GLIIT 6756 (62): A "Literature Review"

A "Literature Review"

I recently got asked what is the point of doing a "literature review" in an action research context? That's a real interesting question, I thought. It's a crucial aspect of any action research study but not for the reasons that a "literature review" is included in a more traditional research context. In that situation, the "literature review" is there to demonstrate that you've read the literature, to show you can provide a synopsis, that you've looked at what's "out there".

In an action research context, the reason for including synopses of the writing of other researchers is to show how reading their arguments has affected how you think about the situation you're attempting to understand.

In an action research endeavour you're not only in conversation with yourself and the situation, you also need to be engaged in the professional conversation as well - your understanding of the situation you're exploring is affected by what you're reading.

I noticed last week in class during the small group discussions that you had some difficulty using the readings to reflect on your own writing, reading, learning/teaching. I suspect most of you are used to reading for the 'facts' a given article or chapter offers, or for 'tips,' but I'm attempting to help you read more interpretively/reflectively. That means using the professional writing as a MIRROR to see your own learning/teaching more clearly. The point of such reading is to use someone else's experiences / arguments as a jumping off point for an examination of your own. My friend and colleague Diane Stephens calls this THINKING WITH. She's referring to something Margaret Spencer describes — the text allowing us to read ourselves (Spencer, 1987). Seeing ourselves in new ways, taking a new perspective on our own life circumstances, is the real purpose of any reading. The heart of our enterprise is to become more reflective practitioners. I'm trying to help you examine your teaching in new and critical ways. I've done a number of things to set up potential contrasts which may lead you to see yourself differently, to question your assumptions, but for these experiences to have that affect you have to make a contribution — you have to turn your gaze back toward yourself. It means not treating what you read as some isolated object but using it to help you generate questions about your teaching, about your assumptions (JN. Journal: 10/6/94).

In other words, the function of reading what others have written and including a discussion of their arguments in your account is to help you explore connections. The reason for reading the writing of other researchers/educators is to help us think about our situation in new ways. Other people's ideas allow us to take a new stance on our views of the world and allow us to reframe our understanding.

A "literature review" in an action research piece is your opportunity to lay out your journey through the professional conversation and let your readers understand what you found interesting, what helped you interpret your experience, who's writing was instrumental in helping you shape your views of the situation you're trying to see more clearly.

Dr. Judith M. Newman

A "Literature Review"