Unit rationale, description and aim
Literature reviews are usually written before a research project as they provide context for the research, avoid duplication by identifying what is already known, and identify gaps in our existing knowledge about an issue or problem. Developing a good literature review enhances our understanding about the topic and improves research design. It can also benefit our teaching practice through our increased ability to read, understand, and critique high-quality research literature on an issue relevant to our specific classroom contexts.
This unit provides foundational knowledge, skills, and an opportunity to develop a literature review on a topic of their choice, with unit content organised into the sequential stages of the writing process. This begins with defining the core issue or problem, sourcing and evaluating high-quality literature to better understand the seminal research already conducted, and finally summarising and synthesising this previous research to inform the direction and shape of any subsequent research project.
This unit aims to provide foundational knowledge and skills that allow students to critically examine relevant research findings in a specific area and use this knowledge to construct an extended, well-structured literature review that demonstrates an in-depth understanding of the field in relation to a particular issue or problem.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Utilise skills required to search and identify hig...
Learning Outcome 01
Analyse and synthesise quality educational researc...
Learning Outcome 02
Identify possible gaps in the scholarly literature...
Learning Outcome 03
Conduct a small-scale literature review related to...
Learning Outcome 04
Content
Topics will include:
Module 1. Sourcing quality literature
- Refining your topic, issue or problem
- Criteria and rankings used to determine quality research literature
- Data-base searching
Module 2. Evaluating, critically engaging with single and multiple texts
- Locating and critically appraising quality research literature
- Reviewing, synthesising, and engaging with texts
- Writing descriptive and analytical forms of review
Module 3. Understanding the building-blocks of a literature review
- Identifying key authors, arguments, and publications
- Addressing aspects of a topic, issue, or problem from various points of view
- Locating issues and gaps in the research literature
Module 4. Writing your Literature review
- Defining the scope and sources
- Organize the literature review into sections, themes, and trends
- Amalgamating your synthesis and evaluation in extended discursive prose
Assessment strategy and rationale
The assessment tasks for this unit are designed to enable students to demonstrate achievement of each learning outcome. Additionally, the tasks provide an opportunity to align with students’ professional and research contexts. An emphasis on real-world, tangible assessment supports the praxis-based approach of this unit, with tasks requiring the application of specific skills needed to plan, organise, and develop a literature review. As literature reviews play a central role in all educational research projects, the assessment aims to allow students to evaluate the current state of research related to a specific issue or problem, identify seminal research in the area, and critically synthesise this material into coherent discursive prose used in educational research writing.
There are two assessment tasks, providing opportunities to employ skills essential for planning and writing a literature review. These tasks are designed to meaningfully contextualise the content of the unit through authentic activities undertaken by researchers when conducting educational research.
To pass the unit, students must demonstrate achievement of the learning outcomes by submitting all assessment tasks, achieving a combined final mark of at least 50 per cent, and obtaining a passing grade on Assessment Task 2.
Overview of assessments
Assessment Task 1: Written Task: An annotated bi...
Assessment Task 1: Written Task:
An annotated bibliography summarising and evaluating key texts and a critical review of a single text on a specific topic/problem.
50%
Assessment Task 2: Written Task: Literature Revi...
Assessment Task 2: Written Task:
Literature Review related to a specific topic or problem.
50%
Learning and teaching strategy and rationale
This unit consists of online asynchronous learning accompanied by four two-hour-long online drop-in sessions. The learning and teaching strategy places an emphasis on you as an active and engaged adult learner who takes ownership of your own learning.
The unit is structured in the sequence with which a literature review is often written. Each module draws upon the skills you learn in the previous module while being necessary for you to engage with the next. The unit includes a range of approaches to support your learning such as reading, self-reflection, online discussion, webinars, podcasts, problem-based learning tasks, and assignments. These approaches will help you think critically about the content, deepen your understanding, and apply the skills you are learning to write your literature review.
You are encouraged to engage with your Lecturer and peers using online forums and drop-in Zoom sessions, to deepen your learning in dialogue with others. All students are expected to engage with respect and academic inquiry to enable respect of the dignity and voice of all learners.