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Engineering: The Literature Review Process

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What is a literature review and why is it important?

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How to Write a Literature Review | Guide, Examples, & Templates

How to Write a Literature Review | Guide, Examples, & Templates

Published on January 2, 2023 by Shona McCombes . Revised on September 11, 2023.

What is a literature review? A literature review is a survey of scholarly sources on a specific topic. It provides an overview of current knowledge, allowing you to identify relevant theories, methods, and gaps in the existing research that you can later apply to your paper, thesis, or dissertation topic .

There are five key steps to writing a literature review:

Search for relevant literature
Evaluate sources
Identify themes, debates, and gaps
Outline the structure
Write your literature review

A good literature review doesn’t just summarize sources—it analyzes, synthesizes , and critically evaluates to give a clear picture of the state of knowledge on the subject.

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What is the purpose of a literature review, examples of literature reviews, step 1 – search for relevant literature, step 2 – evaluate and select sources, step 3 – identify themes, debates, and gaps, step 4 – outline your literature review’s structure, step 5 – write your literature review, free lecture slides, other interesting articles, frequently asked questions, introduction.

Quick Run-through
Step 1 & 2

When you write a thesis , dissertation , or research paper , you will likely have to conduct a literature review to situate your research within existing knowledge. The literature review gives you a chance to:

Demonstrate your familiarity with the topic and its scholarly context
Develop a theoretical framework and methodology for your research
Position your work in relation to other researchers and theorists
Show how your research addresses a gap or contributes to a debate
Evaluate the current state of research and demonstrate your knowledge of the scholarly debates around your topic.

Writing literature reviews is a particularly important skill if you want to apply for graduate school or pursue a career in research. We’ve written a step-by-step guide that you can follow below.

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See an example

Writing literature reviews can be quite challenging! A good starting point could be to look at some examples, depending on what kind of literature review you’d like to write.

Example literature review #1: “Why Do People Migrate? A Review of the Theoretical Literature” ( Theoretical literature review about the development of economic migration theory from the 1950s to today.)
Example literature review #2: “Literature review as a research methodology: An overview and guidelines” ( Methodological literature review about interdisciplinary knowledge acquisition and production.)
Example literature review #3: “The Use of Technology in English Language Learning: A Literature Review” ( Thematic literature review about the effects of technology on language acquisition.)
Example literature review #4: “Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review” ( Chronological literature review about how the concept of listening skills has changed over time.)

You can also check out our templates with literature review examples and sample outlines at the links below.

Download Word doc Download Google doc

Before you begin searching for literature, you need a clearly defined topic .

If you are writing the literature review section of a dissertation or research paper, you will search for literature related to your research problem and questions .

Make a list of keywords

Start by creating a list of keywords related to your research question. Include each of the key concepts or variables you’re interested in, and list any synonyms and related terms. You can add to this list as you discover new keywords in the process of your literature search.

Social media, Facebook, Instagram, Twitter, Snapchat, TikTok
Body image, self-perception, self-esteem, mental health
Generation Z, teenagers, adolescents, youth

Search for relevant sources

Use your keywords to begin searching for sources. Some useful databases to search for journals and articles include:

Your university’s library catalogue
Google Scholar
Project Muse (humanities and social sciences)
Medline (life sciences and biomedicine)
EconLit (economics)
Inspec (physics, engineering and computer science)

You can also use boolean operators to help narrow down your search.

Make sure to read the abstract to find out whether an article is relevant to your question. When you find a useful book or article, you can check the bibliography to find other relevant sources.

You likely won’t be able to read absolutely everything that has been written on your topic, so it will be necessary to evaluate which sources are most relevant to your research question.

For each publication, ask yourself:

What question or problem is the author addressing?
What are the key concepts and how are they defined?
What are the key theories, models, and methods?
Does the research use established frameworks or take an innovative approach?
What are the results and conclusions of the study?
How does the publication relate to other literature in the field? Does it confirm, add to, or challenge established knowledge?
What are the strengths and weaknesses of the research?

Make sure the sources you use are credible , and make sure you read any landmark studies and major theories in your field of research.

You can use our template to summarize and evaluate sources you’re thinking about using. Click on either button below to download.

Take notes and cite your sources

As you read, you should also begin the writing process. Take notes that you can later incorporate into the text of your literature review.

It is important to keep track of your sources with citations to avoid plagiarism . It can be helpful to make an annotated bibliography , where you compile full citation information and write a paragraph of summary and analysis for each source. This helps you remember what you read and saves time later in the process.

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To begin organizing your literature review’s argument and structure, be sure you understand the connections and relationships between the sources you’ve read. Based on your reading and notes, you can look for:

Trends and patterns (in theory, method or results): do certain approaches become more or less popular over time?
Themes: what questions or concepts recur across the literature?
Debates, conflicts and contradictions: where do sources disagree?
Pivotal publications: are there any influential theories or studies that changed the direction of the field?
Gaps: what is missing from the literature? Are there weaknesses that need to be addressed?

This step will help you work out the structure of your literature review and (if applicable) show how your own research will contribute to existing knowledge.

Most research has focused on young women.
There is an increasing interest in the visual aspects of social media.
But there is still a lack of robust research on highly visual platforms like Instagram and Snapchat—this is a gap that you could address in your own research.

There are various approaches to organizing the body of a literature review. Depending on the length of your literature review, you can combine several of these strategies (for example, your overall structure might be thematic, but each theme is discussed chronologically).

Chronological

The simplest approach is to trace the development of the topic over time. However, if you choose this strategy, be careful to avoid simply listing and summarizing sources in order.

Try to analyze patterns, turning points and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred.

If you have found some recurring central themes, you can organize your literature review into subsections that address different aspects of the topic.

For example, if you are reviewing literature about inequalities in migrant health outcomes, key themes might include healthcare policy, language barriers, cultural attitudes, legal status, and economic access.

Methodological

If you draw your sources from different disciplines or fields that use a variety of research methods , you might want to compare the results and conclusions that emerge from different approaches. For example:

Look at what results have emerged in qualitative versus quantitative research
Discuss how the topic has been approached by empirical versus theoretical scholarship
Divide the literature into sociological, historical, and cultural sources

Theoretical

A literature review is often the foundation for a theoretical framework . You can use it to discuss various theories, models, and definitions of key concepts.

You might argue for the relevance of a specific theoretical approach, or combine various theoretical concepts to create a framework for your research.

Like any other academic text , your literature review should have an introduction , a main body, and a conclusion . What you include in each depends on the objective of your literature review.

The introduction should clearly establish the focus and purpose of the literature review.

Depending on the length of your literature review, you might want to divide the body into subsections. You can use a subheading for each theme, time period, or methodological approach.

As you write, you can follow these tips:

Summarize and synthesize: give an overview of the main points of each source and combine them into a coherent whole
Analyze and interpret: don’t just paraphrase other researchers — add your own interpretations where possible, discussing the significance of findings in relation to the literature as a whole
Critically evaluate: mention the strengths and weaknesses of your sources
Write in well-structured paragraphs: use transition words and topic sentences to draw connections, comparisons and contrasts

In the conclusion, you should summarize the key findings you have taken from the literature and emphasize their significance.

When you’ve finished writing and revising your literature review, don’t forget to proofread thoroughly before submitting. Not a language expert? Check out Scribbr’s professional proofreading services !

This article has been adapted into lecture slides that you can use to teach your students about writing a literature review.

Scribbr slides are free to use, customize, and distribute for educational purposes.

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If you want to know more about the research process , methodology , research bias , or statistics , make sure to check out some of our other articles with explanations and examples.

Sampling methods
Simple random sampling
Stratified sampling
Cluster sampling
Likert scales
Reproducibility

Statistics

Null hypothesis
Statistical power
Probability distribution
Effect size
Poisson distribution

Research bias

Optimism bias
Cognitive bias
Implicit bias
Hawthorne effect
Anchoring bias
Explicit bias

A literature review is a survey of scholarly sources (such as books, journal articles, and theses) related to a specific topic or research question .

It is often written as part of a thesis, dissertation , or research paper , in order to situate your work in relation to existing knowledge.

There are several reasons to conduct a literature review at the beginning of a research project:

To familiarize yourself with the current state of knowledge on your topic
To ensure that you’re not just repeating what others have already done
To identify gaps in knowledge and unresolved problems that your research can address
To develop your theoretical framework and methodology
To provide an overview of the key findings and debates on the topic

Writing the literature review shows your reader how your work relates to existing research and what new insights it will contribute.

The literature review usually comes near the beginning of your thesis or dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

A literature review is a survey of credible sources on a topic, often used in dissertations , theses, and research papers . Literature reviews give an overview of knowledge on a subject, helping you identify relevant theories and methods, as well as gaps in existing research. Literature reviews are set up similarly to other academic texts , with an introduction , a main body, and a conclusion .

An annotated bibliography is a list of source references that has a short description (called an annotation ) for each of the sources. It is often assigned as part of the research process for a paper .

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A literature review is a discussion of the literature (aka. the "research" or "scholarship") surrounding a certain topic. A good literature review doesn't simply summarize the existing material, but provides thoughtful synthesis and analysis. The purpose of a literature review is to orient your own work within an existing body of knowledge. A literature review may be written as a standalone piece or be included in a larger body of work.

You can read more about literature reviews, what they entail, and how to write one, using the resources below.

Am I the only one struggling to write a literature review?

Dr. Zina O'Leary explains the misconceptions and struggles students often have with writing a literature review. She also provides step-by-step guidance on writing a persuasive literature review.

An Introduction to Literature Reviews

Dr. Eric Jensen, Professor of Sociology at the University of Warwick, and Dr. Charles Laurie, Director of Research at Verisk Maplecroft, explain how to write a literature review, and why researchers need to do so. Literature reviews can be stand-alone research or part of a larger project. They communicate the state of academic knowledge on a given topic, specifically detailing what is still unknown.

This is the first video in a whole series about literature reviews. You can find the rest of the series in our SAGE database, Research Methods:

Videos covering research methods and statistics

Identify Themes and Gaps in Literature (with real examples) | Scribbr

Finding connections between sources is key to organizing the arguments and structure of a good literature review. In this video, you'll learn how to identify themes, debates, and gaps between sources, using examples from real papers.

4 Tips for Writing a Literature Review's Intro, Body, and Conclusion | Scribbr

While each review will be unique in its structure--based on both the existing body of both literature and the overall goals of your own paper, dissertation, or research--this video from Scribbr does a good job simplifying the goals of writing a literature review for those who are new to the process. In this video, you’ll learn what to include in each section, as well as 4 tips for the main body illustrated with an example.

Literature Review This chapter in SAGE's Encyclopedia of Research Design describes the types of literature reviews and scientific standards for conducting literature reviews.
UNC Writing Center: Literature Reviews This handout from the Writing Center at UNC will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.
Purdue OWL: Writing a Literature Review The overview of literature reviews comes from Purdue's Online Writing Lab. It explains the basic why, what, and how of writing a literature review.

Organizational Tools for Literature Reviews

One of the most daunting aspects of writing a literature review is organizing your research. There are a variety of strategies that you can use to help you in this task. We've highlighted just a few ways writers keep track of all that information! You can use a combination of these tools or come up with your own organizational process. The key is choosing something that works with your own learning style.

Citation Managers

Citation managers are great tools, in general, for organizing research, but can be especially helpful when writing a literature review. You can keep all of your research in one place, take notes, and organize your materials into different folders or categories. Read more about citations managers here:

Manage Citations & Sources

Concept Mapping

Some writers use concept mapping (sometimes called flow or bubble charts or "mind maps") to help them visualize the ways in which the research they found connects.

There is no right or wrong way to make a concept map. There are a variety of online tools that can help you create a concept map or you can simply put pen to paper. To read more about concept mapping, take a look at the following help guides:

Using Concept Maps From Williams College's guide, Literature Review: A Self-guided Tutorial

Synthesis Matrix

A synthesis matrix is is a chart you can use to help you organize your research into thematic categories. By organizing your research into a matrix, like the examples below, can help you visualize the ways in which your sources connect.

Walden University Writing Center: Literature Review Matrix Find a variety of literature review matrix examples and templates from Walden University.
Writing A Literature Review and Using a Synthesis Matrix An example synthesis matrix created by NC State University Writing and Speaking Tutorial Service Tutors. If you would like a copy of this synthesis matrix in a different format, like a Word document, please ask a librarian. CC-BY-SA 3.0
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Literature Review

A literature review explains concepts that relate to your research project. As a design researcher, your job is to select sources (news stories, books, journal articles, movies, etc.) that help you build a relevant research project. These sources help you determine what methods you should implement to get the data you need to answer your research question. The content in your literature review is a foundation for the rest of your project. It demonstrates you have searched the universe to learn as much as you can about your topic and that you have built your project on evidence.

Literature reviews don’t just report facts—they make a case for why the content you selected is essential for the research. Perhaps you feel that scenes from classic movies like Citizen Kane , The Maltese Falcon , and Holiday Inn reveal insights that inform your project. That’s great! Use the literature review to make a case for why they belong and what they reveal. You select the sources for the literature review, which means the content you feature is a stance that these concepts matter. Use the literature to justify your project.

In this piece, highlight conclusions that have been established and areas that have not been addressed. If contradictory content is found address it in the literature review. Review the theoretical framework for your project in the literature review and discuss how it connects to the research project. The literature review should contextualize why the research question(s) is/are being asked in the first place.

Often, a literature review follows this format:

Introduction
Conceptual or Theoretical Framework
Review of Research (organized by themes)

What do you put in a Literature Review?

In their book A student’s guide to methodology: justifying enquiry , Clough and Nutbrown (2002) present the idea that the research question is the place to start when writing a literature review. They claim that the research question contains many of the parts of a literature review. Let’s see that in action.

Here’s a question developed in 2019 by xdMFA students Ashley Lippard and Vanessa Cannon.

What values motivate a female millennial when choosing between a disposable or reusable coffee cup while inside a coffee shop?

When we take this question apart, concepts for the literature review emerge—concepts we would need to research and write about. Let’s take a look at that breakdown:

Values : What are they? Where do they come from? How do they affect behavior?
Motivation : What is it? What are the different ways people are motivated? What prevents or encourages motivation? Historically, what has motivated this age group?
Female Millennials : Who are they and what defines this culture? How do they behave? What decisions do they typically make? What are their values?
Choice : What does choosing something over another thing entail? What affects choices in this scenario? What choices are available to these people? How empowered do they feel to choose for themselves?
Disposable and reusable coffee cups : What are they and how did they come into being? What prompted businesses to offer these options? What are the physical features of these products? How and where are they made? How are they branded? What are the perceptions of these products?
Coffee Shop : What are the different types of coffee shops? What do they mean to different people? What is acceptable behavior inside one? How do they function?

In just one research question, we isolated six different major concepts. If you wanted to, you could write at least five or six pages about each of these concepts. The literature review would be 30-40 pages long! More importantly, your literature review would be a thorough overview of key concepts for those who are not familiar with your topic.

Step-by-Step: an Applied Example

Many early-career students fall into the pit of writing an annotated bibliography or a book report and they think it’s a lit review. It’s not. Don’t do that.

The literature review does not summarize your sources—it tells your story in your words. You write about concepts relevant to the research, and the sources you found to support your statements. Yes, sometimes you may call out a specific source, quoting it directly, but almost all of your literature review should be in your words. Whenever you write a sentence that is from another’s work, cite it.

The lit review should look like an Easter egg hunt: a field of grass and trees and shrubs you planted and arranged, with a sprinkling of colorful citations within reach, ready to open.

Let’s use the example above to plan out a full literature review. The language I use below is very conversational just to point you in the right direction. It is not comprehensive or complete, but it should give you an idea of what you should write in the literature review. Do not submit a lit review that reads exactly like what I have written below.

Now that’s out of the way, here’s the research question again.

Lit Review Section 1: Introduction

Coffee shops are really popular in the United States and have seen a surge between 1990 and 2020 (citation). A lot of people go there. Popular shows, movies, show people hanging out in coffee shops a lot as if they are a cool place to be. Local and international-chain coffee shops permeate western culture and millennials go there a ton. It’s a place they hang out—not just for coffee, but as a Thirdspace (citation). Coffee shops are prevalent and are used daily by millions, which can lead to a great deal of paper and plastic waste in the form of disposable cups. When people buy coffee at a coffee shop, they have a choice to use a disposable cup provided by the store or to bring their own reusable cup. Both options have their own upsides and downsides—often driven by customers’ personal preferences and values but sometimes affected by how cool they want to look.

(this section should be at least 3 paragraphs)

Lit Review Section 2: Theoretical Framework

Millennials in the United States in 2020 are roughly 19 years-old. At this stage of development, they are forming their identities and are still very must about what looks cool, is stylish, and is trendy (citation). They want to be accepted and are forming their self and worldviews (citation). When these people buy coffee, they have a decision to make—to use a disposable or a reusable cup. Either choice demonstrates their values. The theory of attitudinal showing (TAS) explains how people’s outward choices demonstrate their values (This is not a real theory, y’all. I’m making this stuff up – Dennis) . TAS is comprised of several parts that are relevant for this project, which is concerned with values and coolness. I will discuss those parts here.

Lit Review Section 3: Review of Research (Organized by Themes)

This is what values are. They come from parents, friends, culture. People behave according to values. Millennials in the U.S. have these values. There has been a shift in values since industrialization. Etc. Write a lot about values based on your reading/the literature so readers know what they are and why they are part of this research project. Tell a rich story. Paint a clear picture. Cite all of your statements so readers will know where you got this information.

Motivation is (explain it here). People are motivated by different things—extrinsic and extrinsic. This is what intrinsic and extrinsic are. Millennials are really affected by extrinsic when it comes to buying. Their motivation to choose sustainable practices can suffer when they have limited friendships and deep relationships. Historically, millennials have been motivated by television, but it seems TikTok is the main driver now (citation). Etc. Write a lot about motivation based on your reading/the literature so readers know what it is and why it is part of this research project. Tell a rich story. Paint a clear picture. Cite all of your statements so readers will know where you got this information.

Choices are (explain it here). What does choosing something over another thing entail? What affects choices in this scenario? What choices are available to these people? How empowered do they feel to choose for themselves? Write a lot about choices based on your reading/the literature so readers know what they are and why they are part of this research project. Tell a rich story. Paint a clear picture. Cite all of your statements so readers will know where you got this information.

Female Millennials are (explain it here). Who are they and what defines this culture? How do they behave? What decisions do they typically make? What are their values? Write a lot about female millennials based on your reading/the literature so readers know who they are and why they are part of this research project. Tell a rich story. Paint a clear picture. Cite all of your statements so readers will know where you got this information.

Disposable and reusable coffee cups are (explain it here). What are they and how did they come into being? What prompted businesses to offer these options? What are the physical features of these products? How and where are they made? How are they branded? What are the perceptions of these products? Write a lot about coffee cups based on your reading/the literature so readers know who they are and why they are part of this research project. Tell a rich story. Paint a clear picture. Cite all of your statements so readers will know where you got this information.

Coffee Shops are (explain it here). What are the different types of coffee shops? What do they mean to different people? What is acceptable behavior inside one? How do they function? Write a lot about coffee shops based on your reading/the literature so readers know who they are and why they are part of this research project. Tell a rich story. Paint a clear picture. Cite all of your statements so readers will know where you got this information.

Lit Review Section 4: Conclusion

Wrap up your thoughts. Summarize the content. Connect the lit review to the next section in your Research Report (which is usually Methodology) so it flows seamlessly into the full report or dissertation.

Literature Review Guidance

In 2020, Nature posted “How to write a superb literature review,” where experts shared advice. It is a must-read.

These brief videos on literature reviews are a good introduction to the process.

Literature Review, Step By Step

Virginia Commonwealth University and UNC-Chapel Hill have great step-by-step processes for literature reviews published on their websites:

Your First Literature Review: VCU Libraries
Literature Reviews: UNC Chapel Hill

Where to Look for Literature

The literature review will catch you up on the aspects of your research topic. Use Google Scholar, the Miami University Libraries, websites, and blogs… anything that’s out there where people have written about your topic. Make sure to verify the sources you are reading are of high quality. If it’s a research paper that has been published, it’s probably ok. If it’s a blog post on a personal blog, use your common sense to verify what you’re reading is more fact than personal opinion.

More About Literature Reviews

These videos explore the literature review process in detail.

A reader should be able to remove all of the citations in the literature review and read it fluidly as if the topic is being explained in a seamless recount of what is known about the topic.

A Sample Literature Review

The best way to understand a good literature review is to read one. This Literature review, The Educational Benefits of Travel Experiences: A Literature Review , synthesizes existing knowledge elegantly, thoroughly, and clearly.

Literature Review: Developing a search strategy from the Charles Sturt University Library

Someday, a client or stakeholder will ask you “how do you know this design direction is going to work?” When you have reviewed the literature (what other people have found) you’ll be ready to answer with confidence. Enjoy finding out about your topic. The literature review should reveal new facets of it you had never before expected.

Go deep and be detailed. Do not assume your reader knows the concepts you are discussing.

Dennis Cheatham

Associate Professor, Communication Design

Miami University

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Design studio practice in the context of architectural education: a narrative literature review

Open access
Published: 23 August 2021
Volume 32 , pages 2343–2364, ( 2022 )

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This review aims to synthesize the current knowledge on the conventional design studio context. This is a narrative literature review based on articles published within the last ten years, while 60 articles were selected for the literature review following a rigorous filtration process. The final articles were selected by applying inclusion and exclusion criteria to the initially selected articles. This review has synthesized the current knowledge on design studio contexts and will review the conventional design studio context, design studio practices that take place within design studios and use of digital tools. The main aim of this study is to broaden the understanding of design studio contexts and to comprehend the types of design studio contexts available in architectural studies. Furthermore, it discusses the digital tools used in design studio practices in the last 10 years. A thematic analysis was conducted in reviewing the articles. It is to be noted that no research has been carried out except one on generating design studio context outside the conventional design studio set-up. This study aims to identify the potential research possibilities of context generated design studios to engage in design studies.

Communicating Heritage Through Intertwining Theory and Studio Based Course in Architectural Education

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Exploring the architectural design process assisted in conventional design studio: a systematic literature review

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Avoid common mistakes on your manuscript.

Introduction

The meaning of the word context differs according to the situation (Koffeman & Snoek, 2019 ). As explicated by Edwards and Miller ( 2007 , p. 265), the meaning of the context in an educational set-up is a bounded container that allows various activities to occur. Further, the context has a fluid nature that could accommodate the flexibility to entertain a set of practices (Koffeman & Snoek, 2019 ). The design studio context is creating a learning environment that mainly focuses on increasing the creative learning abilities of the students (Ibrahim & Utaberta, 2012 ). The architectural design studio context is similar to other design studio contexts in graphics, fashion and communication disciplines, and it is almost similar in physical infrastructure and human involvement (Corazzoa, 2019 ). The sole difference lies in the specific tasks executed within the architectural design studio context. Students engage in solving architectural and spatial problems in architectural design studios. The physical infrastructure of the architectural design studio can even be used by other design disciplines because there is not much of a difference in the physical environment of the design studio. As illustrated by Emam et al. ( 2019 , p. 164), design studios mainly cater to design education where students engage in project-based learning. The design studio context consists of situational and contextual factors, in addition to the engagement of students and lecturers. Orbey and Sarioglu ( 2020 ) claimed that the activities that occur within the design studio context had empowered the creative design abilities of students. The physical environment of the design studio will never create a studio context without the collaborative engagement of the students and lecturers (Rodriguez et al., 2018 ). As depicted by Bashier ( 2014 , p. 426), the context of the design studio can be identified as a collaborative learning environment where students and lecturers are engaged in learning and teaching through real-life problem scenarios. According to Grover et al. ( 2020 , p. 2), the design studio context motivates the intrinsic creativity of students through the learning environment.

Conventional design studio (CDS)

The conventional design studio context is a learning environment located within an institutional set-up with all the infrastructure created to collaborate, brainstorm, learn by doing, and engage in reflective practice (Orbey & Sarıoğlu Erdoğdu, 2020 ). CDS context is a creative learning space where students gather with peers and tutors to solve design problems. Further, CDS is identified as a physical container created for the social interaction of students and design tutors (Corazzoa, 2019 ). The physical boundaries of the conventional design studio are limited to an academic or an institutional environment (Kay Brocato, 2009 ). However, pedagogical practices have heavily contributed to making the design studio conventional. Existing studies on CDS articulate it as an engagement or an approach for teaching occurring within a specific environment. Schon ( 1987 , pp. 41–43) defines the design studio through four central learning concepts. He explained the design studio as (1) a culture where students and lecturers work together, (2) as a physical fixed space where teaching and learning can occur, (3) studio as a way of teaching and learning, and (4) as a program of activity. The learning culture of the design studio is students and lecturers working together, sharing ideas, testing best solutions, displaying the results, and this creates an interactive knowledge sharing, practice-based learning culture where students learn through reflection in action. This pedagogical practice is a unique learning culture. However, this reflective practice and collaborative learning culture is not limited only to CDS. This practice can even be seen in non-conventional, virtual, blended or online design studios. Echoing this fact, Schon ( 1987 , p. 44) highlights “the studio as a physical fixed space where teaching and learning can be happening”. In strengthening the definition given by Schon, Corazzoa ( 2019 , p. 1255) has defined the design studio context through six elements. They are (1) studio as making, (2) studio as bridging, (3) studio as meaning, (4) studio as enabling, (5) studio as backgrounding and (6) studio as disciplining. The Design studio context enables students to work with materials and make artefacts. This fact further strengthens the point of learning by doing. Creating artefacts can happen in a CDS setting or even in a virtual/blended platform where students could collaborate online. In non-conventional virtual design studios, making happens through a digital medium by incorporating digital tools and technologies such as Auto Cad, 3D max, etc. These six elements are not only seen in non-conventional virtual/blended and online design studios; they are also visible in CDS. This Literature Review focuses on identifying the types of design studio contexts, including studio practices.

In defining the Conventional Design Studio, it is stated that as a comprehensive model of design learning established many decades before, its system, built structure, and epistemology intermingle together to create a unique learning environment following problem-based learning (Brandt et al., 2013 ). Design studio context provides room for both implicit and explicit learning (Park, 2020 ). We identified the conventional design studio as a structured, systematic learning and designing process by being in a dedicated fixed built structure. However, students in the conventional design studio face many problems, making the process adopted in the CDS more problematic (Chen, 2016 ). In the context of CDS, the design process that is followed is more linear; the instructors set the design process into small tasks and request students to work according to those instructions (Chen, 2016 ). Students in the CDS are guided by expert designers in the industry (Rodriguez et al., 2018 ). The conventional design studio has reported that students have less motivation and engagement, and there are many reasons behind it (Rodriguez et al., 2018 ). The structured, systematic process of the CDS provides a less diversified learning experience to the students, impacting their creativity and design thinking in various ways (Rodriguez et al., 2018 ). Moreover, the CDS context has reported the disconnection from real-world problem scenarios, highlighting that finding solutions for problems set in the outside world while sitting in a dedicated working environment might be the key reason for this disconnection (Rodriguez et al., 2018 ).

It is essential to understand what distinguishes the conventional design studio context from other contexts. CDS is a creative learning environment where students are assigned to solve real-life problems through creative design solutions while being in a dedicated room for designing in an institutional set-up. Furthermore, CDS is a controlled creative learning environment that has been specifically designed to engage in creative activities. However, the unique feature of the CDS is that it is accompanied by all the tools that are especially required for design. This fact distinguishes the CDS unique form from other contexts. When creating a design studio context outside of an institutional set-up, facilitating those design tools is challenging because those were designed to work within a CDS context.

Design studio practices

The studio practices are the activities students and facilitators are engaged in. The design studio context facilitates numerous activities. Students are learning by creative pursuits. They work together with their peer to find design solutions to real-life problems. Face-to-face learning, peer support, assessments, and reflective practice are commonly discussed studio practices in literature. As explained by Emam et al., ( 2019 , pp. 164–165), within the conventional design studio context, students engage in a single open-ended, project-based problem, allowing students to solve the problem in their own way. The design solutions are generated through an iterative process, and the design solutions are continuously reviewed, judged and open for comments by the jury and the peer (Ardington & Drury, 2017 ). Another practice that is generated through students' engagements with projects is Interaction and engagement. The design studio context fosters motivation and helps to develop strong learning communities. This enhances deep learning and sustainable retention of the learning outcomes of design studies. Thus, this literature review highlights the existing evidence on commonly used studio practices.

Use of tools

Usage of tools plays a vital role in the design studio context. Students use tools for various tasks. They need the aid of tools from the beginning of the design process to the end. Some tools are supportive in creative designing, and some tools are supportive in creative design communication, whilst another set of tools are supportive in teaching and learning in design studios. Tools used in design studios are found in both digital and manual formats. Therefore, identifying the types of tools used in design studios is one of the aims of this literature review.

This review aims to understand the design studio contexts found in literature and identify the key characteristics of the studio context. Furthermore, this review explores the type of studio practices found within the design studio context. This review will give a broad understanding of the design studio context and existing studio practices. This study has adopted the narrative literature review methodology, and articles published over the last decade (2010–2020) were selected. The reason for the selection is that the writer needed to explore how teaching and learning have taken place in the recent past and how it has changed from its original form. The literature has revealed a cross-section of how the CDS and its practices have been explored and investigated by other researchers throughout the last decade.

To summarize, the CDS has shown problems in the areas of (1) student engagement, (2) motivation, (3) disconnection from real-world problem scenarios. These issues demand a move from the CDS context. Moreover, there is a substantial gap in literature on context generated design studios that could create the design studio outside the conventional framework.

Problem formulation

The context of education has changed rapidly from face-to-face learning to online distance learning. In addition, the use of digital tools for teaching and learning has escalated drastically. How these changes have reflected on architectural studio context is a subject that lacks discussion and, therefore, an important aspect that warrants further research.

The conventional design studio context has not undergone many changes from its original form. The contextual influences on students' design process are important; however, it has lacked in-depth research over the last few decades. The aim of this literature review is to understand how those researchers have been identified within the design studio context in the respective empirical studies and to assess the contextual contribution towards design studio practices. For this purpose, empirical studies on the design studio context and design studio practices were selected after a rigorous filtration process.

Research has indicated that the learning needs of contemporary architectural learners have evolved to a complex level. Therefore, it becomes imperative to explore the potential practices that could be adopted by using digital technologies to benefit future architectural learners. The studio has been recognized as the unique learning context for architectural studies. However, stepping out from the typical pedagogic framework while keeping unique elementary needs of the conventional design studio context is an important fact that many researchers have not explored. The problem has been formulated to understand the contextual contribution of the design studio to the design studio practices and to understand how the digital technologies could be used in teaching and learning in design studios.

Research questions

This literature review was conducted to find answers for the following research questions:

RQ 1—What are the architectural design studio contexts available?

RQ 2—What are the architectural design studio practices available?

RQ 3—What are the digital tools and technologies used in architectural design studios?

Methodology

For this literature review, the narrative review methodology was adopted (SAGE Internet Research Methods, 2019 ). Narrative literature reviews consist of a credible, comprehensive, in-depth analysis of a particular subject domain, allowing the writer to critically analyze and summarize theories and concepts (Baker, 2016 ) (Green et al., 2006 ). Adopting a narrative literature review methodology will be supportive in identifying patterns and trends in the literature and identify existing gaps in the body of the knowledge domain (Green et al., 2006 ). The study needed to generate more focus on the research questions and discover and produce comprehensive, methodological, and logical answers based on the publications selected. A narrative literature review provides a theoretical focus on the existing knowledge domains and logical explanations of available knowledge sources. Even though we have adopted the narrative literature review methodology, a rigorous systematic method of searching and selection of articles adopted is further explained in “ Search strategy ” section.

The study adopted literature within the last ten years because finding the most current studio practices and design processes within the design studio context is important in framing the research. The primary selection criteria for the articles focused on identifying papers containing data and empirical studies on the architectural design studio context, which explains the design process of the students. Furthermore, the necessary keywords for advanced study were established based on the above focus.

Search strategy

For this study, articles were browsed from the following databases: Scopus, Web of Science, and Science Direct. The reason behind selecting these three databases is that they are widely used for literature reviews on architectural studies by many scholars, and they contain a heavy number of articles related to architectural studies. At the initial search, 1594 peer-reviewed articles were found. For this search, articles published from 2010–2020 were selected as the time duration. This specific choice of publication years was to meet the study's requirement of exploring recent knowledge domains and contemporary practices related to design studios.

Articles were browsed using several keywords, and those keywords were generated by using similar meanings and applications of the design studio. The appearance of those keywords in all sections, including the title, abstract, and full text, were taken into account. “Architectural Design Studio” OR “Design Studio Education” OR “Design studio context” OR “Context of Design studio” OR “Design Studio environment” OR “Design studios” OR “Learning in Architectural Design Studios” OR “Interior Design Studios” AND “Online Design Studios” OR “Mobile Design Studios” OR “Remote Design Studios” OR “Distance Learning in Architectural Studio” were used as keywords in browsing. Articles were selected irrespective of region or country. Journal and conference articles have both been taken into account for the review.

Inclusion and exclusion

The initial screening included reading the abstracts of the selected article and thereafter selected 663 relevant articles for further examination. Duplicates were removed, after which 416 articles remained. Design studio experiments conducted in order for IT students to discover HCI matters were removed at the second filtration due to the lack of explanations on design studio context. Broadcasting design studios and studio-based learning in computer science and linguistic studies were also excluded. Since the design studio context is almost equivalent to the architectural design studio, literature on graphic design studios and product design studios were included in this study. Landscape design studios that have conducted empirical research on fieldwork with no involvement of digital technology or digital tools were excluded at the second filtration. Empirical studies on design studio practices, empirical studies on conventional design studios, studio space and context, empirical studies on the use of digital and manual tools in design studio education, virtual design studios, blended learning design studios and teaching experiments in design studios were included for the full article review. In addition, literature reviews conducted on architectural design studios were included for the review because those contained summaries of the knowledge gained through referring to many research studies found on architectural design studio contexts. This literature review aims to understand how the CDS context and its practices have been explained in the existing literature. Concept papers found did not encompass sufficient information in explaining the design studio context, the role of the studio and studio practices. Therefore, those papers were excluded. Empirical studies on creative design studio practices were included; however, studies on creativity and creative cognition were excluded because creativity is a different domain and exploring creativity is not a central aim of this study. Articles that lacked explanation on design studio practices, workshop summaries, and articles with limited access to the full text were excluded at the third filtration. Moreover, for the review, quantitative, qualitative, mixed-method, and ethnographic studies were selected (Fig. 1 ).

Process map of article selection

Eligibility criteria for inclusion

After the rigorous filtration process, 60 peer-reviewed articles written in the English Language were selected for the literature review. The following eligibility criteria were established to find the current status of literature in the architectural design studio context. Criteria were established in answering the research questions generated. In answering RQ1, Criteria 1 and 2 were created. This will support filtering the best-fit articles to describe the design studio context and broaden the understanding of the design studio context as a learning environment. Criteria 3,4 and 5 was created in answering RQ2. RQ 2 focuses on determining the current studio practices found in literature. In investigating this matter, the studio practice has been divided into two major streams: pedagogical practices and creative design practices and studies conducted under those areas were mapped accordingly under the categories created. RQ 3 focuses on understanding the types of digital tools and technologies used in design studios, and criteria 6 and 7 address this matter.

List of criteria

Empirical studies describing conventional design studio context

Empirical studies on distance, virtual and blended design studio contexts.

Empirical studies on creating design studio context outside the conventional institutional set-up

Empirical studies on pedagogical practices in design studios

Empirical studies on creative design practices in design studios

Empirical studies on digital pedagogical tools used in design studio practice

Empirical studies on creative digital design tools used in design studios

The table of criteria generated the following outcomes. Among 27 articles, 60 described the conventional design studio context through their empirical studies. Amid those 27 articles, 7 articles described the conventional design studio context in addition to virtual/blended /online design studios. There was only one article amidst them, which had stepped beyond the conventional studio set-up and facilitated the students' design process in a non-institutional environment, and it was a fieldwork project. 34 articles were discussed pedagogical practices within the design studio context. Perusing the articles, it was evident that the research interest in pedagogical practices within design studios has escalated within the last ten years. 21 studies generated discussions on creative design practices. Furthermore, 21 articles with discussions on digital pedagogical tools used in design studios were found, and 13 articles discussed creative digital design tools. As shown in Table 1 , we found a substantial gap in studies focusing on context generated design studios.

The study adopted the Thematic analysis based on the Grounded Theory under the qualitative methodology in analyzing data. Grounded theory is a mechanism that is applied in order to build a theory from available data (Corbin & Strauss, 2020 ). In the application of Grounded Theory, it is unnecessary to start with a pre articulated hypothesis or a theory, but it allows the researcher to build a theory based on the data generated through empirical study (Byrne, 2016 ). Thematic analysis is a methodology that could show existing patterns in data. Thematic Analysis comes under the umbrella of qualitative research methodology, which could develop themes through the data gathered. The thematic analysis reveals a pattern within the recognized data that has emerged through analysis categories (Jennifer Fereday & Eimear Muir-Cochrane, 2006 ). This was guided by 6 phases of thematic analysis, and an inductive approach has been undertaken (Hoskyns, 2016 ). Utilizing an inductive approach in qualitative data analysis is a method that involves reading raw data and generating categories and themes based on the researcher's criteria instead of adhering to existing theories. The inductive approach is a bottom-up method where the researcher uses observations to see the patterns. Moreover, the inductive approach allows the researcher to develop a theory that emerges from the data (Yukhymenko et al., 2014 ).

Familiarizing with the data, creating initial codes, searching for themes, reviewing themes, defining the themes, and reporting were the significant six steps to generate themes. As the initial step of the thematic analysis, important data identified through rigorous filtration were extracted from the articles. The data was fed into a codebook in an Excel sheet. The study followed a three-phased coding methodology commencing with open coding. The coding was conducted to seek the answers to the research questions generated. Firstly, the narrations were coded into multiple open codes. Open codes consist of narrations on the design studio context, virtual studios, studio practices, experiments, examples, explanations on tools, technology and multiple related facts. In order to filter the data generated from open coding, it was further clustered into meaningful axial codes by collecting similar subject areas into axial coding. A set of axial codes generated selective codes, which supports generating categories. Those categories generated themes that could answer the research questions created. The coding process was done through MAXQDA 11, and the affinity diagram was used at the beginning of the process before it was fed into the software.

Thematic analysis—design studio contexts

RQ 1 is created to identify the types of design studio contexts found in literature. In this process, we identified codes in literature describing the design studio context and its characteristics. The identified codes were clustered into 22 major categories. Six themes emerged through the categories identified, and three of them described the conventional design studio context, and the rest described the non-conventional design studio context (Table 2 ).

The design studio contexts depicted in the literature has generated two major dimensions as conventional design studio context and non-conventional design studio context. Identified codes generated 11 major categories, and it led to identifying three major themes as material space, pedagogical practices and creative design practices, which created the dimension: conventional design studio context. On the other hand, virtual space, pedagogical practices, and creative design practices generated the dimension non-conventional design studio context. The codes and categories have shown that the CDS context has many common features that are even visible in non-conventional design studio contexts. The studio context comprises physical infrastructure such as pinup boards, tables and chairs, which support design and drawing purposes, display panels for demonstrations, and model making areas for prototyping and testing.

The material space of the design studio is the built environment and the working culture of a studio. In defining the material space of the CDS, Corazzoa ( 2019 , p. 1255) has explained it through five elements. The material space of a studio empowers Making, Bridging, Meaning, Enabling, Backgrounding and Disciplining. Further, explaining this fact, the CDS context comprises a space for making and creating artifacts or models for testing design ideations. The built environment and physical infrastructure contribute heavily to this fact. The activities taking place in the CDS confer meanings and values such as periodic critics, demonstrations and conversations and dialogues on projects contributing to meaningful outcomes.

Further, the material space of a CDS enables students and tutors to collaborate more through interactive activities that support sharing knowledge and experience. The material space of CDS provides the background for all learning and teaching activities and acts as a backdrop for all the activities. Finally, the material space of CDS contributes to carving the design discipline, in addition to creating a culture of designing.

The existence of martial space will not convert the space into a design studio context. To make it a studio context, the contribution of pedagogical and creative design practices has played a vital role. The codes have shown that the conventional context of the design studio is not only made by the fixed, immobile physical infrastructure of the design studio. Even within the modern, non-traditional set-up, the CDS context has found teaching and learning practices followed by the conventional master apprenticeship model. The fixed physical nature of the design studio is not the only demarcation that makes it conventional. In order to deem it a conventional design studio, the pedagogical practices followed would contribute.

The theme generated as "creative design practices" comprises heavy paperwork, pen and pencil work, and verbal communication. Students in CDSs produce heavy paper prototypes and rough mock-ups (Vosinakis & Koutsabasis, 2013 ). In CDS, students are encouraged to build solid skills through manual drafting, rendering and making. The dependency and encouragement to utilize manual techniques and tools are higher in CDS contexts. The mixed-use of digital and manual tools is commonly evident as a pedagogical practice in CDS. The mode of engagement is face to face in the CDS context. The face-to-face interaction enables students to see and reflect on the other peer learners' design approaches and witness pitfalls in their design solutions. Problem-based learning is heavily practiced in CDS. Students learning in CDS contexts bring the problem to the design studio to solve. This has created a disconnection from real-world problem scenarios. Stepping out from the conventional context to where the problem is generated and solving it by being in the real problem context was not evident in CDS. In this scenario, live projects can be identified as a pedagogical practice found in non-conventional design studio contexts where students work and design in real problem courses by being in those contexts.

In answering RQ1, the thematic analysis brought up two major design studio contexts found in empirical studies, namely conventional design studio and non-conventional design studio contexts. The study noted that pedagogical and creative design practices contribute heavily to making the set-up conventional or non-conventional. This literature review identified CDS as a fixed, immobile, physical environment located within an institutional set-up for design students and lecturers to engage in their design practices. Moreover, the study highlights that the CDS context has been created by adopting conventional pedagogical practices into the studio without moderating them to fit into the studio user's current knowledge and skill levels. The facts found in literature strengthened the notion that the studio practices could step beyond the conventional studio environment to the context generated design studios where students could create their design studio through engagement.

Studio practices

RQ 2 was focused on identifying studio practices followed in studio contexts. The pedagogical approaches followed in the conventional design studio is mainly followed by traditional teaching and learning methods. Students are learning through the reflection of the design tutors, and this has been explained by Schon ( 1987 ), 30 years prior to his theory on the reflective practitioner. "Reflection on action" is the established pedagogical practice in the conventional design studio. The non-conventional design studio context displays more freedom when guiding novice designers. The categories have shown that the NCDSs are rich in digital technologies. It uses digital tools, software and platforms in various levels of teaching and learning. Design communication and collaboration is done chiefly through digital platforms. Blogs, Web 2.0, and social media platforms became popular among non-CDS users (Bâldea et al., 2015 ). The use of digital technologies for communication is not commonly available in the CDS context. Students and design tutors gather face to face at design studios and discuss, demonstrate, present and criticize design attempts. Therefore, technology does not play a significant role in communication in the conventional design studio context.

The CDS context is featured as a safe and ideal place for problem-based learning in literature. Furthermore, it generates the feeling of a laboratory where many experiments and testing with the involvement of many parties in an open, less formal and less hierarchical workplace environment (Ardington & Drury, 2017 ). Furthermore, the conventional design studio context comprises high material character with sketches, notes, artifacts, paper mock-ups, physical models and pinup presentation facilities (Vyas, 2013 ). The flexible infrastructure of the studio environment supports adaptability to various scenarios (Corazzoa, 2019 ). Compared to the virtual/ online design studio context, the material character has been replaced through digital tools such as digital drawing platforms, virtual realities etc. The change of the material space or physical infrastructure has not sufficiently influenced the creative design practice of students because it stands as a facilitator in the conventional design studio context.

It was challenging to identify clear margins on differentiating design studio practices of CDS and NCDS. The boundaries got blurred due to the most common features visible in both contexts. It was evident in literature; NCDSs practice the same pedagogical practices; however, they use different platforms. The collaboration is mostly happening through the digitally mediated platforms in NCDS contexts. In this scenario, virtual, blended, and online design studios were counted as NCDSs, where students collaborate mainly through digitally mediated virtual environments. Literature depicts that students in NCDS contexts generate more virtual and digital prototypes than students in CDS contexts. Making digital prototypes is again visible in the CDS context. Nevertheless, in virtual and online studio contexts, students mainly get the help of software and virtual realities in developing, prototyping and testing design solutions. The availability of the material space is not a mandatory factor in NCDS contexts.

Codes and categories have emphasized that CDS is more focused on bringing design problems into the design studio and engaging in solving those within the physical boundaries of the CDS. The pedagogical practices are more centered on generating solutions for real-life problems while engaging in studio activities. This practice has created a unique working culture within the CDS. Students empathize, synthesize and generate ultimate solutions to problems generated in the world outside the design studio set-up while being in the CDS environment. This scenario has even been reflected in virtual and online design studios. In the virtual, blended or online design studio, students are more distant to the actual problem domain, and the level of collaboration and levels of empathizing and synthesizing have varied from the CDS. Being in the context where a problem has occurred or working in the context where more inspiration could be found rather than bringing them back to the studio can be identified as non-conventional studio practices, and the generated codes and categories supported this fact. Process-based learning than project-based learning is visible in non-conventional studio practices.

We believe those pedagogical practices and creative design practices heavily contribute to converting the material space of the CDS into a studio context. The material space of the design studio has no meaning without creative and pedagogical practices embedded within it. From our point of view, any context could be converted into a design studio by adopting pedagogical and creative design practices and the involvement of active collaboration of students and lecturers. The flexibility of the design studio environment is a motivational factor in moving out from the conventional design studio to context generated design studios. We strongly believe that any context could be transferred into a context generated design studio by facilitating the creative and pedagogical practices within any environment.

Digital tools

RQ 3 aims at identifying digital tools used in design studio contexts identified in RQ1. In answering this question, the study generated seven major categories via 21major codes identified. Those categories led to three themes that fall under three dimensions. Literature shows evidence on the escalation in digital tools in design studio practice from 2012–2020 (Table 3 ).

The coding was done based on the understanding of what those tools support. Twenty-six codes were generated, and they were clustered into seven major categories. It was tested and depicted in literature; some digital tools have contributed to improving the students' creative design thinking ability. Most digital tools such as the internet, virtual reality, video cameras and some 3D abstractions and construction of digital 3Ds have been supported in improving creative design abilities (Lloyd, 2013 ). Virtual realities have created a platform for students to see beyond what they can predict and assume to see. Further, these digital tools have more flexibility to conduct many revisions, which indirectly supports the improvement of creative thinking. Using the internet for searching, identifying the precedents, analyzing and extracting relevant knowledge to solve the problem at hand also makes the designer creative in identifying potential applications. This identification generates the first dimension, “Digital tools supported for creative design thinking”.

In addition to designing, effective communication of the design is also essential in design studio education. The second dimension has been generated through identifying the digital tools which are supportive in creative design communication. Students use various methods and mechanisms to explain their design ideation or solutions. In order to do this, the support of digital tools is needed. These digital tools support accurate drafting, sizing, visualizing, prototyping and making explanations and justifications for the developed design (Yavuz & Yildirim, 2012a ). In literature, we identified ten digital tool types that heavily contribute to creative design communication in conventional and non-conventional design studio contexts. Students are using digital tools as an expressive medium to communicate their design to others, especially tutors and other peer learners. In the conventional set-up, design communication is mostly done through pinup panels and paper mock-ups or hybrid mechanisms. However, in non-conventional studio contexts where teaching, learning and collaboration occur through digitally mediated platforms, the appearance of the digital tools for design communication was placed at a higher level. So, we can say the level of dependency on digital design communication tools in NCDS was higher than the CDS found in literature. Since students are engaged within the CDS, in most instances, a hybrid mechanism for design communication with a blend of manual and digital tools is used.

The third dimension, "Digital tools supported for collaboration and mutual learning", explains the types of digital tools used for mutual learning and collaboration in selected literature. According to Pontus, digital tools for collaboration motivate well-defined, device-centric routine engagement (Pontus Wärnestål, 2016 ). Online collaboration through social media platforms, blogs, virtual workspaces and Web CT are the most commonly used collaborative digital tools. Combining asynchronous tools such as discussion boards; or Moodle was found in literature as digital tools used for collaboration, mutual learning and teaching. (Cho & Cho, 2014 ). Güler ( 2015 ), in his article, has highlighted what is lacking in the use of digital tools for collaboration; they are face to face dialogues, facial expressions, body language, tone of voice. This is one of the disadvantages identified in digital collaborative tools. However, these digital tools were supportive in collaborating with students beyond the boundaries of the CDS.

We strongly believe that digital tools have escalated design communication skills, design thinking skills, and collaboration and mutual learning among students. However, those tools have some limitations as well. From our point of view, 3D modeling will allow the designer to see and test the design solution in a digitally mediated platform. However, manual prototyping and model making will improve patience and develop students' soft skills. Furthermore, manual tools can replace many digital tools, but the problem is that using manual tools instead of digital tools for design communication, collaboration, and design thinking will consume more time and effort. However, we firmly believe effective amalgamation of both types of tools will be more supportive in carving a good designer, and heavy dependency on one type (digital or manual) will limit the creative potential of the student. Gaining soft skills are indeed essential to be a good designer, and manual tools such as drawing boards, handcrafted paper mock-ups, and panels assist in gaining lifelong skills which are required for designing.

This narrative review aims to understand design studio contexts found in empirical studies, assess the design studio practices that occur in design studios, and identify types of digital tools used in design studios. After reviewing the selected 60 articles, the study identified that the design studio context has not drastically changed from its original form of conventional design studios. In 45% of the selected articles, it was evident that they were describing the conventional design studio, and 25% of them were discussing the conventional design studio context in addition to the virtual, blended, online design studios. 56% of the articles described pedagogical practices and creative design practices in the conventional design studio context. Furthermore, 56% of the articles were encompassed discussions on pedagogical and creative digital tools used in conventional and virtual design studios.

To answer research question 1: What are the architectural design studio contexts available ? The study identified two types of design studio contexts depicted in literature. Conventional design studio contexts and non-conventional design studio contexts are the two main contexts identified. It was evident in literature that CDS and NCDS possess similarities as well as differences. The CDS context could be described as a fixed learning environment with all the physical infrastructure created to support design doings. In contrast, the NCDS utilizes the virtual space, with a heavy dependency on digital tools. CDS is encouraging and depends on heavy paper works and mock-ups. Design students and tutors in the CDS context collaborate face to face. Digital prototyping tools, drawing tools and software, have replaced paper prototyping and heavy paperwork in the NCDS context. However, we noticed that the CDS context had created many limitations. Conventional studio practices could frame the design thinking ability of the students. Moreover, the CDS context has a pedagogical structure that is framed by the context. Limited boundaries of the CDS creates less space for students to explore. Everything occurs within the design studio's four walls, which might limit the students' empathy and sensitivity. The study identified the CDS context as a framed, fixed and stereotypical space that has many limitations.

To answer research question 2: What are the architectural design studio practices available? The study identified pedagogical practices and creative design practices as the key design studio practices depicted in literature. It is difficult to draw a clear margin between design studio practices followed in a conventional and non-conventional design studio context. However, we noticed CDS is more focused on bringing the problem into the design studio and solving it collaboratively within the design studio. Problem-based learning is significantly evident in CDSs. The solution-driven mechanism was found in the CDS, and all the studio practices were created to support this mechanism. However, the study identified this problem-based learning as a linear process.

In architectural studies, the end solution and the process followed to generate solutions are equally important. Bringing the problem into the design studio is creating less room to empathize with the real problem. If students are working in real contexts where the problem has been created, they might empathize with the problem more, leading them to generate timeless solutions. This is one of the key problems that were identified in the CDS context. The CDS practice brings experts from the field for students to obtain real-life reflections of the industry. The key role of those expert designers is to influence students and increase their creative thinking by sharing real-life design experiences (Schön, 2016 ). One drawback of this method is that most students would emulate them, imitate their architectural styles, and design language regardless of the real problem. In the context of the CDS, it was found that due to the lack of exposure experienced by the students, real reflective learning was a challenge, and therefore, needs to be addressed. This is another critical issue identified in CDS practices. In addition to the expert designers, all the other art forms, music, art, theatre, and even life events could influence the design learner via numerous inspirations and stimuli (Charles & Hokanson, 2009 ).

Nevertheless, constantly working in a CDS context minimizes the potential of getting exposed, narrowing down their creative thinking parameters. Therefore, it is the view of this study that the design studio practices followed in the CDS context does not lead to an increase in the design thinking ability of students. The studio practices followed has framed the natural design behavior of the students. In NCDS contexts, it was evident that the level of collaboration shows signs of escalation due to the networking ability generated through digital communication tools. However, such digitally mediated platforms played the role of a facilitator, and therefore, did not prove to support the design thinking ability of the students. Further, the research indicated that the virtual design studios and blended studios had also followed the same type of studio practices by working in a virtual context.

To answer research question 3: What are the digital tools and technologies used in architectural design studios? The study identified twenty-six types of digital tools used in design studios. Those digital tools were found to be a supportive medium in all the studio contexts. In the CDS context, the study found that students use digital tools as a supportive medium to improve creative design thinking and as a supportive medium for design communication. It was identified, in NCDS contexts, that the students and teachers engaged via digital tools as a supportive medium for collaboration and mutual learning than utilize the above two functions found in the CDS context. The study identified digital tools as a supportive medium in any design studio context. Those tools cannot replace human creativity and thinking ability which is vital for architectural studies.

Therefore, the study shows how the studio practices followed in CDS have created many limitations, and it has framed the mindset of students, which could limit their creativity. However, more research is required to identify the contextual influences of the design studio to design studio practices. Furthermore, the study shows that a movement from the CDS context is required; however, researchers have not explored this subject over the last ten years.

Throughout the last ten years, the research focus has been oriented towards critically examining the design process and practices in design studios, but not in examining the potentials of the context-generated design studios that could be created outside the institutional set-up. It is evident that the research focus of numerous scholars has been pedagogical and creative practices in conventional and virtual/ blended/online design studios. However, the current study is of the view that CDS practices are stereotypical. Furthermore, the current study also revealed that the CDS context has limitations in carving creative designers. It showed that CDS follows conventional design studio practices that were established many decades before, and not much has changed to address the current learning context of the students. These conventional studio practices followed in the CDS context might limit the students' design thinking ability, which needs to be addressed in future research. The fixed space and routine engagement of studio practices have been given less space to explore and feel. Empathizing is a critical phase of the design process, and CDSs have limited room for the students to empathize. Even though the design studio practices consist of field visits, the students strive to resolve those facts within the design studio. This process has limited the thinking and exploring ability of the students. The current study shows that the CDS context provides fewer stimulants to human senses, which are required for design thinking. Students in the CDS context are more solutions-driven; however, the process has received less prominence.

Even in virtual and blended design studios, the exact reflection of the CDS practice was seen. The NCDS contexts gain more support from technology for collaboration, prototyping, and making artifacts. The design process received more prominence in the NCDS context. Therefore, the study proposes that the CDS context requires a transition from its conventional way of practicing and needs to be addressed in future research.

Unorthodox approaches to creating design studios, disregarding the CDS' physical infrastructure and material space, are lacking. Moreover, this review uncovered a gap in the literature pertaining to the potential of transforming the design studio into any other contexts beyond its existing boundaries. The concept of context generated design studios was not addressed in the majority of the selected scholarly articles. The design studio can be where the problem has been generated or where most of the design generators or inspirations are found. On the contrary, it can be any place where students could engage in creative design practices to solve problems through novel designs. The design studio context should not be limited to the institutional set-up. It can be any context, and students and lecturers can create most of the qualitative features of the design studio by engaging in studio practices in their own way. The current study has found a substantial gap in research focusing on context generated design studios, and therefore there is a potential for pursuing future research on context generated design studios.

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Hettithanthri, U., Hansen, P. Design studio practice in the context of architectural education: a narrative literature review. Int J Technol Des Educ 32 , 2343–2364 (2022). https://doi.org/10.1007/s10798-021-09694-2

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Literature Review

What is a Literature Review?

It is…. a systematic and critical analysis of the literature on a specific topic. It describes trends, quality, relationships, inconsistencies and gaps in the research; and it details how the works enhance your understanding of the topic at large.

It is NOT…. simply an annotated bibliography that summarizes and/or assesses each article. There is not one, correct way to approach and write a literature review. It can be a stand-alone paper or part of a thesis/dissertation. Format and requirements can vary between disciplines, purpose and intended audience.

A literature review is an overview of existing literature (books, articles, dissertations, conference proceedings, and other sources) in a particular scholarly area. With a lit review, you will:

Gather information about your topic, including the sources used by others who have previously conducted research
Find out if your specific research question has already been answered
Find out what areas or perspectives have not yet been covered by others on your topic
Analyze and evaluate existing information

The literature review will assist you in considering the validity and scope of your research question so that you can do the necessary revision and fine tuning to it. It provides the foundation to formulate and present strong arguments to justify your chosen research topic.

How to Write a Literature Review (University of California, Santa Cruz)

Check out these books from the library for further guidance:

Després, Carole. "The meaning of home: literature review and directions for future research and theoretical development." Journal of architectural and planning research 8, no.2, (Summer 1991): 96-155.
Steiner, Frederick R. "Philadelphia, the holy experiment: A literature review and analysis." Ekistics , 49, (1982): 298-305.

Reckoning with Authorities

As you are developing your Lit Review, part of your objective is to identify the leading authorities within the field or who address your topic or theme. Some tips for identifying the scholars:

Old Fashioned Method:

Keep notes on footnotes and names as you read articles, books, blogs, exhibition catalogs, etc. Are there names or works that everyone references? Use the catalog to track these reference down.
Consider looking for state of the field articles often found either in a discipline's primary journal or in conference proceedings - keynote speakers.
Look for book reviews.

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These resources include information about the frequency of citations for an article/author.
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Designing a research project is possibly the most difficult task a dissertation writer faces. It is fraught with uncertainty: what is the best subject? What is the best method? For every answer found, there are often multiple subsequent questions, so it’s easy to get lost in theoretical debates and buried under a mountain of literature.

This book looks at literature review in the process of research design, and how to develop a research practice that will build skills in reading and writing about research literature—skills that remain valuable in both academic and professional careers. Literature review is approached as a process of engaging with the discourse of scholarly communities that will help graduate researchers refine, define, and express their own scholarly vision and voice. This orientation on research as an exploratory practice, rather than merely a series of predetermined steps in a systematic method, allows the researcher to deal with the uncertainties and changes that come with learning new ideas and new perspectives.

The focus on the practical elements of research design makes this book an invaluable resource for graduate students writing dissertations. Practicing research allows room for experiment, error, and learning, ultimately helping graduate researchers use the literature effectively to build a solid scholarly foundation for their dissertation research project.

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How To Structure Your Literature Review

3 options to help structure your chapter.

By: Amy Rommelspacher (PhD) | Reviewer: Dr Eunice Rautenbach | November 2020 (Updated May 2023)

Writing the literature review chapter can seem pretty daunting when you’re piecing together your dissertation or thesis. As we’ve discussed before , a good literature review needs to achieve a few very important objectives – it should:

Demonstrate your knowledge of the research topic
Identify the gaps in the literature and show how your research links to these
Provide the foundation for your conceptual framework (if you have one)
Inform your own methodology and research design

To achieve this, your literature review needs a well-thought-out structure . Get the structure of your literature review chapter wrong and you’ll struggle to achieve these objectives. Don’t worry though – in this post, we’ll look at how to structure your literature review for maximum impact (and marks!).

But wait – is this the right time?

Deciding on the structure of your literature review should come towards the end of the literature review process – after you have collected and digested the literature, but before you start writing the chapter.

In other words, you need to first develop a rich understanding of the literature before you even attempt to map out a structure. There’s no use trying to develop a structure before you’ve fully wrapped your head around the existing research.

Equally importantly, you need to have a structure in place before you start writing , or your literature review will most likely end up a rambling, disjointed mess.

Importantly, don’t feel that once you’ve defined a structure you can’t iterate on it. It’s perfectly natural to adjust as you engage in the writing process. As we’ve discussed before , writing is a way of developing your thinking, so it’s quite common for your thinking to change – and therefore, for your chapter structure to change – as you write.

Need a helping hand?

Like any other chapter in your thesis or dissertation, your literature review needs to have a clear, logical structure. At a minimum, it should have three essential components – an introduction , a body and a conclusion .

Let’s take a closer look at each of these.

1: The Introduction Section

Just like any good introduction, the introduction section of your literature review should introduce the purpose and layout (organisation) of the chapter. In other words, your introduction needs to give the reader a taste of what’s to come, and how you’re going to lay that out. Essentially, you should provide the reader with a high-level roadmap of your chapter to give them a taste of the journey that lies ahead.

Here’s an example of the layout visualised in a literature review introduction:

Example of literature review outline structure

Your introduction should also outline your topic (including any tricky terminology or jargon) and provide an explanation of the scope of your literature review – in other words, what you will and won’t be covering (the delimitations ). This helps ringfence your review and achieve a clear focus . The clearer and narrower your focus, the deeper you can dive into the topic (which is typically where the magic lies).

Depending on the nature of your project, you could also present your stance or point of view at this stage. In other words, after grappling with the literature you’ll have an opinion about what the trends and concerns are in the field as well as what’s lacking. The introduction section can then present these ideas so that it is clear to examiners that you’re aware of how your research connects with existing knowledge .

2: The Body Section

The body of your literature review is the centre of your work. This is where you’ll present, analyse, evaluate and synthesise the existing research. In other words, this is where you’re going to earn (or lose) the most marks. Therefore, it’s important to carefully think about how you will organise your discussion to present it in a clear way.

The body of your literature review should do just as the description of this chapter suggests. It should “review” the literature – in other words, identify, analyse, and synthesise it. So, when thinking about structuring your literature review, you need to think about which structural approach will provide the best “review” for your specific type of research and objectives (we’ll get to this shortly).

There are (broadly speaking) three options for organising your literature review.

The body section of your literature review is the where you'll present, analyse, evaluate and synthesise the existing research.

Option 1: Chronological (according to date)

Organising the literature chronologically is one of the simplest ways to structure your literature review. You start with what was published first and work your way through the literature until you reach the work published most recently. Pretty straightforward.

The benefit of this option is that it makes it easy to discuss the developments and debates in the field as they emerged over time. Organising your literature chronologically also allows you to highlight how specific articles or pieces of work might have changed the course of the field – in other words, which research has had the most impact . Therefore, this approach is very useful when your research is aimed at understanding how the topic has unfolded over time and is often used by scholars in the field of history. That said, this approach can be utilised by anyone that wants to explore change over time .

Adopting the chronological structure allows you to discuss the developments and debates in the field as they emerged over time.

For example , if a student of politics is investigating how the understanding of democracy has evolved over time, they could use the chronological approach to provide a narrative that demonstrates how this understanding has changed through the ages.

Here are some questions you can ask yourself to help you structure your literature review chronologically.

What is the earliest literature published relating to this topic?
How has the field changed over time? Why?
What are the most recent discoveries/theories?

In some ways, chronology plays a part whichever way you decide to structure your literature review, because you will always, to a certain extent, be analysing how the literature has developed. However, with the chronological approach, the emphasis is very firmly on how the discussion has evolved over time , as opposed to how all the literature links together (which we’ll discuss next ).

Option 2: Thematic (grouped by theme)

The thematic approach to structuring a literature review means organising your literature by theme or category – for example, by independent variables (i.e. factors that have an impact on a specific outcome).

As you’ve been collecting and synthesising literature , you’ll likely have started seeing some themes or patterns emerging. You can then use these themes or patterns as a structure for your body discussion. The thematic approach is the most common approach and is useful for structuring literature reviews in most fields.

For example, if you were researching which factors contributed towards people trusting an organisation, you might find themes such as consumers’ perceptions of an organisation’s competence, benevolence and integrity. Structuring your literature review thematically would mean structuring your literature review’s body section to discuss each of these themes, one section at a time.

The thematic structure allows you to organise your literature by theme or category – e.g. by independent variables.

Here are some questions to ask yourself when structuring your literature review by themes:

Are there any patterns that have come to light in the literature?
What are the central themes and categories used by the researchers?
Do I have enough evidence of these themes?

PS – you can see an example of a thematically structured literature review in our literature review sample walkthrough video here.

Option 3: Methodological

The methodological option is a way of structuring your literature review by the research methodologies used . In other words, organising your discussion based on the angle from which each piece of research was approached – for example, qualitative , quantitative or mixed methodologies.

Structuring your literature review by methodology can be useful if you are drawing research from a variety of disciplines and are critiquing different methodologies. The point of this approach is to question how existing research has been conducted, as opposed to what the conclusions and/or findings the research were.

The methodological structure allows you to organise your chapter by the analysis method used - e.g. qual, quant or mixed.

For example, a sociologist might centre their research around critiquing specific fieldwork practices. Their literature review will then be a summary of the fieldwork methodologies used by different studies.

Here are some questions you can ask yourself when structuring your literature review according to methodology:

Which methodologies have been utilised in this field?
Which methodology is the most popular (and why)?
What are the strengths and weaknesses of the various methodologies?
How can the existing methodologies inform my own methodology?

3: The Conclusion Section

Once you’ve completed the body section of your literature review using one of the structural approaches we discussed above, you’ll need to “wrap up” your literature review and pull all the pieces together to set the direction for the rest of your dissertation or thesis.

The conclusion is where you’ll present the key findings of your literature review. In this section, you should emphasise the research that is especially important to your research questions and highlight the gaps that exist in the literature. Based on this, you need to make it clear what you will add to the literature – in other words, justify your own research by showing how it will help fill one or more of the gaps you just identified.

Last but not least, if it’s your intention to develop a conceptual framework for your dissertation or thesis, the conclusion section is a good place to present this.

In the conclusion section, you’ll need to present the key findings of your literature review and highlight the gaps that exist in the literature. Based on this, you'll need to make it clear what your study will add to the literature.

Example: Thematically Structured Review

In the video below, we unpack a literature review chapter so that you can see an example of a thematically structure review in practice.

Let’s Recap

In this article, we’ve discussed how to structure your literature review for maximum impact. Here’s a quick recap of what you need to keep in mind when deciding on your literature review structure:

Just like other chapters, your literature review needs a clear introduction , body and conclusion .
The introduction section should provide an overview of what you will discuss in your literature review.
The body section of your literature review can be organised by chronology , theme or methodology . The right structural approach depends on what you’re trying to achieve with your research.
The conclusion section should draw together the key findings of your literature review and link them to your research questions.

If you’re ready to get started, be sure to download our free literature review template to fast-track your chapter outline.

Psst… there’s more!

This post is an extract from our bestselling short course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

28 Comments

Great work. This is exactly what I was looking for and helps a lot together with your previous post on literature review. One last thing is missing: a link to a great literature chapter of an journal article (maybe with comments of the different sections in this review chapter). Do you know any great literature review chapters?

I agree with you Marin… A great piece

I agree with Marin. This would be quite helpful if you annotate a nicely structured literature from previously published research articles.

Awesome article for my research.

I thank you immensely for this wonderful guide

It is indeed thought and supportive work for the futurist researcher and students

Very educative and good time to get guide. Thank you

Great work, very insightful. Thank you.

Thanks for this wonderful presentation. My question is that do I put all the variables into a single conceptual framework or each hypothesis will have it own conceptual framework?

Thank you very much, very helpful

This is very educative and precise . Thank you very much for dropping this kind of write up .

Pheeww, so damn helpful, thank you for this informative piece.

I’m doing a research project topic ; stool analysis for parasitic worm (enteric) worm, how do I structure it, thanks.

comprehensive explanation. Help us by pasting the URL of some good “literature review” for better understanding.

great piece. thanks for the awesome explanation. it is really worth sharing. I have a little question, if anyone can help me out, which of the options in the body of literature can be best fit if you are writing an architectural thesis that deals with design?

I am doing a research on nanofluids how can l structure it?

Beautifully clear.nThank you!

Lucid! Thankyou!

Brilliant work, well understood, many thanks

I like how this was so clear with simple language 😊😊 thank you so much 😊 for these information 😊

Insightful. I was struggling to come up with a sensible literature review but this has been really helpful. Thank you!

You have given thought-provoking information about the review of the literature.

Thank you. It has made my own research better and to impart your work to students I teach

I learnt a lot from this teaching. It’s a great piece.

I am doing research on EFL teacher motivation for his/her job. How Can I structure it? Is there any detailed template, additional to this?

You are so cool! I do not think I’ve read through something like this before. So nice to find somebody with some genuine thoughts on this issue. Seriously.. thank you for starting this up. This site is one thing that is required on the internet, someone with a little originality!

I’m asked to do conceptual, theoretical and empirical literature, and i just don’t know how to structure it

Asking questions are actually fastidious thing if you are not understanding anything fully, but this article presents good understanding yet.

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What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process.

What is the purpose of literature review?
a. Habitat Loss and Species Extinction:
b. Range Shifts and Phenological Changes:
c. Ocean Acidification and Coral Reefs:
d. Adaptive Strategies and Conservation Efforts:

How to write a good literature review

Choose a Topic and Define the Research Question:
Decide on the Scope of Your Review:
Select Databases for Searches:
Conduct Searches and Keep Track:
Review the Literature:
Organize and Write Your Literature Review:
How to write a literature review faster with Paperpal?
Frequently asked questions

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge.

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field.

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3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research.

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered.

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research.

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature.

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic.

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies:

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements.

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources.

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems.

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning.

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements.

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review.

Opening Statement: Begin with a general statement about the broader topic and its significance in the field.
Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address.
Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research.
Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic.
Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review.

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria.

Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement.
Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic.
Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature.
Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps.
Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review.

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research.

Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective.
Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field.
Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice.
Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field.
Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community.

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1

Choose a Topic and Define the Research Question:

Select a topic that is relevant to your field of study.
Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore?

Decide on the Scope of Your Review:

Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview?
Consider the geographical scope. Is your review global, or are you focusing on a specific region?
Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude?

Select Databases for Searches:

Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar.
Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic.

Conduct Searches and Keep Track:

Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques.
Record and document your search strategy for transparency and replicability.
Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references.

Review the Literature:

Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies.
Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research.
Summarize key findings and arguments from each source. Compare and contrast different perspectives.
Identify areas where there is a consensus in the literature and where there are conflicting opinions.
Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research?

Organize and Write Your Literature Review:

Literature review outline should be based on themes, chronological order, or methodological approaches.
Write a clear and coherent narrative that synthesizes the information gathered.
Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.).
Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research.

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How to write a literature review faster with Paperpal?

Paperpal, an AI writing assistant, integrates powerful academic search capabilities within its writing platform. With the Research feature, you get 100% factual insights, with citations backed by 250M+ verified research articles, directly within your writing interface with the option to save relevant references in your Citation Library. By eliminating the need to switch tabs to find answers to all your research questions, Paperpal saves time and helps you stay focused on your writing.

Here’s how to use the Research feature:

Ask a question: Get started with a new document on paperpal.com. Click on the “Research” feature and type your question in plain English. Paperpal will scour over 250 million research articles, including conference papers and preprints, to provide you with accurate insights and citations.
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Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review.

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic.

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods.

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers. Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved. Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic. Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings. Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject. It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review: Introduction: Provide an overview of the topic. Define the scope and purpose of the literature review. State the research question or objective. Body: Organize the literature by themes, concepts, or chronology. Critically analyze and evaluate each source. Discuss the strengths and weaknesses of the studies. Highlight any methodological limitations or biases. Identify patterns, connections, or contradictions in the existing research. Conclusion: Summarize the key points discussed in the literature review. Highlight the research gap. Address the research question or objective stated in the introduction. Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows:

	Annotated Bibliography	Literature Review
Purpose	List of citations of books, articles, and other sources with a brief description (annotation) of each source.	Comprehensive and critical analysis of existing literature on a specific topic.
Focus	Summary and evaluation of each source, including its relevance, methodology, and key findings.	Provides an overview of the current state of knowledge on a particular subject and identifies gaps, trends, and patterns in existing literature.
Structure	Each citation is followed by a concise paragraph (annotation) that describes the source’s content, methodology, and its contribution to the topic.	The literature review is organized thematically or chronologically and involves a synthesis of the findings from different sources to build a narrative or argument.
Length	Typically 100-200 words	Length of literature review ranges from a few pages to several chapters
Independence	Each source is treated separately, with less emphasis on synthesizing the information across sources.	The writer synthesizes information from multiple sources to present a cohesive overview of the topic.

References

Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234.
Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis.
Cantero, C. (2019). How to write a literature review.  San José State University Writing Center .

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50 Smart Literature Review Templates (APA) ᐅ TemplateLab
50 Smart Literature Review Templates (APA) ᐅ TemplateLab
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50 Smart Literature Review Templates (APA) ᐅ TemplateLab
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COMMENTS

Engineering: The Literature Review Process
The Stand-Alone Literature Review A literature review may stand alone as an individual document in which the history of the topic is reported and then analyzed for trends, controversial issues, and what still needs to be studied. The review could just be a few pages for narrow topics or quite extensive with long bibliographies for in-depth reviews.
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This review aims to synthesize the current knowledge on the conventional design studio context. This is a narrative literature review based on articles published within the last ten years, while ...
Literature Reviews
The Literature Review by Lawrence A. Machi; Brenda T. McEvoy A clear, understandable six-step method for streamlining the literature review process! Written in user-friendly language, this resource offers master's and doctoral level students in education and the social sciences a road map to developing and writing an effective literature review for a research project, thesis, or dissertation.
Literature Review and Research Design
This book looks at literature review in the process of research design, and how to develop a research practice that will build skills in reading and writing about research literature—skills that remain valuable in both academic and professional careers. Literature review is approached as a process of engaging with the discourse of scholarly ...
How To Write A Literature Review (+ Free Template)
Quality research is about building onto the existing work of others, "standing on the shoulders of giants", as Newton put it.The literature review chapter of your dissertation, thesis or research project is where you synthesise this prior work and lay the theoretical foundation for your own research.. Long story short, this chapter is a pretty big deal, which is why you want to make sure ...
(PDF) Green Building Architecture: A Literature Review ...
International Journal of Scientific and Rese arch Publications, Volume 4, Issue 2, F ebruary 2014 1. ISSN 2250-3153. www.ijsrp.org. Green Building Ar chitecture: A Literature Review on. Designing ...
Literature review as a research methodology: An ...
As mentioned previously, there are a number of existing guidelines for literature reviews. Depending on the methodology needed to achieve the purpose of the review, all types can be helpful and appropriate to reach a specific goal (for examples, please see Table 1).These approaches can be qualitative, quantitative, or have a mixed design depending on the phase of the review.
Designing Literature Reviews as a Research Project
The article "Review Research as Scientific Inquiry" promotes purpose-method-fit and offers guidance on how to improve the rigor and impact of review research. While literature reviewing is part of any research project, reviews as a stand-alone research project seek to address academic, practice or policy problems using prior research as data sources.
What Is A Literature Review?
The word "literature review" can refer to two related things that are part of the broader literature review process. The first is the task of reviewing the literature - i.e. sourcing and reading through the existing research relating to your research topic. The second is the actual chapter that you write up in your dissertation, thesis or ...
How To Structure A Literature Review (Free Template)
Demonstrate your knowledge of the research topic. Identify the gaps in the literature and show how your research links to these. Provide the foundation for your conceptual framework (if you have one) Inform your own methodology and research design. To achieve this, your literature review needs a well-thought-out structure.
What is a Literature Review? How to Write It (with Examples)
A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship ...
PDF A Systematic Literature Review: the Front End of Projects
in front-end project literature. The primary aims of this study are to: (1) investigate what defines the "front end" of ... for the systematic literature review. Thereafter follows an overview of the existing research landscape in the front-end stage of projects. The report concludes with a discussion for further research activities in this ...

Engineering: The Literature Review Process

What is a literature review and why is it important?

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Chronological

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Literature Review

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An Introduction to Literature Reviews

Identify Themes and Gaps in Literature (with real examples) | Scribbr

4 Tips for Writing a Literature Review's Intro, Body, and Conclusion | Scribbr

Organizational Tools for Literature Reviews

Citation Managers

Concept Mapping

Synthesis Matrix

Literature Review

What do you put in a Literature Review?

Step-by-Step: an Applied Example

Lit Review Section 1: Introduction

Lit Review Section 2: Theoretical Framework

Lit Review Section 3: Review of Research (Organized by Themes)

Lit Review Section 4: Conclusion

Literature Review Guidance

Literature Review, Step By Step

Where to Look for Literature

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A Sample Literature Review

Dennis Cheatham

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Design studio practice in the context of architectural education: a narrative literature review

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Exploring the architectural design process assisted in conventional design studio: a systematic literature review

Introduction

Conventional design studio (CDS)

Design studio practices

Use of tools

Problem formulation

Research questions

Methodology

Search strategy

Inclusion and exclusion

Eligibility criteria for inclusion

List of criteria

Thematic analysis—design studio contexts

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TABLE OF CONTENTS

How To Structure Your Literature Review

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1: The Introduction Section

2: The Body Section

Option 1: Chronological (according to date)

Option 2: Thematic (grouped by theme)

Option 3: Methodological