Literature Review Assignment: Parts 1, 2, & 3

Part 1: Rate Your References

Part 2: Search Log

Part 3: Literature Review Outline

Compile search results (i.e., cut and paste references with a word processor or send them to your email to compile and copy list to a Table you create in Word processing or spreadsheet or in other software.

Color-code sources with a rating system such as: essential, important, related, not useful for this study. Your rating system may be more elaborate with categories such as: key case studies, primary sources, secondary sources, use for methodology, use for theoretical framework, use to define construct, use to argue significance of study. The title, subject headings, and abstract should provide enough information to rate the reference. This rating helps you organize the literature and determine which ones you will need to read in full for your study. Click here for a example of a template of how to keep track of literature searches related to a particular research project.

You can use Zotero to build a bibliography and code/tag the entries.

Note: For this assignment and for this course you do not need to read all the materials you find useful for your study. The main focus of this assignment is to learn how to gather and organize resources for a literature review.

However, there is one more step in Part I, and that is to check out several books on your topic and create a "book spine" poem with a selection of book titles. For inspiration see Nina Katchadourian's Sorted Books project. Post your visual poem in your blog.


Example of a Literature Search Log for one Database.
(Make a new log for each database searched)


ERIC (on-line through FirstSearch)

Focus of Search

technology and art education, particularly cultural interface approaches to new media art curricula in 6-12th grades

Related Descriptors

Cultural Interface
New Media art curricula

Searches and Boolean Configurations

Date Search Hits

7/24/06 art education and technology
and culture and new media art not software (38)

Example of an Outline for the Literature Review Chapter

Problem Statement: (by Michelle Kraft - F 99)

Through a historical/legal analysis of the Least Restrictive Environment (LRE) clause of the Individuals with Disabilities Education Act (IDEA) amendments of 1997 (PL 105-17), and its intersection with a Free Appropriate Public Education (FAPE), I will compare the intent of the mandate to its actual practice in a five-month case study of a junior high art class. A theoretical frame consisting of values of equality, liberty, and efficiency guide data collection, analyses, and interpretation of the relationships and disparities that exist between the legal statute's intent and its actual practice.

Outline for Literature Review (by Michelle Kraft - F 99):
I.  Introduction to Study
  A. Problem Statement as it Relates to the Organization of the Literature Review
  B. Explanation of Search Focus and Parameters
II. Theoretical Framework: Values Embedded in US Policy (IDEA)
  A. Liberty as Having Options
  B. Equality as Communitarian Access
  C. Efficiency as Factors that Impact Productivity
  D. The Interplay of Equality, Liberty, & Efficiency in the Classroom
III. Explanation of the Policy (IDEA)
  A. Background and Enactment
  B. Description of Law and Its Embodiment of the Principles of Equality, Liberty, & Efficiency
  C. (Government) Expectations for its Implementation
  D. The Nature of the Law
1. Who Implements
2. State's Responsibilities
3. School District's Responsibilities
E. Least Restrictive Environment (LRE) and Free and Appropriate Education (FAPE): The Art Classroom as Appropriate Placement for the Learner with Special Needs.
    1. Free Appropriate Public Education and the Individualized Plan
    2. The Least Restrictive Environment and the Role of Inclusion
 IV. The Role of the General Art Classroom Teacher in the Inclusive Environment
  A. Preparation and Training for Inclusion
  B. Teacher Perception and Attitude and Successful Inclusion Strategies
  C. Modeling Behavior
V. Inclusion: What It Means for the General Classroom Teacher
  A. The "Regularly-abled" Student in the Inclusive Classroom
  B. Advantage of Inclusion for the Classroom
  C. Pitfalls of Inclusion in the General Classroom
  D. Court Cases that Reveal Societal Attitudes
VI. Case Study Methods
VII. Summary of Literature Review in Relation to the Study's Problem Statement

Here is an example of an intro to a literature review chapter. Writing a literature review is NOT required for the course's literature review assignment but it will be helpful to look at the example to understand how to describe the organization of the literature review when writing your dissertation or thesis.

(Except provided by Michelle Kraft ©2000)

This study possesses two component parts: an analysis of special education law-specifically the least restrictive environment (LRE) mandate (and the free appropriate public education [FAPE] mandate as it applies to LRE)-and a case study of the implication of this law as it is implemented in a high school art classroom. Some key concerns are inherent within this examination. These include: (a) the theoretical frame of equality (as equal access), liberty (as the ability to select from various options), and efficiency (as factors that impact productivity); and (b) the stakeholders working within the art classroom as the LRE. These stakeholders include students experiencing disabilities, students with "typical" abilities, and the educator(s) whose job it is to provide appropriate education for all students. These educators include the art classroom teacher, the special education teacher, and the aide who provides educational support for students experiencing disabilities.

The problem statement components provide the parameters for the literature review. The first section of the review focuses upon the concepts of equality, liberty, and efficiency. Subsequent sections of the literature review explore: (a) LRE/FAPE as they impact the art classroom, (b) the art educator's role within the inclusive classroom, (c) inclusion and the general classroom as a whole, and (d) the relationship between policy and implementation in the inclusion model.
The Theoretical Frame: Equality, Liberty, and Efficiency

In this section, I survey literature pertinent to the concepts in the theoretical framework (i.e., equality, efficiency, and liberty), instrumental in guiding policy formation. I investigate the ideals of equality, liberty, and efficiency as they correspond to and have manifested themselves within education. I also further define these ideals as they are used in the study. At the end of the section, I investigate how these three ideals coexist and interact with one another, based on my interpretation of the readings.