Things to do in week 4

Things to do
Two suggestions for reading to go along with your developing sense of carrying out a review of the literature, systematic or otherwise. They are two reflective pieces about the conduct of two systematic reviews. You will notice some familiar ideas that we have discussed earlier in the course.

Dixon-Woods, M., Bonas, S., Booth, A., Jones, D. R., Miller, T., Sutton, A. J., … Young, B. (2006). How can systematic reviews incorporate qualitative research? A critical perspective. Qualitative research, 6(1), 27-44. doi:10.1177/1468794106058867

Nind, M. (2006). Conducting systematic review in education: a reflexive narrative. London Review of Education, 4(2), 183-195. doi:10.1080/14748460600855500

One of the key components of any review is its purpose. Being clear about why you are conducting a review of the literature ought to be something you have written about in your notebooks. It will form a key part of the opening of your paper, that is why you did it! Go back and look at your rationale. It may have shifted a little because of what you have found so far. That's fine. But you must write about it. Now is not a bad time to update your rationale.

Weekly discussion
Doing a review, as you no doubt have realised is a lot more tricky than the formulaic approach offered as advice on how to do it suggests. What I am interested in this week is having you share the thing or things that are giving you some trouble or being a serious frustration right now at this stage in your project. It will help me judge what sort of support you may need as well as help everyone realise that the problems they are having are not unique to them. So, a brief account of the sticking points you are dealing with is all you need to share.

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