The purpose of this paper is to describe and evaluate a credit-bearing taught module in literature review skills (broadly conceived, to include literature search, avoidance of plagiarism, analysis, synthesis, writing literature reviews, formulation of research proposals). The module provides training in skills with high transferability to employment, other areas of education and research.
The structure of the module is informed by considerations from learning theory and instructional design. Training is by participation in tasks in an active learning framework (“learning-by-doing”). Students work both individually and in small work-groups, on tasks based on specially prepared reading sets. Tutorial presentations are followed by verbal and video feedback. Dedicated English language support is provided. The module is evaluated by analysing responses to an open-ended questionnaire.
Students respond very favourably to the module and are aware of the transferability of the skills they practice. However, there is no real evidence of the acquisition of meta-cognitive skills. There is demand for enhanced feedback, particularly verbal feedback.
The results of the evaluation and the instructional design of the module suggest many areas for experiments in pedagogy.
There is no other published account of extensive training in literature review skills that we have been able to find. The paper addresses a gap in both the provision of training and its dissemination.
Leger, L.A. and Sirichand, K. (2015), "Training in literature review and associated skills", Journal of Applied Research in Higher Education, Vol. 7 No. 2, pp. 258-274. https://doi.org/10.1108/JARHE-01-2014-0008Download as .RIS
Emerald Group Publishing Limited
Copyright © 2015, Emerald Group Publishing Limited