Literature Review Map

This requires students understanding the mapping process itself and, as various mapping forms and processes can be employed, students need to make explicit their mapping methodology.Hart distinguishes between declarative knowledge demonstrated by identifying key concepts, ideas and methods, and procedural knowledge demonstrated through the classifying of those key concepts and forming links or relationships between them.

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Heinrich (2001) advises students to use mind maps as a process of deduction, mapping specific to general concepts (resulting in an upright triangle shape), or a process of induction, mapping general to specific concepts (resulting in an inverted triangle shape).

Kamler and Thomson (2006) emphasise the positional aspect of mapping, in which the learner seeks to identify where she ‘fits’ within the field.

Machi and Mc Evoy (2008; 50) present two mapping approaches; mapping by core ideas or ‘descriptors’, developed from keywords in research topics, and mapping by author, which identifies key experts in the field and may incorporate the use of quotations and the referencing and citing of others (see citation mapping).

These maps can be subdivided by categorisation processes based on theories, definitions or chronology, and cross referencing can be employed between two types of mapping.

Hart (1998; 162) suggests “mapping the ideas, arguments and concepts from a body of literature is an important part of the review of literature.” It is the established method for externalizing knowledge and thinking processes.

Mapping is variously described as a ‘graphic blueprint’ (Heinrich, 2001), a ‘diagrammatic representation’ (Hart, 1998), and a ‘geographical metaphor’ (Kamler and Thomson, 2006) of the research field.Malaysian educational Masters students in Alias and Suradi’s (2008) study utilised a similar hierarchy with their ‘spoke type’ maps.Whilst 98% of the students chose to use mapping to synthesize information from multiple sources (i.e.Juan Cruz-Benito GRIAL Research Group, Department of Computers and Automatics University of Salamanca, Salamanca, Spain. uses cookies to personalize content, tailor ads and improve the user experience. This indicates a preference towards mapping at a ‘meta-level,’ in which large themes, concepts and perspectives are explored.Carnot (2006) explains how easily maps became “large and complex to the point that they could not be easily read,” In some cases, more attention was (wrongly) paid to the location of concepts on maps than the links between them.Maps provide ‘tangible evidence’ of a student’s understanding and interpretation of the research domain which can be shared with both peers and supervisors (Kamler & Thomson, 2006).The shift to another modality helps students create ‘patterns’ in the research field to ‘see things’ that may be otherwise hidden, identifying ‘gaps’ in the research field and ‘boundaries’ to topics under investigation.By using our site, you agree to our collection of information through the use of cookies. Google(); req('single_work'); $('.js-splash-single-step-signup-download-button').one('click', function(e){ req_and_ready('single_work', function() ); new c.


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