics to present a visual support for the content. The book does not skip anything but also does not talk down to the reader.
*Lori Helman, Professor, Curriculum & Instruction*

Clear, thorough, accessible, easy to read with good examples. Love the mapping in Step Three! The authors do an excellent job of discussing ideas, strategies, and tips. Logical, clear, and helpful conclusions are made throughout.
*Linda R. Vogel, Professor of Education Leadership*

There is a clear framework for critically thinking about and applying a 6-step process for conducting a literature review . . . Unlike any other book, it provides a deep dive examination of how to approach and complete a high-quality literature review via a systematic critical thinking process.

*Dr. Jacqueline Thousand, Professor Emerita*