LITERATURE REVIEW

A review of literature is an account of what has been published on a topic by accredited

scholars and researchers. A literature review is more than a descriptive annotated bibliography,
summarizing and listing each relevant finding. It is a critical review of what has been done,
pulling disparate strands together, and identifying relationships and contradictions between
previous research findings.

From this you can then establish your hypotheses to investigate. This initial step, prior to
conducting any research, generally requires a great amount of time in order to gather, collate
and evaluate necessary information so that a thorough review of the relevant literature can be
written. The end product should be a critical analysis of collated and integrated information,
not a chronological sequence of uncoordinated fragments of material. After developing a rough
idea for research, you begin to examine how others have already thought about and researched
on the topic. In research, the review of the literature serves a variety of background functions
preparatory to the actual collection of data. In these research approaches, the literature is
reviewed to create the context from the past for the new study to be conducted with new
subjects and newly gathered data.

Reviewing the literature has two phases. The first phase includes identifying all the relevant
published material in the problem area and reading that part of it with which we are not
thoroughly familiar. The second phase of the review of related literature involves writing this
foundation of ideas into a section of the research report. This section is for the joint benefit of
the researcher and the readers. For the researcher, it establishes the background in the field.

THE LITERATURE REVIEW IS IMPORTANT BECAUSE:

• It describes how the proposed research is related to prior research.

• It shows the originality and relevance of your research problem. Specifically, your research is
different from others.

• It justifies your proposed methodology.

• It demonstrates your preparedness to complete the research.

• It demonstrates that the student has read a large amount of literatures to prove that the
student is aware of the wide range of research in theory and methodology related to the
proposed research topic.

• It provides proof that the student has an deep understanding of the published research
related to the topic of the dissertation.

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• It should convince the reader that the student can communicate this understanding of the
literature and its relationship to the proposed research.

• It should support the originality and relevance for research problem. – This is done by
identifying specific gaps in the literature. That is, the student identifies questions that have not
been answered and problems that have not been solved.

 Literature Review is more than a summary of publications. It provides evidence that

your research will be an original and relevant contribution to science.

The Purpose of a literature review include:

1. Place each work in the context of its contribution to understanding the research problem
being studied.

2. Describe the relationship of each work to the others under consideration.

3. Identify new ways to interpret prior research.

4. Reveal any gaps that exist in the literature.

5. Resolve conflicts amongst seemingly contradictory previous studies.

6. Identify areas of prior scholarship to prevent duplication of effort.

7. Point the way in fulfilling a need for additional research.

8. Locate your own research within the context of existing literature

TYPES OF LITERATURE REVIEWS

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

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

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are a number of approaches you could adopt depending upon the type of analysis underpinning
your study.

1. Argumentative Review

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

2. Integrative Review

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

3. Historical Review

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

4. Methodological Review

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

5. Systematic Review

This form consists of an overview of existing evidence pertinent to a clearly formulated

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

6. Theoretical Review

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

approach and design.

Also guiding the study is the researchers theoretical or conceptual framework according to
Maxwell (2005), “The point is not to summarize what has already been done in the field.
Instead, it is to ground the proposed study in the relevant previous work and to give the reader

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a clear sense of the researcher’s theoretical approach to the phenomenon that the research
proposes to study”.

The conceptual and theoretical framework should serve two purposes:

1. Show how the research fits into what is already known (relationship to existing theory and
research).

2. Show how research makes a contribution on the topics to the field (its intellectual goals). It
also informs the research questions and methodology and helps the researcher justify the
research problem (shows why the research is important). “In quantitative studies, one uses
theory deductively and places it towards the beginning of the plans for a study. The objective is
to test or verify theory. The literature review and theoretical framework are the foundation for
your research plan and needs to be conducted prior to proposing a research plan.

The researcher should try to relate the assumptions to the selected theory to the study to show
the relevance of the study. It is a good practice to anchor a study on a theory for a mixture of
theories. There is also a review of empirical literature. Here the researcher reviews studies
thereby other scholars in related fields of study. In doing this, the researcher reviews the
purpose of the study, the methodology used for the study, the findings as well as conclusions
and recommendations.

CONTENTS OF A LITERATURE REVIEW:

 Overview of the subject and the objective(s) of the review.

 Analysis of works in favor, works against, and works with neutral views on the subject.
These should be clearly divided.
 Explanations of the similarities and differences between the works.
 Comparison of different views held by other authors.
 Critique of the methodology.
 Examination of gaps in the research.
 Evaluation of how each study contributes to the argument in question.
 Conclusion that summarizes the literature review.

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PREPARING FOR YOUR LITERATURE

i Review APA Guidelines:

The APA format is standard for literature reviews, as it is for dissertations, theses, or published
academic articles. Acquaint yourself with the core elements of this writing style, including fonts,
margins, spacing, body text format, title pages, abstracts, text citations, bibliography, and
quotations.

ii Decide on a Topic:

If you haven’t already decided on a topic, you need to start researching now. Topic selection is
an extremely important step whenever you are writing or reviewing theses. The topic should be
neither too broad nor too narrow. A narrow topic with sufficient study to support your review is
acceptable. However, a topic that is too vast will make it extremely difficult for you to cover the
wide range of works that should all be given due consideration to form a conclusion. University
students prefer selecting topics that relate to their fields of study or their final thesis projects.

iii Select your literature:

There is a plethora of online databases and content that you use to find and select published
material. If you belong to an institution, your research instructors will be a better guide for
where you can look for literature. If the literature review is something you are doing on your
own, then you will need to figure out relevant databases related to your field of study. You can
look up scholarly material using academic search engines such as Google Scholar or Academic
Info. They will provide links and direct you to digital and printed resources on a particular
subject. Very often, it is during the research phase that you realize the topic is too broad or too
narrow. If need be, refine your topic to make it is suitable for your review. If you are going to
form a thesis statement or an objective, this is a good time to do so.

iv Analyze and Prepare the Literature:

First, give your selected literature a brief overview. Skim through the content and get the gist of
what the author is trying to prove or disprove. It would be a good idea to read the abstract and
first few paragraphs of the introduction in this step. You can also take notes during this step.

Next, based on what you read, arrange your material and think over the headings, subheadings,
and divisions you will use for your review.

WHILE TAKING NOTES YOU SHOULD:

 Define key terms

 Look at the statistics

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  Identify key patterns
 Check emphases, strengths, and weaknesses
 Check for gaps in the literature
 Identify relationships between studies
 Evaluate the methodologies used
 While writing the review, start by summarizing the literature. You may do this in a table
or concept map format if you wish to make it easier. The tables can include analyses of
the summaries and interpretations. Any word processor or spreadsheet program (such
as Microsoft Word or Excel) would be good for this purpose. The charts can also include
dates, authors, methodology used, definitions of key terms, and of course, summaries.

WRITE YOUR REVIEW:

 Start by identifying the problem statement or your objective (or thesis).

 Explain why this area of study is important.
 Give your reasons for selecting the research or literature you chose as opposed to
“other” material that may or may not have been relevant.
 Also, discuss other literature reviews written on your topic.
 Explain how your study fills in gaps in the existing reviews or why the repetition is
necessary.
 Make sure you cite all your references! Also include as many subheadings as possible to
ensure a well-organized and coherent essay.
 At the end of the review, write a conclusion. There is no hard-and-fast rule for writing a
good conclusion. It depends on your objective in reviewing the area of study. Your
conclusion could provide support for an allegation made in the introduction, rebut a
hypothesis, or simply critique the study to encourage more work in the area.
 When constructing a literature review, the researcher should ensure that it does the
following:
 Provides contexts of the study and clarifies the relationship between the proposed
research and previous research, both empirical and theoretical.
 Show how the proposed study is unique from previous research
 Convince the reader that the study is timely and worthwhile.
 Demonstrate the researcher’s critical ability as a scholar, not his knowledge of other
works the researcher should formulate an argument from his perspective
 Make assertions and convince reader of their legitimacy by providing logical and
empirical support.

SOURCES OF LITERATURE

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i Primary and secondary sources

Primary data is that collected by the researcher for analysis; it is new data. Secondary data is
the important type for literature reviews as it is information that already exists, for example,
company data on sales, trade associations, government records such as census data and
previous research studies located through database and library searches.

Secondary sources are consulted before any research design is considered as they shed light on
the research topic, relevant methodologies and existing knowledge. Secondary data can also be
the initial trigger for the recognition of a research problem or opportunity.

Major sources of information include:

ii Journal articles

Effective literature searching needs a methodical approach and some advanced planning. There
is heavy emphasis in this text on searching the journal literature as this is the most complex and
crucial literature area to access. Journal articles provide the most up-to-date source of
published research and often cover subjects not readily found in book format. Some articles,
known as review articles, provide overviews of a subject with extensive reference lists and
make excellent starting places for research. You may frequently have to search beyond the
confines of your subject area to find relevant literature, so consider journals in related subject
areas such as psychology, sociology, politics, economics, education, etc. to locate relevant
business related material.

iii Peer-reviewed journal articles

Peer-reviewed articles are the most credible of all documents to peruse as they are subjected
to numerous evaluations and revisions prior to publication. A reputable journal editor will
ensure the article has been scrutinized by several knowledgeable researchers familiar with the
field of investigation and acknowledged as worthy of publication, before actual publication.

iv Journals on the Web

Increasingly, journals provide the full text of the journal on the Web, although you often need a
subscription before accessing though abstracts are generally always available. Most journal
websites also list the contents of recent issues. Even where an institution has online access to
the full text of journals, access may only be possible while on site. License arrangements may
preclude off site access to the full text of journals.

v Indexes

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Major indexes to the literature normally have a highly structured arrangement, usually an
alphabetical list by topic and/or author indicating the source either in printed format or as a
database. Obviously, many journals have their own annual indexes to their content but, for a
more extensive search, you will need to use more comprehensive indexes that locate relevant
literature in journals, books and a variety of other sources. The main method of search is based
on the selection of a keyword, often your topic name or an important author in the area.

Different forms of indexes exist.

(a) Abstracting indexes: These provide the normal details of any bibliographical index but also
give you an abstract that summarizes the content of the article. This information can be crucial
in deciding whether the article is valuable to read in entirety.

(b) Citation indexes: These can be used for normal subject or author searches but also have a
unique function. Having found a key author and paper it is possible to find out subsequent
authors who have referred to this original work, possibly building on it or even criticizing it.
Most of the printed indexes are also available as databases, accessible either via the Internet or
through CD-ROM based systems. Clearly, being able to search for information using a computer
has many advantages. For instance, search terms can be combined for more complex topics,
something that printed indexes cannot easily provide and thousands of records can be scanned
very rapidly.

vi Textbooks

Textbooks can be valuable in providing an overview of a subject and a distillation of knowledge

on a subject. The major drawbacks are that books date very rapidly and there may be nothing
specifically published on your topic. Books can be searched for in individual library catalogues,
most of which are now computer-based or through a range of bibliographies, either general or
subject specific.

vii Directories

Directories provide useful information on organizations or individuals and are useful guides to
other sources of information. There are a number of directories that list ongoing research and it
is wise to check that your research is not going to duplicate an existing research project.

viii The Internet

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The World Wide Web provides a multimedia interface to the Internet and Web pages provide
links to information and documents. The Internet can access library catalogues, online
databases and to browse through publications, such as journals, in electronic format. The major
problem with using the Internet has been locating relevant information and at times it can feel
like being left in a jungle without a guide and a compass! Increasingly organizations are
developing Web pages that provide information plus hypertext links to other sites of interest.

STRUCTURE AND WRITING STYLE

The structure of a literature review should include the following:

STEP 1: SEARCH FOR RELEVANT LITERATURE

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. 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.

Use your keywords to begin searching for 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. Receive feedback on language,
structure and layout. Professional editors proofread and edit your paper by focusing on:

 Academic style
 Vague sentences
 Grammar
 Style consistency

STEP 2: EVALUATE AND SELECT SOURCES

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?

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  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).

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.

STEP 3: IDENTIFY THEMES, DEBATES, AND GAPS

To begin organizing 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?

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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.

STEP 4: OUTLINE YOUR LITERATURE REVIEW’S STRUCTURE

There are various approaches to organizing 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).

a) 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.

b) Thematic

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.

c) 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:

1. Look at what results have emerged in qualitative versus quantitative research

2. Discuss how the topic has been approached by empirical versus theoretical scholarship
3. Divide the literature into sociological, historical, and cultural sources

d) 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.

STEP 5: WRITE YOUR LITERATURE REVIEW

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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.

WRITING YOUR LITERATURE REVIEW

i Writing the introduction

In the introduction, you should:

i. Define or identify the general topic, issue, or area of concern, thus providing an appropriate
context for reviewing the literature.

ii. 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.

iii. 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).

ii Writing the body

In the body, you should:

i. 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.

ii. 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.

iii. 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.

iii Writing the conclusion

In the conclusion, you should:

i. Summarize major contributions of significant studies and articles to the body of knowledge
under review, maintaining the focus established in the introduction.

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ii. 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.

iii. 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.

iv. Citations and Referencing Styles

For any research of professional standard, consistent referencing of all sources of information
used is vital. The Harvard style is the most common referencing style in use in universities
around the world but other styles like the APA style do exist. The APA citation style gives the
author’s name and the copyright date of the text first in a citation. Both pieces of information
appear in text citations as well as on the reference paper which is the end of the paper. The
author must include an in-text citation in every sentence that includes information from an
outside resource. APA in-text citations require the author’s name, the publication date, and if
you are including a paraphrase or direct quote, a page number with the lowercase letter “P”
and a period.

APA Format Citation Guide

This is a complete guide to APA (American Psychological Association)

in-text and reference list citations.

1. APA Referencing Basics: Reference List

A reference list is a complete list of references used in a piece of writing including the author
name, date of publication, title and more. An APA reference list must:

• Be on a new page at the end of the document

• Be centred

• Be alphabetically by name of first author (or title if the author isn’t known, in this case a, an
and the should be ignored) If there are multiple works by the same author these are ordered by
date, if the works are in the same year they are ordered alphabetically by the title and are
allocated a letter (a,b,c etc) after the date.

• Contain full references for all in-text references used

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2. APA Referencing Basics: In-Text Citation

In-text references must be included following the use of a quote or paraphrase taken from
another piece of work.

In-text citations are citations within the main body of the text and refer to a direct quote or
paraphrase. They correspond to a reference in the main reference list. These citations include
the surname of the author and date of publication only. Using an example author James
Mitchell, this takes the form: Mitchell (2017) states… Or …(Mitchell, 2017).

The structure of these changes depending on whether a direct quote or parenthetical used:

• Direct Quote: The citation must follow the quote directly and contain a page number after the
date, for example (Mitchell, 2017, p.104). This rule holds for all of the variations listed.

• Parenthetical: The page number is not needed.

Two Authors:

The surname of both authors is stated with either ‘and’ or an ampersand between. For
example: Mitchell and Smith (2017) state… Or …(Mitchell & Smith, 2017).

Three, Four or Five Authors:

For the first cite, all names should be listed: Mitchell, Smith, and Thomson (2017) state… Or …
(Mitchell, Smith, & Thomson, 2017).

Further cites can be shorted to the first author’s name followed by et al: Mitchell et al (2017)
state… Or …(Mitchell et al, 2017).

Six or More Authors:

Only the first author’s surname should be stated followed by et al, see the above example.

No Authors:

If the author is unknown, the first few words of the reference should be used. This is usually the
title of the source. If this is the title of a book, periodical, brochure or report, is should be
italicised. For example: (A guide to citation, 2017).

If this is the title of an article, chapter or web page, it should be in quotation marks. For
example: (“APA Citation”, 2017).

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Citing Authors With Multiple Works From One Year:

Works should be cited with a, b, c etc following the date. These letters are assigned within the
reference list, which is sorted alphabetically by the surname of the first author. For example:
(Mitchell, 2017a) Or (Mitchell, 2017b).

Citing Multiple Works in One Parentheses:

If these works are by the same author, the surname is stated once followed by the dates in
order chronologically. For instance: Mitchell (2007, 2013, 2017) Or (Mitchell, 2007, 2013, 2017)

If these works are by multiple authors then the references are ordered alphabetically by the
first author separated by a semicolon as follows: (Mitchell & Smith 2017; Thomson, Coyne, &
Davis, 2015).

Citing a Group or Organisation:

For the first cite, the full name of the group must be used. Subsequently this can be shortened.
For example:

First cite: (International Citation Association, 2015)

Further Cites: (Citation Association, 2015)

Citing a Secondary Source:

In this situation the original author and date should be stated first followed by ‘as cited in’
followed by the author and date of the secondary source. For example: Lorde (1980) as cited in
Mitchell (2017) Or (Lorde, 1980, as cited in Mitchell, 2017)

How to Cite Different Source Types

• In-text citation doesn’t vary depending on source type, unless the author is unknown.

• Reference list citations are highly variable depending on the source.

How to Cite a Book (Title, not chapter) in APA Format

Book referencing is the most basic style; it matches the template above, minus the URL section.
So the basic format of a book reference example is as follows

Jesson, J. (2011) Doing Your Literature Review: Traditional and Systematic Techniques. London:
SAGE.

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Kennedy, M.M. (2007). "Defining a Literature." Educational Researcher 36 (April) : 139-147;
Onwuegbuzie, A. J. and Rebecca, F. (2016) Seven Steps to a Comprehensive Literature Review:
A Multimodal and Cultural Approach. Los Angeles, CA: SAGE.

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