tips literature review

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, generate accurate citations for free.

• Knowledge Base

Methodology

• 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.

Instantly correct all language mistakes in your text

Upload your document to correct all your mistakes in minutes

Table of contents

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.

Here's why students love Scribbr's proofreading services

Discover proofreading & editing

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.

The only proofreading tool specialized in correcting academic writing - try for free!

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Try for free

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.

Open Google Slides Download PowerPoint

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 .  

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.

McCombes, S. (2023, September 11). How to Write a Literature Review | Guide, Examples, & Templates. Scribbr. Retrieved March 25, 2024, from https://www.scribbr.com/dissertation/literature-review/

Is this article helpful?

Shona McCombes

Other students also liked, what is a theoretical framework | guide to organizing, what is a research methodology | steps & tips, how to write a research proposal | examples & templates, "i thought ai proofreading was useless but..".

I've been using Scribbr for years now and I know it's a service that won't disappoint. It does a good job spotting mistakes”

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Writing a Literature Review

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

A literature review is a document or section of a document that collects key sources on a topic and discusses those sources in conversation with each other (also called synthesis ). The lit review is an important genre in many disciplines, not just literature (i.e., the study of works of literature such as novels and plays). When we say “literature review” or refer to “the literature,” we are talking about the research ( scholarship ) in a given field. You will often see the terms “the research,” “the scholarship,” and “the literature” used mostly interchangeably.

Where, when, and why would I write a lit review?

There are a number of different situations where you might write a literature review, each with slightly different expectations; different disciplines, too, have field-specific expectations for what a literature review is and does. For instance, in the humanities, authors might include more overt argumentation and interpretation of source material in their literature reviews, whereas in the sciences, authors are more likely to report study designs and results in their literature reviews; these differences reflect these disciplines’ purposes and conventions in scholarship. You should always look at examples from your own discipline and talk to professors or mentors in your field to be sure you understand your discipline’s conventions, for literature reviews as well as for any other genre.

A literature review can be a part of a research paper or scholarly article, usually falling after the introduction and before the research methods sections. In these cases, the lit review just needs to cover scholarship that is important to the issue you are writing about; sometimes it will also cover key sources that informed your research methodology.

Lit reviews can also be standalone pieces, either as assignments in a class or as publications. In a class, a lit review may be assigned to help students familiarize themselves with a topic and with scholarship in their field, get an idea of the other researchers working on the topic they’re interested in, find gaps in existing research in order to propose new projects, and/or develop a theoretical framework and methodology for later research. As a publication, a lit review usually is meant to help make other scholars’ lives easier by collecting and summarizing, synthesizing, and analyzing existing research on a topic. This can be especially helpful for students or scholars getting into a new research area, or for directing an entire community of scholars toward questions that have not yet been answered.

What are the parts of a lit review?

Most lit reviews use a basic introduction-body-conclusion structure; if your lit review is part of a larger paper, the introduction and conclusion pieces may be just a few sentences while you focus most of your attention on the body. If your lit review is a standalone piece, the introduction and conclusion take up more space and give you a place to discuss your goals, research methods, and conclusions separately from where you discuss the literature itself.

Introduction:

• An introductory paragraph that explains what your working topic and thesis is
• A forecast of key topics or texts that will appear in the review
• Potentially, a description of how you found sources and how you analyzed them for inclusion and discussion in the review (more often found in published, standalone literature reviews than in lit review sections in an article or research paper)
• 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 sentence to draw connections, comparisons, and contrasts.

Conclusion:

• Summarize the key findings you have taken from the literature and emphasize their significance
• Connect it back to your primary research question

How should I organize my lit review?

Lit reviews can take many different organizational patterns depending on what you are trying to accomplish with the review. Here are some examples:

• Chronological : The simplest approach is to trace the development of the topic over time, which helps familiarize the audience with the topic (for instance if you are introducing something that is not commonly known in your field). If you choose this strategy, be careful to avoid simply listing and summarizing sources in order. Try to analyze the patterns, turning points, and key debates that have shaped the direction of the field. Give your interpretation of how and why certain developments occurred (as mentioned previously, this may not be appropriate in your discipline — check with a teacher or mentor if you’re unsure).
• Thematic : If you have found some recurring central themes that you will continue working with throughout your piece, you can organize your literature review into subsections that address different aspects of the topic. For example, if you are reviewing literature about women and religion, key themes can include the role of women in churches and the religious attitude towards women.
• Qualitative versus quantitative research
• Empirical versus theoretical scholarship
• Divide the research by sociological, historical, or cultural sources
• Theoretical : In many humanities articles, the literature review is the foundation for the theoretical framework. You can use it to discuss various theories, models, and definitions of key concepts. You can argue for the relevance of a specific theoretical approach or combine various theorical concepts to create a framework for your research.

What are some strategies or tips I can use while writing my lit review?

Any lit review is only as good as the research it discusses; make sure your sources are well-chosen and your research is thorough. Don’t be afraid to do more research if you discover a new thread as you’re writing. More info on the research process is available in our "Conducting Research" resources .

As you’re doing your research, create an annotated bibliography ( see our page on the this type of document ). Much of the information used in an annotated bibliography can be used also in a literature review, so you’ll be not only partially drafting your lit review as you research, but also developing your sense of the larger conversation going on among scholars, professionals, and any other stakeholders in your topic.

Usually you will need to synthesize research rather than just summarizing it. This means drawing connections between sources to create a picture of the scholarly conversation on a topic over time. Many student writers struggle to synthesize because they feel they don’t have anything to add to the scholars they are citing; here are some strategies to help you:

• It often helps to remember that the point of these kinds of syntheses is to show your readers how you understand your research, to help them read the rest of your paper.
• Writing teachers often say synthesis is like hosting a dinner party: imagine all your sources are together in a room, discussing your topic. What are they saying to each other?
• Look at the in-text citations in each paragraph. Are you citing just one source for each paragraph? This usually indicates summary only. When you have multiple sources cited in a paragraph, you are more likely to be synthesizing them (not always, but often
• Read more about synthesis here.

The most interesting literature reviews are often written as arguments (again, as mentioned at the beginning of the page, this is discipline-specific and doesn’t work for all situations). Often, the literature review is where you can establish your research as filling a particular gap or as relevant in a particular way. You have some chance to do this in your introduction in an article, but the literature review section gives a more extended opportunity to establish the conversation in the way you would like your readers to see it. You can choose the intellectual lineage you would like to be part of and whose definitions matter most to your thinking (mostly humanities-specific, but this goes for sciences as well). In addressing these points, you argue for your place in the conversation, which tends to make the lit review more compelling than a simple reporting of other sources.

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• PLoS Comput Biol
• v.9(7); 2013 Jul

Ten Simple Rules for Writing a Literature Review

Marco pautasso.

1 Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France

2 Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

Funding Statement

This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

• Resources Home 🏠
• Try SciSpace Copilot
• Search research papers
• Add Copilot Extension
• Try AI Detector
• Try Paraphraser
• Try Citation Generator
• April Papers
• June Papers
• July Papers

How To Write A Literature Review - A Complete Guide

Table of Contents

A literature review is much more than just another section in your research paper. It forms the very foundation of your research. It is a formal piece of writing where you analyze the existing theoretical framework, principles, and assumptions and use that as a base to shape your approach to the research question.

Curating and drafting a solid literature review section not only lends more credibility to your research paper but also makes your research tighter and better focused. But, writing literature reviews is a difficult task. It requires extensive reading, plus you have to consider market trends and technological and political changes, which tend to change in the blink of an eye.

Now streamline your literature review process with the help of SciSpace Copilot. With this AI research assistant, you can efficiently synthesize and analyze a vast amount of information, identify key themes and trends, and uncover gaps in the existing research. Get real-time explanations, summaries, and answers to your questions for the paper you're reviewing, making navigating and understanding the complex literature landscape easier.

In this comprehensive guide, we will explore everything from the definition of a literature review, its appropriate length, various types of literature reviews, and how to write one.

What is a literature review?

A literature review is a collation of survey, research, critical evaluation, and assessment of the existing literature in a preferred domain.

Eminent researcher and academic Arlene Fink, in her book Conducting Research Literature Reviews , defines it as the following:

“A literature review surveys books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated.

Literature reviews are designed to provide an overview of sources you have explored while researching a particular topic, and to demonstrate to your readers how your research fits within a larger field of study.”

Simply put, a literature review can be defined as a critical discussion of relevant pre-existing research around your research question and carving out a definitive place for your study in the existing body of knowledge. Literature reviews can be presented in multiple ways: a section of an article, the whole research paper itself, or a chapter of your thesis.

A literature review does function as a summary of sources, but it also allows you to analyze further, interpret, and examine the stated theories, methods, viewpoints, and, of course, the gaps in the existing content.

As an author, you can discuss and interpret the research question and its various aspects and debate your adopted methods to support the claim.

What is the purpose of a literature review?

A literature review is meant to help your readers understand the relevance of your research question and where it fits within the existing body of knowledge. As a researcher, you should use it to set the context, build your argument, and establish the need for your study.

What is the importance of a literature review?

The literature review is a critical part of research papers because it helps you:

• Gain an in-depth understanding of your research question and the surrounding area
• Convey that you have a thorough understanding of your research area and are up-to-date with the latest changes and advancements
• Establish how your research is connected or builds on the existing body of knowledge and how it could contribute to further research
• Elaborate on the validity and suitability of your theoretical framework and research methodology
• Identify and highlight gaps and shortcomings in the existing body of knowledge and how things need to change
• Convey to readers how your study is different or how it contributes to the research area

How long should a literature review be?

Ideally, the literature review should take up 15%-40% of the total length of your manuscript. So, if you have a 10,000-word research paper, the minimum word count could be 1500.

Your literature review format depends heavily on the kind of manuscript you are writing — an entire chapter in case of doctoral theses, a part of the introductory section in a research article, to a full-fledged review article that examines the previously published research on a topic.

Another determining factor is the type of research you are doing. The literature review section tends to be longer for secondary research projects than primary research projects.

What are the different types of literature reviews?

All literature reviews are not the same. There are a variety of possible approaches that you can take. It all depends on the type of research you are pursuing.

Here are the different types of literature reviews:

Argumentative review

It is called an argumentative review when you carefully present literature that only supports or counters a specific argument or premise to establish a viewpoint.

Integrative review

It is a type of literature review focused on building a comprehensive understanding of a topic by combining available theoretical frameworks and empirical evidence.

Methodological review

This approach delves into the ''how'' and the ''what" of the research question —  you cannot look at the outcome in isolation; you should also review the methodology used.

Systematic review

This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research and collect, report, and analyze data from the studies included in the review.

Meta-analysis review

Meta-analysis uses statistical methods to summarize the results of independent studies. By combining information from all relevant studies, meta-analysis can provide more precise estimates of the effects than those derived from the individual studies included within a review.

Historical review

Historical literature reviews focus on examining research throughout a period, often starting with the first time an issue, concept, theory, or phenomenon emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and identify future research's likely directions.

Theoretical Review

This form aims to examine the corpus of theory accumulated regarding an issue, concept, theory, and phenomenon. The theoretical literature review helps to establish what theories exist, the relationships between them, the degree the existing approaches have been investigated, and to develop new hypotheses to be tested.

Scoping Review

The Scoping Review is often used at the beginning of an article, dissertation, or research proposal. It is conducted before the research to highlight gaps in the existing body of knowledge and explains why the project should be greenlit.

State-of-the-Art Review

The State-of-the-Art review is conducted periodically, focusing on the most recent research. It describes what is currently known, understood, or agreed upon regarding the research topic and highlights where there are still disagreements.

Can you use the first person in a literature review?

When writing literature reviews, you should avoid the usage of first-person pronouns. It means that instead of "I argue that" or "we argue that," the appropriate expression would be "this research paper argues that."

Do you need an abstract for a literature review?

Ideally, yes. It is always good to have a condensed summary that is self-contained and independent of the rest of your review. As for how to draft one, you can follow the same fundamental idea when preparing an abstract for a literature review. It should also include:

• The research topic and your motivation behind selecting it
• A one-sentence thesis statement
• An explanation of the kinds of literature featured in the review
• Summary of what you've learned
• Conclusions you drew from the literature you reviewed
• Potential implications and future scope for research

Here's an example of the abstract of a literature review

Is a literature review written in the past tense?

Yes, the literature review should ideally be written in the past tense. You should not use the present or future tense when writing one. The exceptions are when you have statements describing events that happened earlier than the literature you are reviewing or events that are currently occurring; then, you can use the past perfect or present perfect tenses.

How many sources for a literature review?

There are multiple approaches to deciding how many sources to include in a literature review section. The first approach would be to look level you are at as a researcher. For instance, a doctoral thesis might need 60+ sources. In contrast, you might only need to refer to 5-15 sources at the undergraduate level.

The second approach is based on the kind of literature review you are doing — whether it is merely a chapter of your paper or if it is a self-contained paper in itself. When it is just a chapter, sources should equal the total number of pages in your article's body. In the second scenario, you need at least three times as many sources as there are pages in your work.

Quick tips on how to write a literature review

To know how to write a literature review, you must clearly understand its impact and role in establishing your work as substantive research material.

You need to follow the below-mentioned steps, to write a literature review:

• Outline the purpose behind the literature review
• Search relevant literature
• Examine and assess the relevant resources
• Discover connections by drawing deep insights from the resources
• Structure planning to write a good literature review

1. Outline and identify the purpose of  a literature review

As a first step on how to write a literature review, you must know what the research question or topic is and what shape you want your literature review to take. Ensure you understand the research topic inside out, or else seek clarifications. You must be able to the answer below questions before you start:

• How many sources do I need to include?
• What kind of sources should I analyze?
• How much should I critically evaluate each source?
• Should I summarize, synthesize or offer a critique of the sources?
• Do I need to include any background information or definitions?

Additionally, you should know that the narrower your research topic is, the swifter it will be for you to restrict the number of sources to be analyzed.

2. Search relevant literature

Dig deeper into search engines to discover what has already been published around your chosen topic. Make sure you thoroughly go through appropriate reference sources like books, reports, journal articles, government docs, and web-based resources.

You must prepare a list of keywords and their different variations. You can start your search from any library’s catalog, provided you are an active member of that institution. The exact keywords can be extended to widen your research over other databases and academic search engines like:

• Google Scholar
• Microsoft Academic
• Science.gov

Besides, it is not advisable to go through every resource word by word. Alternatively, what you can do is you can start by reading the abstract and then decide whether that source is relevant to your research or not.

Additionally, you must spend surplus time assessing the quality and relevance of resources. It would help if you tried preparing a list of citations to ensure that there lies no repetition of authors, publications, or articles in the literature review.

3. Examine and assess the sources

It is nearly impossible for you to go through every detail in the research article. So rather than trying to fetch every detail, you have to analyze and decide which research sources resemble closest and appear relevant to your chosen domain.

While analyzing the sources, you should look to find out answers to questions like:

• What question or problem has the author been describing and debating?
• What is the definition of critical aspects?
• How well the theories, approach, and methodology have been explained?
• Whether the research theory used some conventional or new innovative approach?
• How relevant are the key findings of the work?
• In what ways does it relate to other sources on the same topic?
• What challenges does this research paper pose to the existing theory
• What are the possible contributions or benefits it adds to the subject domain?

Be always mindful that you refer only to credible and authentic resources. It would be best if you always take references from different publications to validate your theory.

Always keep track of important information or data you can present in your literature review right from the beginning. It will help steer your path from any threats of plagiarism and also make it easier to curate an annotated bibliography or reference section.

4. Discover connections

At this stage, you must start deciding on the argument and structure of your literature review. To accomplish this, you must discover and identify the relations and connections between various resources while drafting your abstract.

A few aspects that you should be aware of while writing a literature review include:

• Rise to prominence: Theories and methods that have gained reputation and supporters over time.
• Constant scrutiny: Concepts or theories that repeatedly went under examination.
• Contradictions and conflicts: Theories, both the supporting and the contradictory ones, for the research topic.
• Knowledge gaps: What exactly does it fail to address, and how to bridge them with further research?
• Influential resources: Significant research projects available that have been upheld as milestones or perhaps, something that can modify the current trends

Once you join the dots between various past research works, it will be easier for you to draw a conclusion and identify your contribution to the existing knowledge base.

5. Structure planning to write a good literature review

There exist different ways towards planning and executing the structure of a literature review. The format of a literature review varies and depends upon the length of the research.

Like any other research paper, the literature review format must contain three sections: introduction, body, and conclusion. The goals and objectives of the research question determine what goes inside these three sections.

Nevertheless, a good literature review can be structured according to the chronological, thematic, methodological, or theoretical framework approach.

Literature review samples

1. Standalone

2. As a section of a research paper

How SciSpace Discover makes literature review a breeze?

SciSpace Discover is a one-stop solution to do an effective literature search and get barrier-free access to scientific knowledge. It is an excellent repository where you can find millions of only peer-reviewed articles and full-text PDF files. Here’s more on how you can use it:

Find the right information

Find what you want quickly and easily with comprehensive search filters that let you narrow down papers according to PDF availability, year of publishing, document type, and affiliated institution. Moreover, you can sort the results based on the publishing date, citation count, and relevance.

Assess credibility of papers quickly

When doing the literature review, it is critical to establish the quality of your sources. They form the foundation of your research. SciSpace Discover helps you assess the quality of a source by providing an overview of its references, citations, and performance metrics.

Get the complete picture in no time

SciSpace Discover’s personalized suggestion engine helps you stay on course and get the complete picture of the topic from one place. Every time you visit an article page, it provides you links to related papers. Besides that, it helps you understand what’s trending, who are the top authors, and who are the leading publishers on a topic.

Make referring sources super easy

To ensure you don't lose track of your sources, you must start noting down your references when doing the literature review. SciSpace Discover makes this step effortless. Click the 'cite' button on an article page, and you will receive preloaded citation text in multiple styles — all you've to do is copy-paste it into your manuscript.

Final tips on how to write a literature review

A massive chunk of time and effort is required to write a good literature review. But, if you go about it systematically, you'll be able to save a ton of time and build a solid foundation for your research.

We hope this guide has helped you answer several key questions you have about writing literature reviews.

Would you like to explore SciSpace Discover and kick off your literature search right away? You can get started here .

Frequently Asked Questions (FAQs)

1. how to start a literature review.

• What questions do you want to answer?

• What sources do you need to answer these questions?

• What information do these sources contain?

• How can you use this information to answer your questions?

2. What to include in a literature review?

• A brief background of the problem or issue

• What has previously been done to address the problem or issue

• A description of what you will do in your project

• How this study will contribute to research on the subject

3. Why literature review is important?

The literature review is an important part of any research project because it allows the writer to look at previous studies on a topic and determine existing gaps in the literature, as well as what has already been done. It will also help them to choose the most appropriate method for their own study.

4. How to cite a literature review in APA format?

To cite a literature review in APA style, you need to provide the author's name, the title of the article, and the year of publication. For example: Patel, A. B., & Stokes, G. S. (2012). The relationship between personality and intelligence: A meta-analysis of longitudinal research. Personality and Individual Differences, 53(1), 16-21

5. What are the components of a literature review?

• A brief introduction to the topic, including its background and context. The introduction should also include a rationale for why the study is being conducted and what it will accomplish.

• A description of the methodologies used in the study. This can include information about data collection methods, sample size, and statistical analyses.

• A presentation of the findings in an organized format that helps readers follow along with the author's conclusions.

6. What are common errors in writing literature review?

• Not spending enough time to critically evaluate the relevance of resources, observations and conclusions.

• Totally relying on secondary data while ignoring primary data.

• Letting your personal bias seep into your interpretation of existing literature.

• No detailed explanation of the procedure to discover and identify an appropriate literature review.

7. What are the 5 C's of writing literature review?

• Cite - the sources you utilized and referenced in your research.

• Compare - existing arguments, hypotheses, methodologies, and conclusions found in the knowledge base.

• Contrast - the arguments, topics, methodologies, approaches, and disputes that may be found in the literature.

• Critique - the literature and describe the ideas and opinions you find more convincing and why.

• Connect - the various studies you reviewed in your research.

8. How many sources should a literature review have?

When it is just a chapter, sources should equal the total number of pages in your article's body. if it is a self-contained paper in itself, you need at least three times as many sources as there are pages in your work.

9. Can literature review have diagrams?

• To represent an abstract idea or concept

• To explain the steps of a process or procedure

• To help readers understand the relationships between different concepts

10. How old should sources be in a literature review?

Sources for a literature review should be as current as possible or not older than ten years. The only exception to this rule is if you are reviewing a historical topic and need to use older sources.

11. What are the types of literature review?

• Argumentative review

• Integrative review

• Methodological review

• Systematic review

• Meta-analysis review

• Historical review

• Theoretical review

• Scoping review

• State-of-the-Art review

12. Is a literature review mandatory?

Yes. Literature review is a mandatory part of any research project. It is a critical step in the process that allows you to establish the scope of your research, and provide a background for the rest of your work.

But before you go,

• Six Online Tools for Easy Literature Review
• Evaluating literature review: systematic vs. scoping reviews
• Systematic Approaches to a Successful Literature Review
• Writing Integrative Literature Reviews: Guidelines and Examples

You might also like

Consensus GPT vs. SciSpace GPT: Choose the Best GPT for Research

Literature Review and Theoretical Framework: Understanding the Differences

Types of Essays in Academic Writing

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• CAREER FEATURE
• 04 December 2020
• Correction 09 December 2020

How to write a superb literature review

Andy Tay is a freelance writer based in Singapore.

You can also search for this author in PubMed   Google Scholar

Literature reviews are important resources for scientists. They provide historical context for a field while offering opinions on its future trajectory. Creating them can provide inspiration for one’s own research, as well as some practice in writing. But few scientists are trained in how to write a review — or in what constitutes an excellent one. Even picking the appropriate software to use can be an involved decision (see ‘Tools and techniques’). So Nature asked editors and working scientists with well-cited reviews for their tips.

Access options

Access Nature and 54 other Nature Portfolio journals

Get Nature+, our best-value online-access subscription

24,99 € / 30 days

cancel any time

Subscribe to this journal

Receive 51 print issues and online access

185,98 € per year

only 3,65 € per issue

Rent or buy this article

Prices vary by article type

Prices may be subject to local taxes which are calculated during checkout

doi: https://doi.org/10.1038/d41586-020-03422-x

Interviews have been edited for length and clarity.

Updates & Corrections

Correction 09 December 2020 : An earlier version of the tables in this article included some incorrect details about the programs Zotero, Endnote and Manubot. These have now been corrected.

Hsing, I.-M., Xu, Y. & Zhao, W. Electroanalysis 19 , 755–768 (2007).

Article   Google Scholar  

Ledesma, H. A. et al. Nature Nanotechnol. 14 , 645–657 (2019).

Article   PubMed   Google Scholar  

Brahlek, M., Koirala, N., Bansal, N. & Oh, S. Solid State Commun. 215–216 , 54–62 (2015).

Choi, Y. & Lee, S. Y. Nature Rev. Chem . https://doi.org/10.1038/s41570-020-00221-w (2020).

Download references

Related Articles

• Research management

Overcoming low vision to prove my abilities under pressure

Career Q&A 28 MAR 24

How a spreadsheet helped me to land my dream job

Career Column 28 MAR 24

Maple-scented cacti and pom-pom cats: how pranking at work can lift lab spirits

Career Feature 27 MAR 24

Superconductivity case shows the need for zero tolerance of toxic lab culture

Correspondence 26 MAR 24

Cuts to postgraduate funding threaten Brazilian science — again

The beauty of what science can do when urgently needed

Career Q&A 26 MAR 24

The corpse of an exploded star and more — March’s best science images

News 28 MAR 24

How papers with doctored images can affect scientific reviews

Nature is committed to diversifying its journalistic sources

Editorial 27 MAR 24

Tenure-track Assistant Professor in Ecological and Evolutionary Modeling

Tenure-track Assistant Professor in Ecosystem Ecology linked to IceLab’s Center for modeling adaptive mechanisms in living systems under stress

Umeå, Sweden

Umeå University

Faculty Positions in Westlake University

Founded in 2018, Westlake University is a new type of non-profit research-oriented university in Hangzhou, China, supported by public a...

Hangzhou, Zhejiang, China

Westlake University

Postdoctoral Fellowships-Metabolic control of cell growth and senescence

Postdoctoral positions in the team Cell growth control by nutrients at Inst. Necker, Université Paris Cité, Inserm, Paris, France.

Paris, Ile-de-France (FR)

Inserm DR IDF Paris Centre Nord

Zhejiang Provincial Hospital of Chinese Medicine on Open Recruitment of Medical Talents and Postdocs

Director of Clinical Department, Professor, Researcher, Post-doctor

The First Affiliated Hospital of Zhejiang Chinese Medical University

Sir Run Run Shaw Hospital, School of Medicine, Zhejiang University, Warmly Welcomes Talents Abroad

“Qiushi” Distinguished Scholar, Zhejiang University, including Professor and Physician

No. 3, Qingchun East Road, Hangzhou, Zhejiang (CN)

Sir Run Run Shaw Hospital Affiliated with Zhejiang University School of Medicine

Sign up for the Nature Briefing newsletter — what matters in science, free to your inbox daily.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Literature review: your definitive guide

Joanna Wilkinson

This is our ultimate guide on how to write a narrative literature review. It forms part of our Research Smarter series . 

How do you write a narrative literature review?

Researchers worldwide are increasingly reliant on literature reviews. That’s because review articles provide you with a broad picture of the field, and help to synthesize published research that’s expanding at a rapid pace .

In some academic fields, researchers publish more literature reviews than original research papers. The graph below shows the substantial growth of narrative literature reviews in the Web of Science™, alongside the percentage increase of reviews when compared to all document types.

It’s critical that researchers across all career levels understand how to produce an objective, critical summary of published research. This is no easy feat, but a necessary one. Professionally constructed literature reviews – whether written by a student in class or an experienced researcher for publication – should aim to add to the literature rather than detract from it.

To help you write a narrative literature review, we’ve put together some top tips in this blog post.

Best practice tips to write a narrative literature review:

• Don’t miss a paper: tips for a thorough topic search
• Identify key papers (and know how to use them)
• Tips for working with co-authors
• Find the right journal for your literature review using actual data
• Discover literature review examples and templates

We’ll also provide an overview of all the products helpful for your next narrative review, including the Web of Science, EndNote™ and Journal Citation Reports™.

1. Don’t miss a paper: tips for a thorough topic search

Once you’ve settled on your research question, coming up with a good set of keywords to find papers on your topic can be daunting. This isn’t surprising. Put simply, if you fail to include a relevant paper when you write a narrative literature review, the omission will probably get picked up by your professor or peer reviewers. The end result will likely be a low mark or an unpublished manuscript, neither of which will do justice to your many months of hard work.

Research databases and search engines are an integral part of any literature search. It’s important you utilize as many options available through your library as possible. This will help you search an entire discipline (as well as across disciplines) for a thorough narrative review.

We provide a short summary of the various databases and search engines in an earlier Research Smarter blog . These include the Web of Science , Science.gov and the Directory of Open Access Journals (DOAJ).

Like what you see? Share it with others on Twitter:

[bctt tweet=”Writing a #LiteratureReview? Check out the latest @clarivateAG blog for top tips (from topic searches to working with coauthors), examples, templates and more”]

Searching the Web of Science

The Web of Science is a multidisciplinary research engine that contains over 170 million papers from more than 250 academic disciplines. All of the papers in the database are interconnected via citations. That means once you get started with your keyword search, you can follow the trail of cited and citing papers to efficiently find all the relevant literature. This is a great way to ensure you’re not missing anything important when you write a narrative literature review.

We recommend starting your search in the Web of Science Core Collection™. This database covers more than 21,000 carefully selected journals. It is a trusted source to find research papers, and discover top authors and journals (read more about its coverage here ).

Learn more about exploring the Core Collection in our blog, How to find research papers: five tips every researcher should know . Our blog covers various tips, including how to:

• Perform a topic search (and select your keywords)
• Explore the citation network
• Refine your results (refining your search results by reviews, for example, will help you avoid duplication of work, as well as identify trends and gaps in the literature)
• Save your search and set up email alerts

Try our tips on the Web of Science now.

2. Identify key papers (and know how to use them)

As you explore the Web of Science, you may notice that certain papers are marked as “Highly Cited.” These papers can play a significant role when you write a narrative literature review.

Highly Cited papers are recently published papers getting the most attention in your field right now. They form the top 1% of papers based on the number of citations received, compared to other papers published in the same field in the same year.

You will want to identify Highly Cited research as a group of papers. This group will help guide your analysis of the future of the field and opportunities for future research. This is an important component of your conclusion.

Writing reviews is hard work…[it] not only organizes published papers, but also positions t hem in the academic process and presents the future direction.   Prof. Susumu Kitagawa, Highly Cited Researcher, Kyoto University

3. Tips for working with co-authors

Writing a narrative review on your own is hard, but it can be even more challenging if you’re collaborating with a team, especially if your coauthors are working across multiple locations. Luckily, reference management software can improve the coordination between you and your co-authors—both around the department and around the world.

We’ve written about how to use EndNote’s Cite While You Write feature, which will help you save hundreds of hours when writing research . Here, we discuss the features that give you greater ease and control when collaborating with your colleagues.

Use EndNote for narrative reviews

Sharing references is essential for successful collaboration. With EndNote, you can store and share as many references, documents and files as you need with up to 100 people using the software.

You can share simultaneous access to one reference library, regardless of your colleague’s location or organization. You can also choose the type of access each user has on an individual basis. For example, Read-Write access means a select colleague can add and delete references, annotate PDF articles and create custom groups. They’ll also be able to see up to 500 of the team’s most recent changes to the reference library. Read-only is also an option for individuals who don’t need that level of access.

EndNote helps you overcome research limitations by synchronizing library changes every 15 minutes. That means your team can stay up-to-date at any time of the day, supporting an easier, more successful collaboration.

Start your free EndNote trial today .

4.Finding a journal for your literature review

Finding the right journal for your literature review can be a particular pain point for those of you who want to publish. The expansion of scholarly journals has made the task extremely difficult, and can potentially delay the publication of your work by many months.

We’ve written a blog about how you can find the right journal for your manuscript using a rich array of data. You can read our blog here , or head straight to Endnote’s Manuscript Matcher or Journal Citation Report s to try out the best tools for the job.

5. Discover literature review examples and templates

There are a few tips we haven’t covered in this blog, including how to decide on an area of research, develop an interesting storyline, and highlight gaps in the literature. We’ve listed a few blogs here that might help you with this, alongside some literature review examples and outlines to get you started.

Literature Review examples:

• Aggregation-induced emission
• Development and applications of CRISPR-Cas9 for genome engineering
• Object based image analysis for remote sensing

(Make sure you download the free EndNote™ Click browser plugin to access the full-text PDFs).

Templates and outlines:

• Learn how to write a review of literature , Univ. of Wisconsin – Madison
• Structuring a literature review , Australian National University
• Matrix Method for Literature Review: The Review Matrix , Duquesne University

Additional resources:

• Ten simple rules for writing a literature review , Editor, PLoS Computational Biology
• Video: How to write a literature review , UC San Diego Psychology

Related posts

Unlocking u.k. research excellence: key insights from the research professional news live summit.

For better insights, assess research performance at the department level

Getting the Full Picture: Institutional unification in the Web of Science

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Dissertation
• What is a Literature Review? | Guide, Template, & Examples

What is a Literature Review? | Guide, Template, & Examples

Published on 22 February 2022 by Shona McCombes . Revised on 7 June 2022.

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.

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 summarise sources – it analyses, synthesises, and critically evaluates to give a clear picture of the state of knowledge on the subject.

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Why write 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, frequently asked questions about literature reviews, introduction.

• Quick Run-through
• Step 1 & 2

When you write a dissertation or thesis, you will 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 scholarly context
• Develop a theoretical framework and methodology for your research
• Position yourself in relation to other researchers and theorists
• Show how your dissertation addresses a gap or contributes to a debate

You might also have to write a literature review as a stand-alone assignment. In this case, the purpose is to evaluate the current state of research and demonstrate your knowledge of scholarly debates around a topic.

The content will look slightly different in each case, but the process of conducting a literature review follows the same steps. We’ve written a step-by-step guide that you can follow below.

The only proofreading tool specialized in correcting academic writing

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Correct my document today

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 objectives and questions .

If you are writing a literature review as a stand-alone assignment, you will have to choose a focus and develop a central question to direct your search. Unlike a dissertation research question, this question has to be answerable without collecting original data. You should be able to answer it based only on a review of existing publications.

Make a list of keywords

Start by creating a list of keywords related to your research topic. 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 if 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 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 use boolean operators to help narrow down your search:

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.

To identify the most important publications on your topic, take note of recurring citations. If the same authors, books or articles keep appearing in your reading, make sure to seek them out.

You probably won’t be able to read absolutely everything that has been written on the topic – you’ll have to evaluate which sources are most relevant to your questions.

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?
• How does the publication contribute to your understanding of the topic? What are its key insights and arguments?
• 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 find out how many times an article has been cited on Google Scholar – a high citation count means the article has been influential in the field, and should certainly be included in your literature review.

The scope of your review will depend on your topic and discipline: in the sciences you usually only review recent literature, but in the humanities you might take a long historical perspective (for example, to trace how a concept has changed in meaning over time).

Remember that you can use our template to summarise and evaluate sources you’re thinking about using!

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’s important to keep track of your sources with references to avoid plagiarism . It can be helpful to make an annotated bibliography, where you compile full reference 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.

You can use our free APA Reference Generator for quick, correct, consistent citations.

Prevent plagiarism, run a free check.

To begin organising your literature review’s argument and structure, you need to 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 organising the body of a literature review. You should have a rough idea of your strategy before you start writing.

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 summarising sources in order.

Try to analyse 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 organise 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.

If you are writing the literature review as part of your dissertation or thesis, reiterate your central problem or research question and give a brief summary of the scholarly context. You can emphasise the timeliness of the topic (“many recent studies have focused on the problem of x”) or highlight a gap in the literature (“while there has been much research on x, few researchers have taken y into consideration”).

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, make sure to follow these tips:

• Summarise and synthesise: give an overview of the main points of each source and combine them into a coherent whole.
• Analyse and interpret: don’t just paraphrase other researchers – add your own interpretations, 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 transitions and topic sentences to draw connections, comparisons and contrasts.

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

If the literature review is part of your dissertation or thesis, reiterate how your research addresses gaps and contributes new knowledge, or discuss how you have drawn on existing theories and methods to build a framework for your research. This can lead directly into your methodology section.

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 dissertation , thesis, research paper , or proposal .

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

• To familiarise 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  dissertation . After the introduction , it grounds your research in a scholarly field and leads directly to your theoretical framework or methodology .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, June 07). What is a Literature Review? | Guide, Template, & Examples. Scribbr. Retrieved 25 March 2024, from https://www.scribbr.co.uk/thesis-dissertation/literature-review/

Is this article helpful?

Shona McCombes

Other students also liked, how to write a dissertation proposal | a step-by-step guide, what is a theoretical framework | a step-by-step guide, what is a research methodology | steps & tips.

Harvey Cushing/John Hay Whitney Medical Library

• Collections
• Research Help

YSN Doctoral Programs: Steps in Conducting a Literature Review

• Biomedical Databases
• Global (Public Health) Databases
• Soc. Sci., History, and Law Databases
• Grey Literature
• Trials Registers
• Data and Statistics
• Public Policy
• Google Tips
• Recommended Books
• Steps in Conducting a Literature Review

What is a literature review?

A literature review is an integrated analysis -- not just a summary-- of scholarly writings and other relevant evidence related directly to your research question.  That is, it represents a synthesis of the evidence that provides background information on your topic and shows a association between the evidence and your research question.

A literature review may be a stand alone work or the introduction to a larger research paper, depending on the assignment.  Rely heavily on the guidelines your instructor has given you.

Why is it important?

A literature review is important because it:

• Explains the background of research on a topic.
• Demonstrates why a topic is significant to a subject area.
• Discovers relationships between research studies/ideas.
• Identifies major themes, concepts, and researchers on a topic.
• Identifies critical gaps and points of disagreement.
• Discusses further research questions that logically come out of the previous studies.

APA7 Style resources

APA Style Blog - for those harder to find answers

1. Choose a topic. Define your research question.

Your literature review should be guided by your central research question.  The literature represents background and research developments related to a specific research question, interpreted and analyzed by you in a synthesized way.

• Make sure your research question is not too broad or too narrow.  Is it manageable?
• Begin writing down terms that are related to your question. These will be useful for searches later.
• If you have the opportunity, discuss your topic with your professor and your class mates.

2. Decide on the scope of your review

How many studies do you need to look at? How comprehensive should it be? How many years should it cover? 

• This may depend on your assignment.  How many sources does the assignment require?

3. Select the databases you will use to conduct your searches.

Make a list of the databases you will search. 

Where to find databases:

• use the tabs on this guide
• Find other databases in the Nursing Information Resources web page
• More on the Medical Library web page
• ... and more on the Yale University Library web page

4. Conduct your searches to find the evidence. Keep track of your searches.

• Use the key words in your question, as well as synonyms for those words, as terms in your search. Use the database tutorials for help.
• Save the searches in the databases. This saves time when you want to redo, or modify, the searches. It is also helpful to use as a guide is the searches are not finding any useful results.
• Review the abstracts of research studies carefully. This will save you time.
• Use the bibliographies and references of research studies you find to locate others.
• Check with your professor, or a subject expert in the field, if you are missing any key works in the field.
• Ask your librarian for help at any time.
• Use a citation manager, such as EndNote as the repository for your citations. See the EndNote tutorials for help.

Review the literature

Some questions to help you analyze the research:

• What was the research question of the study you are reviewing? What were the authors trying to discover?
• Was the research funded by a source that could influence the findings?
• What were the research methodologies? Analyze its literature review, the samples and variables used, the results, and the conclusions.
• Does the research seem to be complete? Could it have been conducted more soundly? What further questions does it raise?
• If there are conflicting studies, why do you think that is?
• How are the authors viewed in the field? Has this study been cited? If so, how has it been analyzed?

Tips: 

• Review the abstracts carefully.  
• Keep careful notes so that you may track your thought processes during the research process.
• Create a matrix of the studies for easy analysis, and synthesis, across all of the studies.
• << Previous: Recommended Books
• Last Updated: Jan 4, 2024 10:52 AM
• URL: https://guides.library.yale.edu/YSNDoctoral

Literature Reviews

What this handout is about.

This handout will explain what literature reviews are and offer insights into the form and construction of literature reviews in the humanities, social sciences, and sciences.

Introduction

OK. You’ve got to write a literature review. You dust off a novel and a book of poetry, settle down in your chair, and get ready to issue a “thumbs up” or “thumbs down” as you leaf through the pages. “Literature review” done. Right?

Wrong! The “literature” of a literature review refers to any collection of materials on a topic, not necessarily the great literary texts of the world. “Literature” could be anything from a set of government pamphlets on British colonial methods in Africa to scholarly articles on the treatment of a torn ACL. And a review does not necessarily mean that your reader wants you to give your personal opinion on whether or not you liked these sources.

What is a literature review, then?

A literature review discusses published information in a particular subject area, and sometimes information in a particular subject area within a certain time period.

A literature review can be just a simple summary of the sources, but it usually has an organizational pattern and combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant.

But how is a literature review different from an academic research paper?

The main focus of an academic research paper is to develop a new argument, and a research paper is likely to contain a literature review as one of its parts. In a research paper, you use the literature as a foundation and as support for a new insight that you contribute. The focus of a literature review, however, is to summarize and synthesize the arguments and ideas of others without adding new contributions.

Why do we write literature reviews?

Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper’s investigation. Comprehensive knowledge of the literature of the field is essential to most research papers.

Who writes these things, anyway?

Literature reviews are written occasionally in the humanities, but mostly in the sciences and social sciences; in experiment and lab reports, they constitute a section of the paper. Sometimes a literature review is written as a paper in itself.

Let’s get to it! What should I do before writing the literature review?

If your assignment is not very specific, seek clarification from your instructor:

• Roughly how many sources should you include?
• What types of sources (books, journal articles, websites)?
• Should you summarize, synthesize, or critique your sources by discussing a common theme or issue?
• Should you evaluate your sources?
• Should you provide subheadings and other background information, such as definitions and/or a history?

Find models

Look for other literature reviews in your area of interest or in the discipline and read them to get a sense of the types of themes you might want to look for in your own research or ways to organize your final review. You can simply put the word “review” in your search engine along with your other topic terms to find articles of this type on the Internet or in an electronic database. The bibliography or reference section of sources you’ve already read are also excellent entry points into your own research.

Narrow your topic

There are hundreds or even thousands of articles and books on most areas of study. The narrower your topic, the easier it will be to limit the number of sources you need to read in order to get a good survey of the material. Your instructor will probably not expect you to read everything that’s out there on the topic, but you’ll make your job easier if you first limit your scope.

Keep in mind that UNC Libraries have research guides and to databases relevant to many fields of study. You can reach out to the subject librarian for a consultation: https://library.unc.edu/support/consultations/ .

And don’t forget to tap into your professor’s (or other professors’) knowledge in the field. Ask your professor questions such as: “If you had to read only one book from the 90’s on topic X, what would it be?” Questions such as this help you to find and determine quickly the most seminal pieces in the field.

Consider whether your sources are current

Some disciplines require that you use information that is as current as possible. In the sciences, for instance, treatments for medical problems are constantly changing according to the latest studies. Information even two years old could be obsolete. However, if you are writing a review in the humanities, history, or social sciences, a survey of the history of the literature may be what is needed, because what is important is how perspectives have changed through the years or within a certain time period. Try sorting through some other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to consider what is currently of interest to scholars in this field and what is not.

Strategies for writing the literature review

Find a focus.

A literature review, like a term paper, is usually organized around ideas, not the sources themselves as an annotated bibliography would be organized. This means that you will not just simply list your sources and go into detail about each one of them, one at a time. No. As you read widely but selectively in your topic area, consider instead what themes or issues connect your sources together. Do they present one or different solutions? Is there an aspect of the field that is missing? How well do they present the material and do they portray it according to an appropriate theory? Do they reveal a trend in the field? A raging debate? Pick one of these themes to focus the organization of your review.

Convey it to your reader

A literature review may not have a traditional thesis statement (one that makes an argument), but you do need to tell readers what to expect. Try writing a simple statement that lets the reader know what is your main organizing principle. Here are a couple of examples:

The current trend in treatment for congestive heart failure combines surgery and medicine. More and more cultural studies scholars are accepting popular media as a subject worthy of academic consideration.

Consider organization

You’ve got a focus, and you’ve stated it clearly and directly. Now what is the most effective way of presenting the information? What are the most important topics, subtopics, etc., that your review needs to include? And in what order should you present them? Develop an organization for your review at both a global and local level:

First, cover the basic categories

Just like most academic papers, literature reviews also must contain at least three basic elements: an introduction or background information section; the body of the review containing the discussion of sources; and, finally, a conclusion and/or recommendations section to end the paper. The following provides a brief description of the content of each:

• Introduction: Gives a quick idea of the topic of the literature review, such as the central theme or organizational pattern.
• Body: Contains your discussion of sources and is organized either chronologically, thematically, or methodologically (see below for more information on each).
• Conclusions/Recommendations: Discuss what you have drawn from reviewing literature so far. Where might the discussion proceed?

Organizing the body

Once you have the basic categories in place, then you must consider how you will present the sources themselves within the body of your paper. Create an organizational method to focus this section even further.

To help you come up with an overall organizational framework for your review, consider the following scenario:

You’ve decided to focus your literature review on materials dealing with sperm whales. This is because you’ve just finished reading Moby Dick, and you wonder if that whale’s portrayal is really real. You start with some articles about the physiology of sperm whales in biology journals written in the 1980’s. But these articles refer to some British biological studies performed on whales in the early 18th century. So you check those out. Then you look up a book written in 1968 with information on how sperm whales have been portrayed in other forms of art, such as in Alaskan poetry, in French painting, or on whale bone, as the whale hunters in the late 19th century used to do. This makes you wonder about American whaling methods during the time portrayed in Moby Dick, so you find some academic articles published in the last five years on how accurately Herman Melville portrayed the whaling scene in his novel.

Now consider some typical ways of organizing the sources into a review:

• Chronological: If your review follows the chronological method, you could write about the materials above according to when they were published. For instance, first you would talk about the British biological studies of the 18th century, then about Moby Dick, published in 1851, then the book on sperm whales in other art (1968), and finally the biology articles (1980s) and the recent articles on American whaling of the 19th century. But there is relatively no continuity among subjects here. And notice that even though the sources on sperm whales in other art and on American whaling are written recently, they are about other subjects/objects that were created much earlier. Thus, the review loses its chronological focus.
• By publication: Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on biological studies of sperm whales if the progression revealed a change in dissection practices of the researchers who wrote and/or conducted the studies.
• By trend: A better way to organize the above sources chronologically is to examine the sources under another trend, such as the history of whaling. Then your review would have subsections according to eras within this period. For instance, the review might examine whaling from pre-1600-1699, 1700-1799, and 1800-1899. Under this method, you would combine the recent studies on American whaling in the 19th century with Moby Dick itself in the 1800-1899 category, even though the authors wrote a century apart.
• Thematic: Thematic reviews of literature are organized around a topic or issue, rather than the progression of time. However, progression of time may still be an important factor in a thematic review. For instance, the sperm whale review could focus on the development of the harpoon for whale hunting. While the study focuses on one topic, harpoon technology, it will still be organized chronologically. The only difference here between a “chronological” and a “thematic” approach is what is emphasized the most: the development of the harpoon or the harpoon technology.But more authentic thematic reviews tend to break away from chronological order. For instance, a thematic review of material on sperm whales might examine how they are portrayed as “evil” in cultural documents. The subsections might include how they are personified, how their proportions are exaggerated, and their behaviors misunderstood. A review organized in this manner would shift between time periods within each section according to the point made.
• Methodological: A methodological approach differs from the two above in that the focusing factor usually does not have to do with the content of the material. Instead, it focuses on the “methods” of the researcher or writer. For the sperm whale project, one methodological approach would be to look at cultural differences between the portrayal of whales in American, British, and French art work. Or the review might focus on the economic impact of whaling on a community. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed. Once you’ve decided on the organizational method for the body of the review, the sections you need to include in the paper should be easy to figure out. They should arise out of your organizational strategy. In other words, a chronological review would have subsections for each vital time period. A thematic review would have subtopics based upon factors that relate to the theme or issue.

Sometimes, though, you might need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. Put in only what is necessary. Here are a few other sections you might want to consider:

• Current Situation: Information necessary to understand the topic or focus of the literature review.
• History: The chronological progression of the field, the literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Methods and/or Standards: The criteria you used to select the sources in your literature review or the way in which you present your information. For instance, you might explain that your review includes only peer-reviewed articles and journals.

Questions for Further Research: What questions about the field has the review sparked? How will you further your research as a result of the review?

Begin composing

Once you’ve settled on a general pattern of organization, you’re ready to write each section. There are a few guidelines you should follow during the writing stage as well. Here is a sample paragraph from a literature review about sexism and language to illuminate the following discussion:

However, other studies have shown that even gender-neutral antecedents are more likely to produce masculine images than feminine ones (Gastil, 1990). Hamilton (1988) asked students to complete sentences that required them to fill in pronouns that agreed with gender-neutral antecedents such as “writer,” “pedestrian,” and “persons.” The students were asked to describe any image they had when writing the sentence. Hamilton found that people imagined 3.3 men to each woman in the masculine “generic” condition and 1.5 men per woman in the unbiased condition. Thus, while ambient sexism accounted for some of the masculine bias, sexist language amplified the effect. (Source: Erika Falk and Jordan Mills, “Why Sexist Language Affects Persuasion: The Role of Homophily, Intended Audience, and Offense,” Women and Language19:2).

Use evidence

In the example above, the writers refer to several other sources when making their point. A literature review in this sense is just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence to show that what you are saying is valid.

Be selective

Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the review’s focus, whether it is thematic, methodological, or chronological.

Use quotes sparingly

Falk and Mills do not use any direct quotes. That is because the survey nature of the literature review does not allow for in-depth discussion or detailed quotes from the text. Some short quotes here and there are okay, though, if you want to emphasize a point, or if what the author said just cannot be rewritten in your own words. Notice that Falk and Mills do quote certain terms that were coined by the author, not common knowledge, or taken directly from the study. But if you find yourself wanting to put in more quotes, check with your instructor.

Summarize and synthesize

Remember to summarize and synthesize your sources within each paragraph as well as throughout the review. The authors here recapitulate important features of Hamilton’s study, but then synthesize it by rephrasing the study’s significance and relating it to their own work.

Keep your own voice

While the literature review presents others’ ideas, your voice (the writer’s) should remain front and center. Notice that Falk and Mills weave references to other sources into their own text, but they still maintain their own voice by starting and ending the paragraph with their own ideas and their own words. The sources support what Falk and Mills are saying.

Use caution when paraphrasing

When paraphrasing a source that is not your own, be sure to represent the author’s information or opinions accurately and in your own words. In the preceding example, Falk and Mills either directly refer in the text to the author of their source, such as Hamilton, or they provide ample notation in the text when the ideas they are mentioning are not their own, for example, Gastil’s. For more information, please see our handout on plagiarism .

Revise, revise, revise

Draft in hand? Now you’re ready to revise. Spending a lot of time revising is a wise idea, because your main objective is to present the material, not the argument. So check over your review again to make sure it follows the assignment and/or your outline. Then, just as you would for most other academic forms of writing, rewrite or rework the language of your review so that you’ve presented your information in the most concise manner possible. Be sure to use terminology familiar to your audience; get rid of unnecessary jargon or slang. Finally, double check that you’ve documented your sources and formatted the review appropriately for your discipline. For tips on the revising and editing process, see our handout on revising drafts .

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Jones, Robert, Patrick Bizzaro, and Cynthia Selfe. 1997. The Harcourt Brace Guide to Writing in the Disciplines . New York: Harcourt Brace.

Lamb, Sandra E. 1998. How to Write It: A Complete Guide to Everything You’ll Ever Write . Berkeley: Ten Speed Press.

Rosen, Leonard J., and Laurence Behrens. 2003. The Allyn & Bacon Handbook , 5th ed. New York: Longman.

Troyka, Lynn Quittman, and Doug Hesse. 2016. Simon and Schuster Handbook for Writers , 11th ed. London: Pearson.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

• UConn Library
• Literature Review: The What, Why and How-to Guide
• Introduction

Literature Review: The What, Why and How-to Guide — Introduction

• Getting Started
• How to Pick a Topic
• Strategies to Find Sources
• Evaluating Sources & Lit. Reviews
• Tips for Writing Literature Reviews
• Writing Literature Review: Useful Sites
• Citation Resources
• Other Academic Writings

What are Literature Reviews?

So, what is a literature review? "A literature review is an account of what has been published on a topic by accredited scholars and researchers. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries." Taylor, D.  The literature review: A few tips on conducting it . University of Toronto Health Sciences Writing Centre.

Goals of Literature Reviews

What are the goals of creating a Literature Review?  A literature could be written to accomplish different aims:

• To develop a theory or evaluate an existing theory
• To summarize the historical or existing state of a research topic
• Identify a problem in a field of research 

Baumeister, R. F., & Leary, M. R. (1997). Writing narrative literature reviews .  Review of General Psychology , 1 (3), 311-320.

What kinds of sources require a Literature Review?

• A research paper assigned in a course
• A thesis or dissertation
• A grant proposal
• An article intended for publication in a journal

All these instances require you to collect what has been written about your research topic so that you can demonstrate how your own research sheds new light on the topic.

Types of Literature Reviews

What kinds of literature reviews are written?

Narrative review: The purpose of this type of review is to describe the current state of the research on a specific topic/research and to offer a critical analysis of the literature reviewed. Studies are grouped by research/theoretical categories, and themes and trends, strengths and weakness, and gaps are identified. The review ends with a conclusion section which summarizes the findings regarding the state of the research of the specific study, the gaps identify and if applicable, explains how the author's research will address gaps identify in the review and expand the knowledge on the topic reviewed.

• Example : Predictors and Outcomes of U.S. Quality Maternity Leave: A Review and Conceptual Framework:  10.1177/08948453211037398  

Systematic review : "The authors of a systematic review use a specific procedure to search the research literature, select the studies to include in their review, and critically evaluate the studies they find." (p. 139). Nelson, L. K. (2013). Research in Communication Sciences and Disorders . Plural Publishing.

• Example : The effect of leave policies on increasing fertility: a systematic review:  10.1057/s41599-022-01270-w

Meta-analysis : "Meta-analysis is a method of reviewing research findings in a quantitative fashion by transforming the data from individual studies into what is called an effect size and then pooling and analyzing this information. The basic goal in meta-analysis is to explain why different outcomes have occurred in different studies." (p. 197). Roberts, M. C., & Ilardi, S. S. (2003). Handbook of Research Methods in Clinical Psychology . Blackwell Publishing.

• Example : Employment Instability and Fertility in Europe: A Meta-Analysis:  10.1215/00703370-9164737

Meta-synthesis : "Qualitative meta-synthesis is a type of qualitative study that uses as data the findings from other qualitative studies linked by the same or related topic." (p.312). Zimmer, L. (2006). Qualitative meta-synthesis: A question of dialoguing with texts .  Journal of Advanced Nursing , 53 (3), 311-318.

• Example : Women’s perspectives on career successes and barriers: A qualitative meta-synthesis:  10.1177/05390184221113735

Literature Reviews in the Health Sciences

• UConn Health subject guide on systematic reviews Explanation of the different review types used in health sciences literature as well as tools to help you find the right review type
• << Previous: Getting Started
• Next: How to Pick a Topic >>
• Last Updated: Sep 21, 2022 2:16 PM
• URL: https://guides.lib.uconn.edu/literaturereview

• Submit your COVID-19 Pandemic Research
• Research Leap Manual on Academic Writing
• Conduct Your Survey Easily
• Research Tools for Primary and Secondary Research
• Useful and Reliable Article Sources for Researchers
• Tips on writing a Research Paper
• Stuck on Your Thesis Statement?
• Out of the Box
• How to Organize the Format of Your Writing
• Argumentative Versus Persuasive. Comparing the 2 Types of Academic Writing Styles
• Very Quick Academic Writing Tips and Advices
• Top 4 Quick Useful Tips for Your Introduction
• Have You Chosen the Right Topic for Your Research Paper?
• Follow These Easy 8 Steps to Write an Effective Paper
• 7 Errors in your thesis statement
• How do I even Write an Academic Paper?
• Useful Tips for Successful Academic Writing

Introduction Economic and Psychological Well-Being During COVID-19 Pandemic in Albania, A Need for Sustainability

Designing a framework for assessing agripreneurship action for the green scheme irrigation projects, namibia, the potential utilisation of artificial intelligence (ai) in enterprises.

• Case Study – Developing a National Research and Evidence Base for The Health and Wellbeing Chapter of The Welsh Government’s 2023 Innovation Strategy for Wales
• The Impacts of Technology Innovation on Customer Satisfaction, Employee and Leadership Commitment in CSR Practice
• Current Developments on the Chinese Real Estate Market
• Is Agile Scrum Improving IT Project Outcomes?
• A Social Contract with Humans and Nature Center Stage
• Slide Share

How to write an effective literature review: Tips and tricks for a comprehensive analysis

Writing a literature review is an essential part of academic research. It helps you to identify the existing knowledge in your field and assess the strengths and weaknesses of the research conducted so far. A literature review is not just a summary of the existing literature, but it also involves a critical analysis of the literature. In this article, we will provide you with some tips and tricks to help you write an effective literature review that provides a comprehensive analysis of the existing literature.

Understand the Purpose of the Literature Review

Before you start writing your literature review, it’s essential to understand its purpose. The primary purpose of a literature review is to provide an overview of the existing research in your field. It should highlight the gaps in the research and identify the areas that need further investigation . A literature review should also demonstrate your knowledge of the field and your ability to analyze the existing research critically.

Conduct a Thorough Literature Search

To write an effective literature review, you need to conduct a thorough literature search. Start by identifying the keywords and phrases that relate to your research topic. You can use online databases, such as Google Scholar or PubMed, to search for relevant articles, books, and other literature. It’s also a good idea to look at the reference lists of the articles you find to identify other relevant literature.

Read and Take Notes

Once you have identified the relevant literature, it’s time to start reading and taking notes. Make sure you read the articles thoroughly and take notes on the key points and findings. It’s essential to organize your notes in a way that makes sense to you. You can use a spreadsheet, a mind map, or any other tool that helps you organize your thoughts and ideas.

Organize Your Literature Review

Organizing your literature review is crucial to ensure that it flows logically and provides a comprehensive analysis of the existing research. Start by creating an outline of your literature review, including the key sections and the subheadings. You can use the following structure for your literature review:

Introduction: This section should provide an overview of your research topic and the purpose of your literature review.

Body: This section should be divided into several subheadings that discuss the key themes or topics in your field. Make sure you provide a critical analysis of the existing research and highlight the strengths and weaknesses of each study.

Conclusion: This section should summarize the key findings of your literature review and highlight the gaps in the research. You should also provide recommendations for future research.

Write Clear and Concise Sentences

When writing your literature review, it’s essential to write clear and concise sentences. Use simple language and avoid using jargon or technical terms that may be unfamiliar to your readers. Make sure your sentences are well-structured and easy to read. You can also use transitional words and phrases to connect your ideas and ensure that your literature review flows smoothly.

Access our manual on Academic writing right now  and become a better academic writer.

Use Citations and References

When writing a literature review, it’s essential to use citations and references to support your arguments and analysis. Make sure you cite all the sources you have used in your literature review. You can use a citation manager, such as EndNote or Mendeley, to organize your citations and references. Make sure you follow the citation style  recommended by your professor or journal.

Proofread and Edit Your Literature Review

Finally, it’s essential to proofread and edit your literature review before submitting it. Make sure you check for grammar and spelling errors , and ensure that your sentences are well-structured and easy to read. You can also ask a colleague or friend to review your literature review and provide feedback.

A literature review is a critical component of academic research that requires careful planning, thorough research, and clear writing. By understanding the purpose of a literature review, conducting a thorough literature search, organizing your review, writing clear and concise sentences, using citations and references, and proofreading and editing your work, you can create an effective literature review that provides a comprehensive analysis of the existing literature in your field. With these tips and tricks, you can improve your writing skills and produce a literature review that demonstrates your knowledge of the field and your ability to analyze the existing research critically.

Suggested Articles

Types of data analysis software In research work, received cluster of results and dispersion in…

How to use quantitative data analysis software   Data analysis differentiates the scientist from the…

How to write a Research Paper fbq('track', 'ViewContent', { content_ids: 'PPT writing view', });

Creation Process of the Successful Research Project. Follow these Steps while doing a research in…

Related Posts

Comments are closed.

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:

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.

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 .

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.

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.

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.

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 Udemy Course, Literature Review Bootcamp . If you want to work smart, you don't want to miss this .

You Might Also Like:

27 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

Submit a Comment Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

• Print Friendly

• Writing Home
• Writing Advice Home

The Literature Review: A Few Tips On Conducting It

• Printable PDF Version
• Fair-Use Policy

What is a review of the literature?

A literature review is an account of what has been published on a topic by accredited scholars and researchers. Occasionally you will be asked to write one as a separate assignment (sometimes in the form of an annotated bibliography —see the bottom of the next page), but more often it is part of the introduction to an essay, research report, or thesis. In writing the literature review, your purpose is to convey to your reader what knowledge and ideas have been established on a topic, and what their strengths and weaknesses are. As a piece of writing, the literature review must be defined by a guiding concept (e.g., your research objective, the problem or issue you are discussing, or your argumentative thesis). It is not just a descriptive list of the material available, or a set of summaries

Besides enlarging your knowledge about the topic, writing a literature review lets you gain and demonstrate skills in two areas

• information seeking : the ability to scan the literature efficiently, using manual or computerized methods, to identify a set of useful articles and books
• critical appraisal : the ability to apply principles of analysis to identify unbiased and valid studies.

A literature review must do these things

• be organized around and related directly to the thesis or research question you are developing
• synthesize results into a summary of what is and is not known
• identify areas of controversy in the literature
• formulate questions that need further research

Ask yourself questions like these:

• What is the specific thesis, problem, or research question that my literature review helps to define?
• What type of literature review am I conducting? Am I looking at issues of theory? methodology? policy? quantitative research (e.g. on the effectiveness of a new procedure)? qualitative research (e.g., studies of loneliness among migrant workers)?
• What is the scope of my literature review? What types of publications am I using (e.g., journals, books, government documents, popular media)? What discipline am I working in (e.g., nursing psychology, sociology, medicine)?
• How good was my information seeking ? Has my search been wide enough to ensure I’ve found all the relevant material? Has it been narrow enough to exclude irrelevant material? Is the number of sources I’ve used appropriate for the length of my paper?
• Have I critically analysed the literature I use? Do I follow through a set of concepts and questions, comparing items to each other in the ways they deal with them? Instead of just listing and summarizing items, do I assess them, discussing strengths and weaknesses?
• Have I cited and discussed studies contrary to my perspective?
• Will the reader find my literature review relevant, appropriate, and useful ?

Ask yourself questions like these about each book or article you include:

• Has the author formulated a problem/issue?
• Is it clearly defined? Is its significance (scope, severity, relevance) clearly established?
• Could the problem have been approached more effectively from another perspective?
• What is the author’s research orientation (e.g., interpretive, critical science, combination)?
• What is the author’s theoretical framework (e.g., psychological, developmental, feminist)?
• What is the relationship between the theoretical and research perspectives?
• Has the author evaluated the literature relevant to the problem/issue? Does the author include literature taking positions she or he does not agree with?
• In a research study, how good are the basic components of the study design (e.g., population, intervention, outcome)? How accurate and valid are the measurements? Is the analysis of the data accurate and relevant to the research question? Are the conclusions validly based upon the data and analysis?
• In material written for a popular readership, does the author use appeals to emotion, one-sided examples, or rhetorically-charged language and tone? Is there an objective basis to the reasoning, or is the author merely “proving” what he or she already believes?
• How does the author structure the argument? Can you “deconstruct” the flow of the argument to see whether or where it breaks down logically (e.g., in establishing cause-effect relationships)?
• In what ways does this book or article contribute to our understanding of the problem under study, and in what ways is it useful for practice? What are the strengths and limitations?
• How does this book or article relate to the specific thesis or question I am developing?

Final Notes:

A literature review is a piece of discursive prose , not a list describing or summarizing one piece of literature after another. It’s usually a bad sign to see every paragraph beginning with the name of a researcher. Instead, organize the literature review into sections that present themes or identify trends, including relevant theory. You are not trying to list all the material published, but to synthesize and evaluate it according to the guiding concept of your thesis or research question

If you are writing an annotated bibliography , you may need to summarize each item briefly, but should still follow through themes and concepts and do some critical assessment of material. Use an overall introduction and conclusion to state the scope of your coverage and to formulate the question, problem, or concept your chosen material illuminates. Usually you will have the option of grouping items into sections—this helps you indicate comparisons and relationships. You may be able to write a paragraph or so to introduce the focus of each section

This handout and many others are available in Writing in the Health Sciences: a comprehensive guide .

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 5. The Literature Review
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

A literature review surveys prior research published in books, scholarly articles, and any other sources relevant to a particular issue, area of research, or theory, and by so doing, provides a description, summary, and critical evaluation of these works in relation to the research problem being investigated. Literature reviews are designed to provide an overview of sources you have used in researching a particular topic and to demonstrate to your readers how your research fits within existing scholarship about the topic.

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . Fourth edition. Thousand Oaks, CA: SAGE, 2014.

Importance of a Good Literature Review

A literature review may consist of simply a summary of key sources, but in the social sciences, a literature review usually has an organizational pattern and combines both summary and synthesis, often within specific conceptual categories . A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information in a way that informs how you are planning to investigate a research problem. The analytical features of a literature review might:

• Give a new interpretation of old material or combine new with old interpretations,
• Trace the intellectual progression of the field, including major debates,
• Depending on the situation, evaluate the sources and advise the reader on the most pertinent or relevant research, or
• Usually in the conclusion of a literature review, identify where gaps exist in how a problem has been researched to date.

Given this, the purpose of a literature review is to:

• Place each work in the context of its contribution to understanding the research problem being studied.
• Describe the relationship of each work to the others under consideration.
• Identify new ways to interpret prior research.
• Reveal any gaps that exist in the literature.
• Resolve conflicts amongst seemingly contradictory previous studies.
• Identify areas of prior scholarship to prevent duplication of effort.
• Point the way in fulfilling a need for additional research.
• Locate your own research within the context of existing literature [very important].

Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper. 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . Los Angeles, CA: SAGE, 2011; Knopf, Jeffrey W. "Doing a Literature Review." PS: Political Science and Politics 39 (January 2006): 127-132; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012.

Types of Literature Reviews

It is important to think of knowledge in a given field as consisting of three layers. First, there are the primary studies that researchers conduct and publish. Second are the reviews of those studies that summarize and offer new interpretations built from and often extending beyond the primary studies. Third, there are the perceptions, conclusions, opinion, and interpretations that are shared informally among scholars that become part of the body of epistemological traditions within the field.

In composing a literature review, it is important to note that it is often this third layer of knowledge that is cited as "true" even though it often has only a loose relationship to the primary studies and secondary literature reviews. Given this, while literature reviews are designed to provide an overview and synthesis of pertinent sources you have explored, there are a number of approaches you could adopt depending upon the type of analysis underpinning your study.

Argumentative Review This form examines literature selectively in order to support or refute an argument, deeply embedded assumption, or philosophical problem already established in the literature. The purpose is to develop a body of literature that establishes a contrarian viewpoint. Given the value-laden nature of some social science research [e.g., educational reform; immigration control], argumentative approaches to analyzing the literature can be a legitimate and important form of discourse. However, note that they can also introduce problems of bias when they are used to make summary claims of the sort found in systematic reviews [see below].

Integrative Review Considered a form of research that reviews, critiques, and synthesizes representative literature on a topic in an integrated way such that new frameworks and perspectives on the topic are generated. The body of literature includes all studies that address related or identical hypotheses or research problems. A well-done integrative review meets the same standards as primary research in regard to clarity, rigor, and replication. This is the most common form of review in the social sciences.

Historical Review Few things rest in isolation from historical precedent. Historical literature reviews focus on examining research throughout a period of time, often starting with the first time an issue, concept, theory, phenomena emerged in the literature, then tracing its evolution within the scholarship of a discipline. The purpose is to place research in a historical context to show familiarity with state-of-the-art developments and to identify the likely directions for future research.

Methodological Review A review does not always focus on what someone said [findings], but how they came about saying what they say [method of analysis]. Reviewing methods of analysis provides a framework of understanding at different levels [i.e. those of theory, substantive fields, research approaches, and data collection and analysis techniques], how researchers draw upon a wide variety of knowledge ranging from the conceptual level to practical documents for use in fieldwork in the areas of ontological and epistemological consideration, quantitative and qualitative integration, sampling, interviewing, data collection, and data analysis. This approach helps highlight ethical issues which you should be aware of and consider as you go through your own study.

Systematic Review This form consists of an overview of existing evidence pertinent to a clearly formulated research question, which uses pre-specified and standardized methods to identify and critically appraise relevant research, and to collect, report, and analyze data from the studies that are included in the review. The goal is to deliberately document, critically evaluate, and summarize scientifically all of the research about a clearly defined research problem . Typically it focuses on a very specific empirical question, often posed in a cause-and-effect form, such as "To what extent does A contribute to B?" This type of literature review is primarily applied to examining prior research studies in clinical medicine and allied health fields, but it is increasingly being used in the social sciences.

Theoretical Review The purpose of this form is to examine the corpus of theory that has accumulated in regard to an issue, concept, theory, phenomena. The theoretical literature review helps to establish what theories already exist, the relationships between them, to what degree the existing theories have been investigated, and to develop new hypotheses to be tested. Often this form is used to help establish a lack of appropriate theories or reveal that current theories are inadequate for explaining new or emerging research problems. The unit of analysis can focus on a theoretical concept or a whole theory or framework.

NOTE : Most often the literature review will incorporate some combination of types. For example, a review that examines literature supporting or refuting an argument, assumption, or philosophical problem related to the research problem will also need to include writing supported by sources that establish the history of these arguments in the literature.

Baumeister, Roy F. and Mark R. Leary. "Writing Narrative Literature Reviews."  Review of General Psychology 1 (September 1997): 311-320; Mark R. Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Kennedy, Mary M. "Defining a Literature." Educational Researcher 36 (April 2007): 139-147; Petticrew, Mark and Helen Roberts. Systematic Reviews in the Social Sciences: A Practical Guide . Malden, MA: Blackwell Publishers, 2006; Torracro, Richard. "Writing Integrative Literature Reviews: Guidelines and Examples." Human Resource Development Review 4 (September 2005): 356-367; Rocco, Tonette S. and Maria S. Plakhotnik. "Literature Reviews, Conceptual Frameworks, and Theoretical Frameworks: Terms, Functions, and Distinctions." Human Ressource Development Review 8 (March 2008): 120-130; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

Structure and Writing Style

I.  Thinking About Your Literature Review

The structure of a literature review should include the following in support of understanding the research problem :

• An overview of the subject, issue, or theory under consideration, along with the objectives of the literature review,
• Division of works under review into themes or categories [e.g. works that support a particular position, those against, and those offering alternative approaches entirely],
• An explanation of how each work is similar to and how it varies from the others,
• Conclusions as to which pieces are best considered in their argument, are most convincing of their opinions, and make the greatest contribution to the understanding and development of their area of research.

The critical evaluation of each work should consider :

• Provenance -- what are the author's credentials? Are the author's arguments supported by evidence [e.g. primary historical material, case studies, narratives, statistics, recent scientific findings]?
• Methodology -- were the techniques used to identify, gather, and analyze the data appropriate to addressing the research problem? Was the sample size appropriate? Were the results effectively interpreted and reported?
• Objectivity -- is the author's perspective even-handed or prejudicial? Is contrary data considered or is certain pertinent information ignored to prove the author's point?
• Persuasiveness -- which of the author's theses are most convincing or least convincing?
• Validity -- are the author's arguments and conclusions convincing? Does the work ultimately contribute in any significant way to an understanding of the subject?

II.  Development of the Literature Review

Four Basic Stages of Writing 1.  Problem formulation -- which topic or field is being examined and what are its component issues? 2.  Literature search -- finding materials relevant to the subject being explored. 3.  Data evaluation -- determining which literature makes a significant contribution to the understanding of the topic. 4.  Analysis and interpretation -- discussing the findings and conclusions of pertinent literature.

Consider the following issues before writing the literature review: Clarify If your assignment is not specific about what form your literature review should take, seek clarification from your professor by asking these questions: 1.  Roughly how many sources would be appropriate to include? 2.  What types of sources should I review (books, journal articles, websites; scholarly versus popular sources)? 3.  Should I summarize, synthesize, or critique sources by discussing a common theme or issue? 4.  Should I evaluate the sources in any way beyond evaluating how they relate to understanding the research problem? 5.  Should I provide subheadings and other background information, such as definitions and/or a history? Find Models Use the exercise of reviewing the literature to examine how authors in your discipline or area of interest have composed their literature review sections. Read them to get a sense of the types of themes you might want to look for in your own research or to identify ways to organize your final review. The bibliography or reference section of sources you've already read, such as required readings in the course syllabus, are also excellent entry points into your own research. Narrow the Topic The narrower your topic, the easier it will be to limit the number of sources you need to read in order to obtain a good survey of relevant resources. Your professor will probably not expect you to read everything that's available about the topic, but you'll make the act of reviewing easier if you first limit scope of the research problem. A good strategy is to begin by searching the USC Libraries Catalog for recent books about the topic and review the table of contents for chapters that focuses on specific issues. You can also review the indexes of books to find references to specific issues that can serve as the focus of your research. For example, a book surveying the history of the Israeli-Palestinian conflict may include a chapter on the role Egypt has played in mediating the conflict, or look in the index for the pages where Egypt is mentioned in the text. Consider Whether Your Sources are Current Some disciplines require that you use information that is as current as possible. This is particularly true in disciplines in medicine and the sciences where research conducted becomes obsolete very quickly as new discoveries are made. However, when writing a review in the social sciences, a survey of the history of the literature may be required. In other words, a complete understanding the research problem requires you to deliberately examine how knowledge and perspectives have changed over time. Sort through other current bibliographies or literature reviews in the field to get a sense of what your discipline expects. You can also use this method to explore what is considered by scholars to be a "hot topic" and what is not.

III.  Ways to Organize Your Literature Review

Chronology of Events If your review follows the chronological method, you could write about the materials according to when they were published. This approach should only be followed if a clear path of research building on previous research can be identified and that these trends follow a clear chronological order of development. For example, a literature review that focuses on continuing research about the emergence of German economic power after the fall of the Soviet Union. By Publication Order your sources by publication chronology, then, only if the order demonstrates a more important trend. For instance, you could order a review of literature on environmental studies of brown fields if the progression revealed, for example, a change in the soil collection practices of the researchers who wrote and/or conducted the studies. Thematic [“conceptual categories”] A thematic literature review is the most common approach to summarizing prior research in the social and behavioral sciences. Thematic reviews are organized around a topic or issue, rather than the progression of time, although the progression of time may still be incorporated into a thematic review. For example, a review of the Internet’s impact on American presidential politics could focus on the development of online political satire. While the study focuses on one topic, the Internet’s impact on American presidential politics, it would still be organized chronologically reflecting technological developments in media. The difference in this example between a "chronological" and a "thematic" approach is what is emphasized the most: themes related to the role of the Internet in presidential politics. Note that more authentic thematic reviews tend to break away from chronological order. A review organized in this manner would shift between time periods within each section according to the point being made. Methodological A methodological approach focuses on the methods utilized by the researcher. For the Internet in American presidential politics project, one methodological approach would be to look at cultural differences between the portrayal of American presidents on American, British, and French websites. Or the review might focus on the fundraising impact of the Internet on a particular political party. A methodological scope will influence either the types of documents in the review or the way in which these documents are discussed.

Other Sections of Your Literature Review Once you've decided on the organizational method for your literature review, the sections you need to include in the paper should be easy to figure out because they arise from your organizational strategy. In other words, a chronological review would have subsections for each vital time period; a thematic review would have subtopics based upon factors that relate to the theme or issue. However, sometimes you may need to add additional sections that are necessary for your study, but do not fit in the organizational strategy of the body. What other sections you include in the body is up to you. However, only include what is necessary for the reader to locate your study within the larger scholarship about the research problem.

Here are examples of other sections, usually in the form of a single paragraph, you may need to include depending on the type of review you write:

• Current Situation : Information necessary to understand the current topic or focus of the literature review.
• Sources Used : Describes the methods and resources [e.g., databases] you used to identify the literature you reviewed.
• History : The chronological progression of the field, the research literature, or an idea that is necessary to understand the literature review, if the body of the literature review is not already a chronology.
• Selection Methods : Criteria you used to select (and perhaps exclude) sources in your literature review. For instance, you might explain that your review includes only peer-reviewed [i.e., scholarly] sources.
• Standards : Description of the way in which you present your information.
• Questions for Further Research : What questions about the field has the review sparked? How will you further your research as a result of the review?

IV.  Writing Your Literature Review

Once you've settled on how to organize your literature review, you're ready to write each section. When writing your review, keep in mind these issues.

Use Evidence A literature review section is, in this sense, just like any other academic research paper. Your interpretation of the available sources must be backed up with evidence [citations] that demonstrates that what you are saying is valid. Be Selective Select only the most important points in each source to highlight in the review. The type of information you choose to mention should relate directly to the research problem, whether it is thematic, methodological, or chronological. Related items that provide additional information, but that are not key to understanding the research problem, can be included in a list of further readings . Use Quotes Sparingly Some short quotes are appropriate if you want to emphasize a point, or if what an author stated cannot be easily paraphrased. Sometimes you may need to quote certain terminology that was coined by the author, is not common knowledge, or taken directly from the study. Do not use extensive quotes as a substitute for using your own words in reviewing the literature. Summarize and Synthesize Remember to summarize and synthesize your sources within each thematic paragraph as well as throughout the review. Recapitulate important features of a research study, but then synthesize it by rephrasing the study's significance and relating it to your own work and the work of others. Keep Your Own Voice While the literature review presents others' ideas, your voice [the writer's] should remain front and center. For example, weave references to other sources into what you are writing but maintain your own voice by starting and ending the paragraph with your own ideas and wording. Use Caution When Paraphrasing When paraphrasing a source that is not your own, be sure to represent the author's information or opinions accurately and in your own words. Even when paraphrasing an author’s work, you still must provide a citation to that work.

V.  Common Mistakes to Avoid

These are the most common mistakes made in reviewing social science research literature.

• Sources in your literature review do not clearly relate to the research problem;
• You do not take sufficient time to define and identify the most relevant sources to use in the literature review related to the research problem;
• Relies exclusively on secondary analytical sources rather than including relevant primary research studies or data;
• Uncritically accepts another researcher's findings and interpretations as valid, rather than examining critically all aspects of the research design and analysis;
• Does not describe the search procedures that were used in identifying the literature to review;
• Reports isolated statistical results rather than synthesizing them in chi-squared or meta-analytic methods; and,
• Only includes research that validates assumptions and does not consider contrary findings and alternative interpretations found in the literature.

Cook, Kathleen E. and Elise Murowchick. “Do Literature Review Skills Transfer from One Course to Another?” Psychology Learning and Teaching 13 (March 2014): 3-11; Fink, Arlene. Conducting Research Literature Reviews: From the Internet to Paper . 2nd ed. Thousand Oaks, CA: Sage, 2005; Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1998; Jesson, Jill. Doing Your Literature Review: Traditional and Systematic Techniques . London: SAGE, 2011; Literature Review Handout. Online Writing Center. Liberty University; Literature Reviews. The Writing Center. University of North Carolina; Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: SAGE, 2016; Ridley, Diana. The Literature Review: A Step-by-Step Guide for Students . 2nd ed. Los Angeles, CA: SAGE, 2012; Randolph, Justus J. “A Guide to Writing the Dissertation Literature Review." Practical Assessment, Research, and Evaluation. vol. 14, June 2009; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016; Taylor, Dena. The Literature Review: A Few Tips On Conducting It. University College Writing Centre. University of Toronto; Writing a Literature Review. Academic Skills Centre. University of Canberra.

Writing Tip

Break Out of Your Disciplinary Box!

Thinking interdisciplinarily about a research problem can be a rewarding exercise in applying new ideas, theories, or concepts to an old problem. For example, what might cultural anthropologists say about the continuing conflict in the Middle East? In what ways might geographers view the need for better distribution of social service agencies in large cities than how social workers might study the issue? You don’t want to substitute a thorough review of core research literature in your discipline for studies conducted in other fields of study. However, particularly in the social sciences, thinking about research problems from multiple vectors is a key strategy for finding new solutions to a problem or gaining a new perspective. Consult with a librarian about identifying research databases in other disciplines; almost every field of study has at least one comprehensive database devoted to indexing its research literature.

Frodeman, Robert. The Oxford Handbook of Interdisciplinarity . New York: Oxford University Press, 2010.

Another Writing Tip

Don't Just Review for Content!

While conducting a review of the literature, maximize the time you devote to writing this part of your paper by thinking broadly about what you should be looking for and evaluating. Review not just what scholars are saying, but how are they saying it. Some questions to ask:

• How are they organizing their ideas?
• What methods have they used to study the problem?
• What theories have been used to explain, predict, or understand their research problem?
• What sources have they cited to support their conclusions?
• How have they used non-textual elements [e.g., charts, graphs, figures, etc.] to illustrate key points?

When you begin to write your literature review section, you'll be glad you dug deeper into how the research was designed and constructed because it establishes a means for developing more substantial analysis and interpretation of the research problem.

Hart, Chris. Doing a Literature Review: Releasing the Social Science Research Imagination . Thousand Oaks, CA: Sage Publications, 1 998.

Yet Another Writing Tip

When Do I Know I Can Stop Looking and Move On?

Here are several strategies you can utilize to assess whether you've thoroughly reviewed the literature:

• Look for repeating patterns in the research findings . If the same thing is being said, just by different people, then this likely demonstrates that the research problem has hit a conceptual dead end. At this point consider: Does your study extend current research?  Does it forge a new path? Or, does is merely add more of the same thing being said?
• Look at sources the authors cite to in their work . If you begin to see the same researchers cited again and again, then this is often an indication that no new ideas have been generated to address the research problem.
• Search Google Scholar to identify who has subsequently cited leading scholars already identified in your literature review [see next sub-tab]. This is called citation tracking and there are a number of sources that can help you identify who has cited whom, particularly scholars from outside of your discipline. Here again, if the same authors are being cited again and again, this may indicate no new literature has been written on the topic.

Onwuegbuzie, Anthony J. and Rebecca Frels. Seven Steps to a Comprehensive Literature Review: A Multimodal and Cultural Approach . Los Angeles, CA: Sage, 2016; Sutton, Anthea. Systematic Approaches to a Successful Literature Review . Los Angeles, CA: Sage Publications, 2016.

• << Previous: Theoretical Framework
• Next: Citation Tracking >>
• Last Updated: Mar 26, 2024 10:40 AM
• URL: https://libguides.usc.edu/writingguide

Literature Review Tips & Tools

Ellen's top 5 tips, exporting large results sets to citation managers, exporting large results sets to excel, literature review examples, video - literature reviews: an overview for graduate students, video - lit review & meta-analysis.

Health Sciences Librarian Ellen Lutz made the following video and handout for graduate nursing students, but the tips apply to other disciplines as well. (Although Ellen is happy to meet with students from any department/program to discuss methodology, for assistance with keywords and database recommendations, it is best to contact your subject librarian .)

• Ellen’s Top 5 Tips for Doing Literature Searches Document listing 5 tips discussed in video

Here is my handout with instructions on how to export large results sets to be able to import into Citation Managers and remove duplicate items. I also made a video showing how to export results from PubMed, EBSCOhost databases, Web of Science, and ProQuest database.

NOTE: This procedure is also the one to follow to get files with results to upload to Rayyan for screening articles.

• Exporting Large Result Sets to Citation Managers and Removing Duplicates General instructions for getting a large number of results from databases (including PubMed, CINAHL, PsycInfo, Web of Science, and ERIC) into citation managers, and links to how to remove duplicates in Zotero and Mendeley

Here is my handout with instructions on how to export large results sets to be able to import into Excel and remove duplicate items. I also made a video showing how to export results from PubMed, EBSCOhost databases, Web of Science, and ProQuest database.

(NOTE: I am still working on editing the CC transcript for this video!)

• Exporting Large Result Sets to Excel and Removing Duplicates Instructions for getting a large number of results from databases (including PubMed, CINAHL, PsycInfo, Web of Science, and ERIC) into Excel, and how to remove dupcliates.

Most academic research articles will contain a brief literature review. However, to see examples of more comprehensive ones, here are some good places to start.

• Annual Reviews Annual Reviews are published on a variety of topics.
• UMass Amherst Dissertations and Theses Links to ScholarWorks, the UMass Amherst institutional repository, where our student dissertations and theses are stored.
• Writing Scientific Manuscripts from the Journal of Young Investigators Part III is all about Writing a Literature Review

This video from North Carolina State University Libraries give an overview of the Literature Review process. (about 9 1/2 minutes)

This video from the University of Texas at San Antonio Libraries is directed at Psychology students, but gives some examples of how to organize & present the results of a literature review. (about 4 minutes)

• << Previous: Home
• Next: Tools >>
• Last Updated: Dec 15, 2023 11:05 AM
• URL: https://guides.library.umass.edu/litreviews

© 2022 University of Massachusetts Amherst • Site Policies • Accessibility

A Step-by-Step Guide to Writing a Stellar Literature Review (with Help from AI)

Table of contents

Aren’t all of us mini versions of Sherlock Holmes when browsing data and archives for a research piece? As we go through the process, a comprehensive literature review is an essential toolkit to make your research shine.

A literature review consists of scholarly sources that validate the content. Its primary objective is to offer a concise summary of the research and to let you explore relevant theories and methodologies. Through this review, you can identify gaps in the existing research and bridge them with your contribution. 

The real challenge is how to write an excellent literature review. Let’s learn.

What is the purpose of a literature review?

A literature review is an introduction to your research. It helps you put your perspective to the table, along with a summary of the theme.

What does my literature review communicate?

• Explanation of your research: how the information was collected, the research method, the justification of the chosen data sources, and an overview of the data analysis.
• Framework: the journey from where the concept began and how it is presented.
• Connects the previous and current research: 

It presents the broader scope of your research by connecting it to the existing data and debates and underlining how your content fits the prevailing studies. 

In an era of information overload, a literature review must be well-structured. 

Let’s learn all about the structure and style of a literature review that’ll help you strengthen your research.

Literature review– structure and style

Begin with a question and end it with the solution– the key to structuring a literature review. It resembles an essay’s format, with the first paragraph introducing the readers to the topic and the following explaining the research in-depth.

The conclusion reiterates the question and summarizes the overall insights of your research. There’s no word count restriction. —it depends on the type of research. For example, a dissertation demands lengthy work, whereas a short paper needs a few pages. 

In a literature review, maintaining high quality is vital, with a focus on academic writing style. Informal language should be avoided in favor of a more formal tone. 

The content avoids contractions, clearly differentiating between previous and current research through the use of past and present tense. Wordtune assists in establishing a formal tone, enhancing your work with pertinent suggestions. This AI-powered tool ensures your writing remains genuine, lucid, and engaging. 

The option of refining the tonality offers multiple possibilities for rephrasing a single sentence. Thus, pick the best and keep writing.

Get Wordtune for free > Get Wordtune for free >

Your friendly step-by-step guide to writing a literary review (with help from AI)

Do you find it challenging to begin the literature review? Don’t worry! We’re here to get you started with our step-by-step guide.

1. Narrow down the research scope

Simply begin with the question: What am I answering through my research?

Whether it’s cooking or painting, the real challenge is the prep-up for it rather than performing the task. Once you’re done, it smoothly progresses. Similarly, for your literature review, prepare the groundwork by narrowing down the research scope.

Browse and scoop out relevant data inclining well with your research. While you can’t cover every aspect of your research, pick a topic that isn’t too narrow nor too broad to keep your literature review well-balanced. 

2. Hunt relevant literature

The next question: Does this data align with the issue I’m trying to address?

As you review sources of information, hunt out the best ones. Determine which findings help in offering a focused insight on your topic. The best way to pick primary sources is to opt for the ones featured in reliable publications. You can also choose secondary sources from other researchers from a reasonable time frame and a relevant background.

For example, if your research focuses on the Historical Architecture of 18th-century Europe, the first-hand accounts and surveys from the past would hold more weight than the new-age publications. 

3. Observe the themes and patterns in sources

Next comes: What is the core viewpoint in most of the research? Has it stayed constant over time, or have the authors differed in their points of view?

Ensure to scoop out the essential aspects of what each source represents. Once you have collected all this information, combine it and add your interpretations at the end. This process is known as synthesis.

Synthesize ideas by combining arguments, findings and forming your new version.

4. Generate an outline

The next question: How can I organize my review effectively? When navigating multiple data sources, you must have noticed a structure throughout the research. Develop an outline to make the process easier. An outline is a skeletal format of the review, helping you connect the information more strategically.

Here are the three different ways to organize an outline– Chronologically, Thematically, or by Methodology.You can develop the outline chronologically, starting from the older sources and leading to the latest pieces. Another way of organizing is to thematically divide the sections and discuss each under the designated sub-heading.

You can even organize it per the research methods used by the respective authors. The choice of outline depends on the subject. For example, in the case of a science paper, you can divide the information into sections like introduction, types of equipment, method, procedure, findings, etc. In contrast, it’s best to present it in divisions based on timelines like Ancient, Middle Ages, Industrial revolutions, etc., for a history paper.

If you’re confused about how to structure the data, work with Wordtune. 

With the Generate with AI feature, you can mention your research topic and let Wordtune curate a comprehensive outline for your study.

Having a precise prompt is the key to getting the best results.

5. Start filling!

Your next question must be: Am I ready to compose all the parts of the literature review?

Once you’re ready with the basic outline and relevant sources, start filling in the data. Go for an introductory paragraph first to ensure your readers understand the topic and how you will present it. Ensure you clearly explain the section in the first sentence.

However, if beginning from the first paragraph seems intimidating, don’t worry! Add the main body content to the sub-headings, then jump to the introduction. 

Add headings wherever possible to make it more straightforward and guide your readers logically through different sources. Lastly, conclude your study by presenting a key takeaway and summarizing your findings. To make your task easier, work with Wordtune. It helps align your content with the desired tone and refine the structure.

6. Give attention to detail and edit

The last question: Am I satisfied with the language and content written in the literature review? Is it easy to understand?

Once you’re done writing the first draft of a literature review, it’s time to refine it. Take time between writing and reading the draft to ensure a fresh perspective. It makes it easier to spot errors when you disconnect from the content for some time. Start by looking at the document from a bird's eye to ensure the formatting and structure are in order. 

After reviewing the content format, you must thoroughly check your work for grammar, spelling, and punctuation. One of the best approaches to editing and proofreading is to use Wordtune . It helps simplify complex sentences, enhance the content quality, and gain prowess over the tonality.

The dos and don’ts of writing a literature review

Writing a stellar literature review requires following a few dos and don'ts. Just like Sherlock Holmes would never overlook a hint, you must pay attention to every minute detail while writing a perfect narrative. To help you write, below are some dos and don'ts to remember.

Composing a literature review demands a holistic research summary, each part exhibiting your understanding and approach. As you write the content, make sure to cover the following points:

• Keep a historical background of the field of research. Highlight the relevant relation between the old studies and your new research.
• Discuss the core issue, question, and debate of your topic.
• Theories lay the foundation of research. While you’re writing a literature review, make sure to add relevant concepts and ideas to support your statements.
• Another critical thing to keep in mind is to define complex terminologies. It helps the readers understand the content with better clarity. 

Examples of comprehensive literature reviews

Aren’t good examples the best way to understand a subject? Let’s look into a few examples of literature reviews and analyze what makes them well-written.

1. Critical Thinking and Transferability: A Review of the Literature (Gwendolyn Reece)

An overview of scholarly sources is included in the literature review, which explores critical thinking in American education. The introduction stating the subject’s importance makes it a winning literature review. Following the introduction is a well-defined purpose that highlights the importance of research.

As one keeps reading, there is more clarity on the pros and cons of the research. By dividing information into parts with relevant subheadings, the author breaks a lengthy literature review into manageable chunks, defining the overall structure.

Along with other studies and presented perspectives, the author also expresses her opinion. It is presented with minimal usage of ‘I,’ keeping it person-poised yet general. Toward the conclusion, the author again offers an overview of the study. A summary is further strengthened by presenting suggestions for future research as well. 

2. The Use of Technology in English Language Learning: A Literature Review

This literature review is thematically organized on how technology affects language acquisition. The study begins with an introduction to the topic with well-cited sources. It presents the views of different studies to help readers get a sense of different perspectives. After giving these perspectives, the author offers a personalized opinion.

One of the critical aspects that makes this a good literature review is a dedicated paragraph for definitions. It helps readers proceed further with a clear understanding of the crucial terminologies. There’s a comparison of the modern and previous studies and approaches to give an overall picture of the research.

Once the main body is composed, the author integrates recommendations for action-based tips. Thus, the literature review isn’t just summarizing the sources but offering actions relevant to the topics. Finally, the concluding paragraph has a brief overview with key takeaways.

Wordtune: your writing buddy!

A literature review demands the right balance of language and clarity. You must refine the content to achieve a formal tone and clear structure. Do you know what will help you the most? Wordtune !. 

The real-time grammar checker leaves no scope for errors and lets you retain precision in writing. This writing companion is all you need for stress-free working and comprehensive literature review development.

Let the narrative begin

A literary review isn't just about summarizing sources; it's about seamlessly bringing your perspective to the table. Always remember to set a narrative for added interest and a brilliant composition. With structure and style being the pillars of a stellar literature review, work with Wordtune to ensure zero compromises on the quality.

Share This Article:

The Official Wordtune Guide

An Expert Guide to Writing Effective Compound Sentences (+ Examples)

How I Turned Clutter into Cash: 10 Proven Instagram Copywriting Hacks

Looking for fresh content, thank you your submission has been received.

• Open access
• Published: 27 March 2024

Hip and knee replacement in lower limb amputees: a scoping review

• Thomas J. Walton 1 , 2 ,
• Abigail L. D. Chatterton 2 &
• Victoria A. Goodwin 3  

BMC Musculoskeletal Disorders volume  25 , Article number:  239 ( 2024 ) Cite this article

62 Accesses

1 Altmetric

Metrics details

There are many consequences of lower limb amputation, including altered biomechanics of gait. It has previously been shown that these can lead to increased rates of osteoarthritis (OA). A common and successful treatment for severe OA is joint replacement. However, it is unclear whether amputees undergoing this surgery can expect the same outcomes or complication profile compared with non-amputees. Furthermore, there are key technical challenges associated with hip or knee replacement in lower limb amputees. This scoping review aimed to identify and summarise the existing evidence base.

This was a systematic scoping review performed according to PRISMA guidelines. An electronic database search of MEDLINE (PubMed), Cochrane Library, EMBASE and CINAHL was completed from the date of inception to 1 st April 2023. All peer reviewed literature related to hip or knee replacement among lower limb amputees was included.

Of the 931 records identified, 40 studies were included in this study. The available literature consisted primarily of case reports and case series, with generally low level of evidence. In total, there were 265 patients of which 195 received total hip replacement (THR), 51 received total knee replacement (TKR) and 21 received hip hemiarthroplasty. The most common reason for amputation was trauma (34.2%), and the main indication for joint replacement was OA (77.1%), occurring more frequently in the contralateral limb (66.7%). The outcomes reported varied widely between studies, with most suggesting good functional status post-operatively. A variety of technical tips were reported, primarily concerned with intra-operative control of the residual limb.

There is a need for more observational studies to clearly define the association between amputation and subsequent need for joint replacement. Furthermore, comparative studies are needed to identify whether amputees can be expected to achieve similar functional outcomes after surgery, and if they are at higher risk of certain complications.

Peer Review reports

In the UK, approximately 60,000 patients each year access specialised prosthetic services [ 1 ]. However, true estimates of the UK population living with amputation are difficult to make, with contributions from congenital limb deficiency, trauma, peripheral arterial disease and the military. The prevalence of new lower limb amputation is estimated as 26.3/100,000 among 50 to 84 year olds with peripheral arterial disease, amounting to over 25,000 amputations over a 6-year period alone [ 2 ]. Irrespective of the exact figure, there are a large number of people living with lower limb amputation, of which the majority will use prosthetics to walk. As with any ambulant individual, they are subject to the same risks of degenerative joint disease or traumatic injury that can affect non-amputees.

Modern prosthetics benefit from ongoing developments in materials science and production technology, coupled with an ever-improving understanding of fundamental gait biomechanics and stump-socket interface [ 3 ]. However, despite these ongoing advancements, a prosthesis will still alter the transfer of energy during the gait cycle compared with a normal biological limb, leading to increased contact forces on other joints through compensatory processes [ 4 , 5 ]. This has been demonstrated through the increased rates of hip and knee osteoarthritis (OA) observed among lower limb amputees, particularly affecting the non-amputated limb [ 6 , 7 , 8 ]. Norwell et al. found a significantly increased prevalence of OA among amputees (16.1%) compared with non-amputees (11.7%), in a military population [ 8 ]. However, Welke et al. found no clear difference in prevalence from the general population, though amputees were noted to develop OA at an earlier stage, suggesting accelerated disease in pre-disposed individuals [ 9 ].

For people with symptomatic hip or knee osteoarthritis, undergoing joint replacement is a proven and effective treatment [ 10 ]. However, the presence of concomitant lower limb amputation poses a unique challenge to both the patient and surgeon. From the patient’s perspective, post-operative rehabilitation is made more challenging, as an amputated limb utilising a prosthetic may be unable to provide the same level of compensation to gait as a normal limb in non-amputees. Meanwhile, stump specific complications such as swelling and wound healing may also limit ability to weight bear, delaying ambulation and rehabilitation progress. From the surgical perspective, it is technically difficult to achieve the optimum length, alignment and rotation of an implant without a contralateral limb to reference. Furthermore, when operating on the amputated limb, the length of the residual limb may restrict manoeuvrability during surgical dissection and implantation, while limiting the range of suitable implants compared to non-amputees. Although joint replacement in amputees remains uncommon compared with the total population treated, understanding the optimum surgical management and likely effectiveness of joint replacement in these patients is important, as this can guide consent discussions regarding patient expectations and complication profile for a distinct population group, while providing surgeons with valuable insight for the intra-operative management of patients they will not treat frequently.

The primary aim of this study was to identify and summarise the existing evidence base relating to hip and knee replacement in lower limb amputees, to explore whether clinical outcomes and post-operative complications are comparable to non-amputees, and to synthesise reported intra-operative techniques.

Search strategy

An electronic search of MEDLINE (PubMed), Cochrane Library, EMBASE and CINAHL was completed (date of inception to 1 st April 2023). The search terms used were developed through preliminary searches and included relevant MeSH terms. The final search strategy was refined in conjunction with an Information Specialist (see Supplementary appendices ). ClinicalTrials.gov and Google Scholar index were searched for pre-print publications, and reference list searching of included studies was also performed. Non-peer reviewed articles were not explored. The protocol for this systematic scoping review was developed in conjunction with the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) statement for scoping reviews [ 11 ], and was registered prospectively with the Open Science Framework [ 12 ].

Selection process

All articles identified by the search strategy were imported into Rayyan [ 13 ]. Relevant titles and abstracts were screened independently by two authors (TW and AC) and selected for full text retrieval, depending on conformity to eligibility criteria. This process was repeated following retrieval of relevant full text articles, to determine final inclusion. A third author (VG) was available to settle disputes if necessary.

Eligibility criteria

Inclusion criteria were: (i) English language literature, (ii) Any original research or report; case series, case report, technical tip, (iii) Adults > 18 years, (iv) Undergoing hip or knee replacement, for any indication, (v) Concomitant pre-existing lower limb amputation, for any indication, (vi) Any outcome data. Specific exclusion criteria were also applied: (i) Conference abstracts or opinion pieces, (ii) Amputation after arthroplasty procedure.

Data extraction

A data extraction form was developed, piloted and refined by TW and AC prior to expansion across the remaining included studies. Data on study characteristics, patient demographics, amputation (level, laterality, indication), operation (type, laterality, indication), outcomes, complications and technical tips were all collected and imported into Microsoft Excel (iOS Version 2.76).

Quality assessment

A scoping review methodology without quality assessment was performed, according to the framework outlined by Arksey and O’Malley (2005) [ 14 ]. In the authors’ opinion, the nature of the studies available for review meant quality assessment would not meaningfully enhance interpretation or discussion of findings.

Data synthesis

A descriptive and narrative data analysis was performed, to summarise the existing evidence.

Following screening, 40 studies were included in the review (Fig.  1 ). The majority of included studies were case reports or case series (Table  1 ) [ 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 , 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 , 43 , 44 , 45 , 46 , 47 , 48 , 49 , 50 , 51 , 52 , 53 , 54 ], from military and civilian populations across 15 different countries. The remainder included two case–control studies, a non-systematic review, and a technical article. There were no large-scale prospective cohort or comparative studies found, meaning the quality of available evidence did not exceed level IV.

PRISMA diagram demonstrating search results and screening

Patient summary

In total, 265 patients were identified across the included studies (Table  2 ). The most common cause for amputation was trauma (34.2%), with the majority trans-tibial (75.3%). The primary reason for undergoing joint replacement was osteoarthritis (77.1%), occurring most frequently on the contralateral limb (66.7%). On review of the procedures performed, 195 patients underwent total hip replacement (THR), 51 patients received total knee replacement (TKR), and 21 patients necessitated hip hemiarthroplasty; 2 patients received a combination of joint replacement, and 12 underwent bilateral procedures. The mean time to joint replacement from date of amputation was 21 years (SD 19.2) with a range from 3 weeks to 60 years. This was the same for THR and TKR, and did not change when adjusting for surgical indication.

Outcome measures

The type and frequency of outcome measures reported are summarised in Table  3 . Mobility status, length of hospital stay, range of motion and patient reported outcome measures (PROMS) were the most frequently reported. All patients returned to independent ambulation post-operatively, with varying need for walking aids. The mean length of hospital stay was 10 days (range 1–33) across all subgroups of THR, TKR and hemiarthroplasty.

For patients undergoing THR, seven different PROMs were reported (Table  4 ): HHS (pain, function, ROM and deformity), ADL Scale (functional independence), OHS (pain and function), PROMIS-10 (health status, quality of life, pain, function), HOOS-JR (pain, function, independence, quality of life), WOMAC (pain, stiffness, physical function), PMD Scale ( pain, mobility, ambulation). The HHS was reported by eight studies, with ‘good’ (80–90) or ‘excellent’ (90–100) scores reported for the majority at long term follow-up. Meanwhile, ADL scale revealed ‘moderate’ to’full’ function achieved.

For patients receiving TKR, five different PROMs were reported (Table  5 ): OKS (pain and function), AKSS (pain, ROM, clinical assessment, stability, function), PROMIS-10 (health status, quality of life, pain, function), KOOS-JR (pain, function, independence, quality of life), VR-12 (health status, function, mental health). The AKSS was reported by three studies, all reporting ‘excellent’ (80–100) function at final follow-up, while OKS was reported by four studies, with two studies reporting nearly normal function (40–48) and two studies reporting mild/moderate symptoms (30–39).

Cho et al. [ 18 ] performed a case–control study comparing 54 below knee amputees (BKA) undergoing contralateral THR, against 54 non-amputees matched for age, sex, weight, height and time since surgery. They found HHS (86.1; 95% CI [79–91] vs. 90.7; 95% CI [81–100]) and ADL scale (4.77; 95% CI [4-5] vs. 5.25; 95% CI [4-5]) scores were significantly lower at 3-month follow-up among amputees, compared with non-amputees. However, by 6 months this difference in functional status had resolved, with no further differences observed at final 5-year follow-up. Another study by Cho et al. (2019) retrospectively reviewed amputees and compared post-operative outcomes based upon the surgical approach used and found that where the surgeon used a posterior approach to the hip joint, HHS (80.83; 95% CI [70–96] vs. 74.51; 95% CI [64–92]) and ADL scale (3.88; 95% CI [3–5] vs. 2.45; 95% CI [2–5]) were significantly higher at 3 months [ 19 ]. However, this difference was not observed at 6 month or final 1-year follow-up.

Complications

Of the 40 included studies, only 13 reported any post-operative complications.Where reported, complications included peri-prosthetic fracture [ 15 , 18 , 19 , 35 , 52 ], dislocation [ 15 , 18 , 19 ], infection (superficial and deep) [ 15 , 35 , 39 , 44 ], aseptic loosening [ 15 , 31 ], stump complications [ 28 , 34 ], failed rehabilitation [ 43 ], and suboptimal implant positioning [ 47 , 48 ]. Amanatullah et al. [ 15 ] reported a high overall percentage of complications (28.6%), with periprosthetic fracture (14.3%) and dislocation (8.6%) accounting for the majority.  Cho et al. [ 18 ] reported two periprosthetic fractures and one dislocation among amputees, compared with none in the non-amputee control group.  Cho et al. [ 19 ] reported a significantly higher number of falls (32.4% vs. 9.1%) among patients treated with anterolateral surgical approach in the first 3 months post-operatively, compared with those treated with the posterior approach.

Surgical technique

For THR in amputees, the posterior surgical approach was used for 51.2%, anterolateral approach for 48.2% and direct anterior approach for 0.6%. Uncemented stems were implanted in 159 (79.1%) patients, with cemented femoral stems used in only 28 (13.9%) patients; stem implanted was not reported for 14 (7.0%). There were variations to routine surgical practice, relating to six specific techniques, mostly related to managing the residual limb during ipsilateral joint replacement. Three studies described inserting a Steinman pin into the greater trochanter, to provide rotational control and facilitate dislocation/relocation [ 23 , 36 , 53 ]. Four studies involved inserting 5 mm or 6.5 mm Schanz pins into the distal femur, similarly for rotational control and to allow traction for dislocation/relocation [ 34 , 37 , 45 , 46 ]. Two studies described using bone clamps or hooks in the intertrochanteric region [ 16 , 34 ], while three studies used bone forceps or clamps on the proximal femoral shaft itself, up to 5 cm distal to the lesser trochanter [ 17 , 32 , 39 ]. Two studies specifically mention performing additional soft tissue releases, including psoas and gluteus maximus, to facilitate femoral canal prep and achieve correct version on implantation [ 29 , 39 ]. Finally, two studies reported using additional supports to maintain lateral position in lieu of a contralateral limb, with pillows secured to the bed with elastic tape, or a suction beanbag instead [ 42 , 52 ].

For TKR in amputees, the medial para-patellar approach remained the standard surgical approach. However, Dong et al. [ 24 ] described placing the skin incision more medially, to avoid the tibial tuberosity and reduce potential problems associated with prosthetic loading over the scar. The reporting of implants used was poor, with a combination of cruciate retaining, posterior stabilised, highly constrained and hinged components reported [ 22 , 24 , 25 , 26 , 27 , 28 , 31 , 47 , 54 ]. In terms of specific surgical techniques, variations in standard practice were described for management of the residual limb and obtaining correct alignment for implants. Crawford et al. [ 22 ] described using a sterile box (polystyrene box wrapped in sterile drape) to support the knee in flexion.  Similarly, Elsayed et al. [ 26 ] utilised a sterile foam bolster, facilitating flexion/extension intra-operatively. Maupin et al. [ 41 ] reported securing the residual limb to a sterile radiolucent metal triangle with adhesive wrap, flexed with the most acute angle underneath the popliteal fossa [ 41 ]. This facilitated flexion/extension in conjunction with the standard distal transverse foot bump and lateral thigh support. Konstantakos et al. [ 33 ] created a custom prosthesis pre-operatively and sterilised the prosthetic for intra-operative use. By replicating the lower limb length and foot alignment with a prosthetic, this also facilitated the use of the standard supports, as with Maupin et al. [ 41 ]. The extra-medullary jig could therefore be used when making the tibial cuts.  Meanwhile, Putnis et al. [ 48 ] used two soft wedges of rolled towels underneath the sterile drapes to facilitate flexion. Where the residual limb is sufficiently long, however, the standard supports can be used without the need for additional equipment or novel techniques, as reported by Dudhniwala et al. [ 25 ] although Fleming et al. [ 27 ] suggest using a second assistant in this scenario.

The principal finding of this scoping review is that there is a lack of both observational and comparative studies on the outcome of hip and knee replacement in lower limb amputees. The existing evidence consists almost entirely of case reports and case series with significant risk of bias, amounting to low level of evidence to support any definitive conclusions or guide practice. Only one case–control study was found which compared outcomes of amputees directly to non-amputees [ 18 ], while the outcomes reported across the included studies varied widely. Therefore, it is not possible for this review to draw any definitive conclusions regarding the expected outcomes of hip or knee replacement in lower limb amputees, or to guide optimum treatment. Furthermore, as part of the primary aim of this study to broadly summarise the existing evidence base, it is important to highlight a severe lack of reporting within the literature regarding post-operative rehabilitation protocols. Given the clear challenge to ambulation faced by amputees, this is a key omission.

• Total hip replacement

From the included literature, the majority focused on THR. The mean age at surgery for amputees undergoing THR was 58.7 years; this is considerably younger than the mean age for THR among the general population of the UK, which is 69 years according to registry data [ 10 ]. Osteoarthritis was the most common indication for surgery, while THR was more frequently contralateral to the side of amputation. This evidence appears to support the hypothesis from Struyf et al. that amputation places greater strain on the remaining limb, and therefore necessitates early arthroplasty [ 7 ]. However, the time to joint replacement varied widely, with one patient only requiring surgery 60 years after bilateral amputation for congenital abnormality [ 25 ], while another patient had pre-existing hip OA exacerbated by ipsilateral amputation, leading to early surgical intervention within 2 years [ 39 ]. This clearly demonstrates there are other factors not yet accounted for which dictate the time to joint replacement from amputation, requiring further investigation.

In terms of outcome, THR is often regarded as one of the most successful surgical interventions [ 55 ]. The majority of patients report excellent, very good or good results, and 97% demonstrating improvement in function [ 56 ]. From the PROMS data reported for amputees, it appears that THR is also a highly successful procedure, with similar levels of function reported post-operatively across a range of PROMS. However, while registry data suggest 58% of THR survive 25 years before requiring revision surgery [ 57 ], it remains unclear whether the same altered biomechanics that potentially predispose amputees to OA in the first instance, would also predispose to early revision surgery.

For any patient undergoing THR, dislocation and periprosthetic fracture are devastating complications, and these appear to be uncommon among amputees. However, the low numbers in this study make definitive population wide conclusions hard to make, and one study demonstrated increased risk of falls post-operatively [ 19 ], which would predispose to both dislocation and periprosthetic fracture; this requires further study. In relation to specific complications for amputees, post-operative stump swelling was identified as a key issue by one study [ 34 ], but was less common for THR patients than TKR patients. This could limit rehabilitation by restricting ambulation through an inability to wear a prosthesis. Compression wraps and bandages could be routinely utilised in amputees to prevent this occurring.

From the available data, there was no clear preponderance for a surgical approach, with both the posterior and anterolateral approaches being used equally. However, one study found functional status among those treated with the posterior approach was significantly better at 3 months, alongside a significantly lower risk of falls [ 19 ]. However, by 6 months, these differences were no longer observed [ 19 ]. This would support the hypothesis put forward by proponents of the posterior approach, that preserving the hip abductors is important for function. Among amputees, the posterior approach would appear to optimise early functional outcomes, until those receiving anterolateral approach have had time for their abductor repair to heal and recondition. The only study to directly compare THR among amputees with non-amputees similarly found a significant difference in functional status at 3 months, resolving by 6 months [ 18 ]. This could indicate that long term functional outcomes are similar, but amputees require a longer period rehabilitation to achieve this, and the surgical approach may present a factor in this.

In terms of the intra-operative techniques, the majority of technical tips centred around the control of the residual limb to facilitate dislocation and relocation of the femoral head. No comparisons were made to suggest one technique is better than another; the utility of each is likely to be specific to the patients' individual anatomy. There was an apparent preference for uncemented femoral stems among the reported implants, with some authors concerned about cement extrusion through the distal femur in transfemoral amputees with short residual limbs [ 20 , 23 , 34 , 36 ]. However, in cases where the distal femur is flared, with associated widening of the canal and thin cortical bone, it was recognised that cementation may provide improved stem fixation in sufficient length femurs [ 15 , 39 ]. Importantly, the use of templating was highlighted by several authors as key to the pre-operative planning [ 20 , 23 , 39 , 42 , 50 ], as implant size was sometimes limited by the length of the remaining femur.

• Total knee replacement

For the studies exploring TKR, the mean age at operation was 61.0 years, similarly representing a much younger age of operation than the UK average for non-amputees, though notably older than amputees undergoing THR. The vast majority underwent surgery for osteoarthritis, more commonly on the contralateral side to their amputation. Similarly to THR, the time to arthroplasty varied widely. However, the slightly higher average age at time of operation potentially indicates a slower onset of degenerative disease at the knee compared to the hip. This warrants further investigation with clinical and biomechanical studies, to explore the comparative risk of OA in hip and knee among amputees.

In terms of outcomes, the functional status achieved was generally reported to be good, though there were no comparative studies to indicate whether the level of function is comparable to non-amputees. Overall, complications were uncommon. However, stump complications were reported more frequently among TKR patients, with both swelling and wound infection reported [ 28 , 44 ]. This would appear to be a higher risk for ipsilateral TKR, as the incision may extend into the contact area for the prosthetic socket, while localised limb swelling from the surgery will be more consequential. For these patients, managing socket wear and return to ambulation are particularly challenging, with no clear consensus in the literature to support early vs delayed wear.

The technical tips for TKR similarly focused on the management of the residual limb intra-operatively. A key issue with performing TKR in the ipsilateral limb is the reduced length available for use with the bolster and support. The reporting of implants used was poor, and where available there was no clear preponderance for any type, with cruciate retaining, posterior stabilised, highly constrained and linked prostheses all being described.

Strengths and limitations

A key strength of this review is the thorough search strategy employed, refined through consultation with an information specialist, and conformation to PRISMA reporting guidelines. As a result, the authors are confident that the studies included in this review are fully representative of the available evidence. Furthermore, this review is comprehensive in it’s inclusion of both ipsilateral and contralateral arthroplasty, facilitating a more complete summary of the population in question.

However, the scoping nature of this study inherently limits the potential for true data synthesis and comparisons. Furthermore, a formal quality assessment was not performed, in accordance with the framework set out for scoping reviews. Although the quality of available evidence was assumed to be low by the very nature of the studies included, the lack of formal quality assessment further limits the potential for discussion regarding the strength of conclusions made. When developing the protocol for this review, no formal patient and public involvement and engagement (PPIE) was sought. This may have helped guide the discussion and focus of the review in a more patient centred direction.

This study has demonstrated a paucity of high quality evidence reporting on lower limb amputees undergoing hip or knee replacement, although the available evidence appears to suggest outcomes comparable to non-amputees are achievable. There is a need for more high-quality observational studies to establish the association between amputation and subsequent need for joint replacement. Furthermore, comparative studies are needed to identify whether amputees can be expected to achieve similar functional outcomes after surgery, and if they are at higher risk of complications.

Availability of data and materials

The dataset generated and analysed in this study through data extraction protocol is available from the corresponding author on reasonable request.

Abbreviations

Osteoarthritis

Preferred Reporting Items for Systematic Reviews and Meta-analyses

Medical Subject Heading

Standard deviation

Confidence interval

Patient reported outcome measure

Range of motion

Below knee amputee

Harris Hip Score

Oxford Hip Score

Patient Reported Outcomes Measurement Information System

Hip Dysfunction and Osteoarthritis Outcome Score for Joint Replacement

Activities of Daily Living Scale

Western Ontario and McMaster Arthritis Index

Paustel-Merle-D’Aubigne Scale

American Knee Society Score

Oxford Knee Score

Knee Dysfunction and Osteoarthritis Outcome Score for Joint Replacement

Veterans RAND 12-iteam Health Survey

Patient and Public Involvement and Engagement

NHS England. Specialised commissioning services. Available from: https://www.england.nhs.uk/commissioning/spec-services/npc-crg/group-d/rehabilitation-and-disability/prosthetics-review/ . [Access 2 Feb 2023]

Ahmad N, Thomas GN, Gill P, Chan C, Torella F. Lower limb amputation in England: prevalence, regional variation and relationship with revascularisation, deprivation and risk factors: a retrospective review of hospital data. J R Soc Med. 2014;107(12):483–9.

Article   PubMed   PubMed Central   Google Scholar  

Paternò L, Ibrahimi M, Gruppioni E, Menciassi A, Ricotti L. Sockets for limb prostheses: a review of existing technologies and open challenges. IEEE Trans Biomed Eng. 2018;65(9):1996–2010.

Article   PubMed   Google Scholar  

Ding Z, Jarvis HL, Bennett AN, Baker R, Bull AMJ. Higher knee contact forces might underlie increased osteoarthritis rates in high functioning amputees: a pilot study. J Orthop Res. 2021;39:850–60.

Article   CAS   PubMed   Google Scholar  

Lemaire ED, Fisher FR. Osteoarthritis and elderly amputee gait. Arch Phys Med Rehabil. 1994;75(10):1094–9.

Burke MJ, Roman V, Wright V. Bone and joint changes in lower limb amputees. Ann Rheum Dis. 1978;37(3):252–4.

Article   CAS   PubMed   PubMed Central   Google Scholar  

Struyf PA, van Heugten CM, Hitters MW, Smeets RJ. The prevalence of osteoarthritis of the intact hip and knee among traumatic leg amputees. Arch Phys Med Rehabil. 2009;90(3):440–6.

Norvell DC, Czerniecki JM, Reiber GE, Maynard C, Pecoraro JA, Weiss NS. The prevalence of knee pain and symptomatic knee osteoarthritis among veteran traumatic amputees and nonamputees. Arch Phys Med Rehabil. 2005;86(3):487–93.

Welke B, Jakubowitz E, Seehaus F, Daniilidis K, Timpner M, Tremer N, et al. The prevalence of osteoarthritis: Higher risk after transfemoral amputation? A database analysis with 1,569 amputees and matched controls. PLoS One. 2019;14(1):e0210868.

NJR. 19th Annual Report. 2022. London: National Joint Registry for England, Wales, Northern Ireland and Isle of Man; 2023.

Google Scholar  

Tricco AC, Lillie E, Zarin W, O’Brien KK, Colquhoun H, Levac D, et al. PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Ann Intern Med. 2018;169(7):467–73.

Open Science Framework. Walton T. Hip and knee arthroplasty in lower limb amputees: a scoping review of the literature. Available from: https://osf.io/9q7kz/

Ouzzani M, Hammady H, Fedorowicz Z, Elmagarmid A. Rayyan: a web and mobile app for systematic reviews. Syst Rev. 2016;5:210.

Arksey H, O’Malley L. Scoping studies: towards a methodological framework. Int J Soc Res Methodol. 2005;8(1):19–32.

Article   Google Scholar  

Amanatullah DF, Trousdale RT, Sierra RJ. Total hip arthroplasty after lower extremity amputation. Orthopedics. 2015;38(5):e394-400.

Arango D, Tiedeken NC, Gershkovich G, Shaffer G. Bilateral hemiarthroplasty in a patient with below-knee and bove-knee amputations: a case report. JBJS Case Connect. 2016;6(1):e3.

Boussakri H, Alassaf I, Hamoudi S, Elibrahimi A, Ntarataz P, ELMrini A, et al. Hip arthroplasty in a patient with transfemoral amputation: a new tip. Case Rep Orthop. 2015;2015:593747.

PubMed   PubMed Central   Google Scholar  

Cho HM, Seo JW, Lee HJ, Kang KB, Kim JR, Wee HW. Mid-to long-term results of total hip arthroplasty after contralateral lower extremity amputation. Acta Orthop Traumatol Turc. 2018;52(5):343–7.

Cho HM, Seo JW, Lee HJ, Kim SD, Kang KB, Kim JR, Wee HW. Effect of surgical approach for contralateral side hip arthroplasty in below knee amputees: a retrospective cohort study. BMC Musculoskelet Disord. 2019;20(1):3.

Christidis P, Kantas T, Kalitsis C, Frechat SG, Biniaris G, Gougoulias N. Total hip arthroplasty for an intracapsular femoral neck fracture of high-femoral amputee. Arch Clin Cases. 2022;9(2):50–5.

Constantin H, Laird MP. Staged below knee amputation prior to total hip arthroplasty: case and review of literature. ANZ J Surg. 2020;90(3):E63–4.

Crawford JR, Coleman N. Total knee arthroplasty in a below-knee amputee. J Arthroplasty. 2003;18(5):662–5.

Diamond OJ, Mullan CJ, McAlinden MG, Brown JG. Total hip arthroplasty following an ipsilateral above knee amputation. Hip Int. 2013;23(1):104–7.

Dong K, Cohen-Rosenblum A, Hartzler M. Total knee arthroplasty after ipsilateral below-knee amputation: a review of the Literature and surgical techniques. Arthroplast Today. 2022;17(16):158–63.

Dudhniwala AG, Singh S, Morgan-Jones R. Bilateral total knee replacement in a congenital amputee with bilateral fibular deficiency. Knee. 2011;18(6):488–90.

Elsayed A, Allan D, Davies PSE, Dalgleish S. Total knee replacement in a transtibial amputee. BMJ Case Rep. 2022;15(12):e252080.

Fleming MA, Dixon MC. Total knee replacement for tricompartmental arthritis in a patient with a below-knee amputation after a previous closing wedge high tibial osteotomy. Arthroplast Today. 2016;2(2):53–6.

Galloway R, Madanipour S, Lemanu D, Jayadev C, McCulloch R. Short- and long-term outcomes in patients with lower extremity amputations undergoing total hip and knee arthroplasty. Arthroplast Today. 2023;9(20):101117.

Garcia-Mansilla A, Buljubasich M, Lucero C, Zanotti G, Comba F, Piccaluga F, et al. Total hip replacement in a patient with bilateral infrapatellar amputation: case report, literature review, tips and tricks. SN Compr Clin Med. 2022;4:30.

Gillis L. Six cases of arthroplasty of the hip in amputees. Proc R Soc Med. 1953;46(2):100–1.

CAS   PubMed   PubMed Central   Google Scholar  

Helito CP, Gobbi RG, Demange MK, Pecora JR, Camanho GL, Tirico LE. Revision of total knee arthroplasty in a patient with contralateral transfemoral amputation: case report. Prosthet Orthot Int. 2014;38(5):418–24.

Kandel L, Hernandez M, Safran O, Schwartz I, Liebergall M, Mattan Y. Bipolar hip hemiarthroplasty in a patient with an above knee amputation: a case report. J Orthop Surg Res. 2009;31(4):30.

Konstantakos EK, Finnan RP, Krishnamurthy AB. Eight-year follow-up of total knee arthroplasty in a patient with an ipsilateral below-knee amputation. Am J Orthop (Belle Mead NJ). 2008;37(10):528–30.

PubMed   Google Scholar  

Leonard M, Nicholson P. Total hip arthroplasty in a patient with arthrogryphosis and an ipsilateral above knee amputation. Hip Int. 2010;20(4):559–61.

Li AD, Eccleston CT, Abraham V, Balazs GC, Goldman AH. Total hip and knee arthroplasty after lower extremity amputation in a military population. BMJ Mil Health. 2022;22:e002106.

Ma C, Lv Q, Yi C, Ma J, Zhu L. Ipsilateral total hip arthroplasty in patient with an above-knee amputee for femoral neck fracture: a case report. Int J Clin Exp Med. 2015;8(2):2279–83.

Mahmood M, Samuel LT, Kamath AF. Surgical technique for anterior approach for total hip arthroplasty after bilateral below-knee amputation: a case report. JBJS Case Connect. 2020;10(4):e20.00438.

Mak J, Solomon M, Faux S. Ipsilateral total hip arthroplasty in a dysvascular below-knee amputee for advanced hip osteoarthritis: a case report and review of the literature. Prosthet Orthot Int. 2008;32(2):155–9.

Malagelada F, Coll Rivas M, Jiménez Obach A, Auleda J, Guirao L, Pleguezuelos E. Total hip replacement in an ipsilateral above-the-knee amputation: surgical technique, rehabilitation, and review of the literature. Int J Low Extrem Wounds. 2013;12(1):39–43.

Masmoudi K, Rbai H, Fradj AB, Saâdena J, Boughattas A. Primary Total Hip Replacement for a Femoral Neck Fracture in a Below-Knee Amputee. J Orthop Case Rep. 2016;6(3):63–6.

Maupin JJ, Correll ES, Thakral R. Revision total knee arthroplasty with ipsilateral below knee amputation positioned over a radiolucent triangle. Tech Orthop. 2019;34:e12–3.

Murphy CG, Bonnin MP, Aїt Si Selmi T. Total hip arthroplasty after contralateral hip disarticulation: a challenging “simple primary.” Am J Orthop (Belle Mead NJ). 2015;44(5):233–5.

Nejat EJ, Meyer A, Sánchez PM, Schaefer SH, Westrich GH. Total hip arthroplasty and rehabilitation in ambulatory lower extremity amputees–a case series. Iowa Orthop J. 2005;25:38–41.

Pasquina PF, Dahl E. Total knee replacement in an amputee patient: a case report. Arch Phys Med Rehabil. 2000;81(6):824–6.

Pekmezci M, Nunley RM, Barrack RL. Technique for total hip arthroplasty in a patient with through-knee amputation. J Arthroplasty. 2010;25(4):659.e1-3.

Perumal R, Gaddam SR, Vasudeva J, Dheenadhayalan J, Rajasekaran S. Bipolar hemiarthroplasty in a patient with above-knee amputation: surgical technique. J Orthop Case Rep. 2017;7(1):54–7.

Prickett NM, Scanlon CJ. Total joint replacement in extremities with below-knee amputations. Phys Ther. 1976;56(8):925–7.

Putnis SE, Neri T, Coolican MRJ. Total knee arthroplasty in a transtibial amputee. J Orthop Case Rep. 2020;10(3):15–8.

Salai M, Amit Y, Chechik A, Blankstein A, Dudkiewicz I. Total hip arthroplasty in patients with below-knee amputations. J Arthroplasty. 2000;15(8):999–1002.

Sathappan SS, Wee J, Ginat D, Teicher M, Meere P, Di Cesare PE. Total hip arthroplasty in above-knee amputees: a case report. Am J Orthop (Belle Mead NJ). 2011;40(2):E17-19.

Shi J, Wang S, Wei Y, Wu J, Chen F, Huang G, Chen J, Wei L, Jiang J, Xia J. Lower limb amputation and rehabilitation in total joint arthroplasties in the ipsilateral limb. Prosthet Orthot Int. 2014;38(3):185–92.

Sommerville SM, Patton JT, Luscombe JC, Grimer RJ. Contralateral total hip arthroplasty after hindquarter amputation. Sarcoma. 2006;2006:28141.

Wagner EG, Quiroga R. Total hip arthroplasty in a patient with ipsilateral transfemoral amputation. Rev Asoc Argent Ortop Traumatol. 2020;85(2):151–6.

Williams MG, Phillips J, Eyres K. Revision total knee arthroplasty in a patient with bilateral below-the-knee amputation: a case report. JBJS Case Connect. 2015;5(4):e107.

Learmonth ID, Young C, Rorabeck C. Ther operation of the century: total hip replacement. Lancet. 2007;370:1508–19.

NHS Digital. Finalised patient reported outcome measures (PROMS) in England for hip and knee replacement procedures (April 2021 to March 2022). 2023. Available from: https://digital.nhs.uk/data-and-information/publications/statistical/patient-reported-outcome-measures-proms/finalised-hip-and-knee-replacement-procedures-april-2020-to-march-2021 . [Accessed 01/10/2023]

Evans JT, Evans JP, Walker RW, Blom AW, Whitehouse MR, Sayers A. How long does a hip replacement last? A systematic review and meta-analysis of case series and national registry reports with more than 15 years of follow-up. Lancet. 2019;393(10172):647–54.

Download references

Acknowledgements

The authors want to express their thanks to Simon Briscoe, an Information Specialist working with NIHR Applied Research Collaboration South West Peninsula (PenARC), who assisted with the development of the search strategy and helped refine the search terms used.

TW is funded by the National Institute for Health and Care Research (NIHR), Academic Clinical Fellow (ACF-2022–23-008), and VG is funded by NIHR Applied Research Collaboration South West Peninsula. The views expressed in this publication are those of the author and not necessarily those of the NIHR, NHS or UK Department of Health and Social Care.

Author information

Authors and affiliations.

NIHR Academic Clinical Fellow - Trauma and Orthopaedic Surgery, University of Exeter, St Lukes Campus, Magdalen Road, Exeter, Devon, EX1 2LU, UK

Thomas J. Walton

University Hospitals Plymouth NHS Trust, Derriford Hospital, Plymouth, Devon, PL6 8DH, UK

Thomas J. Walton & Abigail L. D. Chatterton

University of Exeter, St Lukes Campus, Magdalen Road, Exeter, Devon, EX1 2LU, UK

Victoria A. Goodwin

You can also search for this author in PubMed   Google Scholar

Contributions

TW—Conception, study design, study screening, data extraction, data interpretation, manuscript writing;AC—Study screening, data extraction, manuscript review;VG—Study design, data interpretation, manuscript review.

Authors’ information

TW is an NIHR Academic Clinical Fellow in Trauma and Orthopaedics based at the University of Exeter, currently working as Higher Surgical Trainee at University Hospitals Plymouth NHS Trust. He has a sub-specialist interest in foot and ankle surgery.

AC is a dual trained doctor and dentist, working as a core surgical trainee at University Hospitals Plymouth NHS prior to entering oral and maxilla-facial surgical training. As part of her core surgical training, she has completed time with the trauma and orthopaedic department.

VG is a Professor of Ageing and Rehabilitation at the University of Exeter, with a previous clinical background as a physiotherapist, with a particular interest in the care and rehabilitation of older people.

Corresponding author

Correspondence to Thomas J. Walton .

Ethics declarations

Ethics approval and consent to participate.

Not applicable.

Consent to publication

Competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Walton, T.J., Chatterton, A.L.D. & Goodwin, V.A. Hip and knee replacement in lower limb amputees: a scoping review. BMC Musculoskelet Disord 25 , 239 (2024). https://doi.org/10.1186/s12891-024-07342-z

Download citation

Received : 19 October 2023

Accepted : 06 March 2024

Published : 27 March 2024

DOI : https://doi.org/10.1186/s12891-024-07342-z

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Total hip arthroplasty
• Total knee arthroplasty
• Hemiarthroplasty
• Scoping review
• Systematic review

BMC Musculoskeletal Disorders

ISSN: 1471-2474

• Submission enquiries: [email protected]
• General enquiries: [email protected]

• Open access
• Published: 20 September 2023

Older adults’ experiences during the COVID-19 pandemic: a qualitative systematic literature review

• Elfriede Derrer-Merk   ORCID: orcid.org/0000-0001-7241-0808 1 ,
• Maria-Fernanda Reyes-Rodriguez   ORCID: orcid.org/0000-0002-2645-5092 2 ,
• Laura K. Soulsby   ORCID: orcid.org/0000-0001-9071-8654 1 ,
• Louise Roper   ORCID: orcid.org/0000-0002-2918-7628 3 &
• Kate M. Bennett   ORCID: orcid.org/0000-0003-3164-6894 1  

BMC Geriatrics volume  23 , Article number:  580 ( 2023 ) Cite this article

1520 Accesses

5 Citations

2 Altmetric

Metrics details

Relatively little is known about the lived experiences of older adults during the COVID-19 pandemic. We systematically review the international literature to understand the lived experiences of older adult’s experiences during the pandemic.

Design and methodology

This study uses a meta-ethnographical approach to investigate the included studies. The analyses were undertaken with constructivist grounded theory.

Thirty-two studies met the inclusion criteria and only five papers were of low quality. Most, but not all studies, were from the global north. We identified three themes: desired and challenged wellbeing; coping and adaptation; and discrimination and intersectionality.

Overall, the studies’ findings were varied and reflected different times during the pandemic. Studies reported the impact of mass media messaging and its mostly negative impact on older adults. Many studies highlighted the impact of the COVID-19 pandemic on participants' social connectivity and well-being including missing the proximity of loved ones and in consequence experienced an increase in anxiety, feeling of depression, or loneliness. However, many studies reported how participants adapted to the change of lifestyle including new ways of communication, and social distancing. Some studies focused on discrimination and the experiences of sexual and gender minority and ethnic minority participants. Studies found that the pandemic impacted the participants’ well-being including suicidal risk behaviour, friendship loss, and increased mental health issues.

The COVID-19 pandemic disrupted and impacted older adults’ well-being worldwide. Despite the cultural and socio-economic differences many commonalities were found. Studies described the impact of mass media reporting, social connectivity, impact of confinement on well-being, coping, and on discrimination. The authors suggest that these findings need to be acknowledged for future pandemic strategies. Additionally, policy-making processes need to include older adults to address their needs. PROSPERO record [CRD42022331714], (Derrer-Merk et al., Older adults’ lived experiences during the COVID-19 pandemic: a systematic review, 2022).

Peer Review reports

Introduction

In March 2020 the World Health Organisation declared a pandemic caused by the virus SARS-CoV2 (COVID-19) [ 1 ]. At this time 118,000 cases in 114 countries were identified and 4,291 people had already lost their lives [ 2 ]. By July 2022, there were over 5.7 million active cases and over 6.4 million deaths [ 2 ]. Despite the effort to combat and eliminate the virus globally, new variants of the virus are still a concern. At the start of the pandemic, little was known about who would be most at risk, but emerging data suggested that both people with underlying health conditions and older people had a higher risk of becoming seriously ill [ 3 ]. Thus, countries worldwide imposed health and safety measures aimed at reducing viral transmission and protecting people at higher risk of contracting the virus [ 4 ]. These measures included: national lockdowns with different lengths and frequencies; targeted shopping times for older people; hygiene procedures (wearing masks, washing hands regularly, disinfecting hands); restricting or prohibiting social gatherings; working from home, school closure, and home-schooling.

Research suggests that lockdowns and protective measures impacted on people’s lives, and had a particular impact on older people. They were at higher risk from COVID-19, with greater disease severity and higher mortality compared to younger people [ 5 ]. Older adults were identified as at higher risk as they are more likely to have pre-existing conditions including heart disease, diabetes, and severe respiratory conditions [ 5 ]. Additionally, recent research highlights that COVID-19 and its safety measures led to increased mental health problems, including increased feelings of depression, anxiety, social isolation, and loneliness, potentially cognitive decline [ 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 ]. Other studies reported the consequences of only age-based protective health measures including self-isolation for people older people (e.g. feeling old, losing out the time with family) [ 23 , 24 , 25 , 26 , 27 , 28 , 29 , 30 ].

Over the past decade, the World Health Organisation (WHO) has recognised the importance of risk communication within public health emergency preparedness and response, especially in the context of epidemics and pandemics. Risk communication is defined as “the real-time exchange of information, advice and opinions between experts or officials, and people who face a threat (hazard) to their survival, health or economic or social well-being” ([ 31 ], p5). This includes reporting the risk and health protection measurements through media and governmental bodies. Constructing awareness and building trust in society are essential components of risk communication [ 32 ]. In the context of the pandemic, the WHO noted that individual risk perception helped to prompt problem-solving activities (such as wearing face masks, social distancing, and self-isolation). However, the prolonged perception of pandemic-related uncertainty and risk could also lead to heightened feelings of distress and anxiety [ 31 , 33 ], see also [ 34 , 35 , 36 , 37 ].

This new and unprecedented disease provided the ground for researchers worldwide to investigate the COVID-19 pandemic. To date (August 2022), approximately 8072 studies have been recorded on the U.S. National Library of Medicine ClinicalTrials.gov [ 38 ] and 12002 systematic reviews have been registered at PROSPERO, concerning COVID-19. However, to our knowledge, there is little known about qualitative research as a response to the COVID-19 pandemic and how it impacted older adults’ well-being [ 39 ]. In particular, little is known about how older people experienced the pandemic. Thus, our research question considers: How did older adults experience the COVID-19 pandemic worldwide?

We use a qualitative evidence synthesis (QES) recommended by Cochrane Qualitative and Implementation Methods Group to identify peer-reviewed articles [ 40 ]. This provides an overview of existing research, identifies potential research gaps, and develops new cumulative knowledge concerning the COVID-19 pandemic and older adults’ experiences. QES is a valuable method for its potential to contribute to research and policy [ 41 ]. Flemming and Noyes [ 40 ] argue that the evidence synthesis from qualitative research provides a richer interpretation compared to single primary research. They identified an increasing demand for qualitative evidence synthesis from a wide range of “health and social professionals, policymakers, guideline developers and educationalists” (p.1).

Methodology

A systematic literature review requires a specific approach compared to other reviews. Although there is no consensus on how it is conducted, recent systematic literature reviews have agreed the following reporting criteria are addressed [ 42 , 43 ]: (a) a research question; (b) reporting database, and search strategy; (c) inclusion and exclusion criteria; (d) reporting selection methods; (e) critically appraisal tools; (f) data analysis and synthesis. We applied these criteria in our study and began by registering the research protocol with Prospero [ 44 ].

The study is registered at Prospero [ 44 ]. This systematic literature review incorporates qualitative studies concerning older adults’ experiences during the COVID-19 pandemic.

Search strategy

The primary qualitative articles were identified via a systematic search as per the qualitative-specific SPIDER approach [ 45 ]. The SPIDER tool is designed to structure qualitative research questions, focusing less on interventions and more on study design, and ‘samples’ rather than populations, encompassing:

S-Sample. This includes all articles concerning older adults aged 60 +  [ 1 ].

P-Phenomena of Interest. How did older adults experience the COVID-19 pandemic?

D-Design. We aim to investigate qualitative studies concerning the experiences of older adults during the COVID-19 pandemic.

E-Evaluation. The evaluation of studies will be evaluated with the amended Critical Appraisal Skills Programme CASP [ 46 ].

R-Research type Qualitative

Information source

The following databases were searched: PsychInfo, Medline, CINAHL, Web of Science, Annual Review, Annual Review of Gerontology, and Geriatrics. A hand search was conducted on Google Scholar and additional searches examined the reference lists of the included papers. The keyword search included the following terms: (older adults or elderly) AND (COVID-19 or SARS or pandemic) AND (experiences); (older adults) AND (experience) AND (covid-19) OR (coronavirus); (older adults) AND (experience) AND (covid-19 OR coronavirus) AND (Qualitative). Additional hand search terms included e.g. senior, senior citizen, or old age.

Inclusion and exclusion criteria

Articles were included when they met the following criteria: primary research using qualitative methods related to the lived experience of older adults aged 60 + (i.e. the experiences of individuals during the COVID-19 pandemic); peer-reviewed journal articles published in English; related to the COVID-19 pandemic; empirical research; published from 2020 till August 2022.

Articles were excluded when: papers discussed health professionals’ experiences; diagnostics; medical studies; interventions; day-care; home care; or carers; experiences with dementia; studies including hospitals; quantitative studies; mixed-method studies; single-case studies; people under the age of 60; grey literature; scoping reviews, and systematic reviews. We excluded clinical/care-related studies as we wanted to explore the everyday experiences of people aged 60 + . Mixed-method studies were excluded as we were interested in what was represented in solely qualitative studies. However, we acknowledge, that mixed-method studies are valuable for future systematic reviews.

Meta-ethnography

The qualitative synthesis was undertaken by using meta-ethnography. The authors have chosen meta-ethnography over other methodologies as it is an inductive and interpretive synthesis analysis and is uniquely “suited to developing new conceptual models and theories” ([ 47 ], p 2), see also [ 48 ]. Therefore, it combines well with constructivist grounded theory methodology. Meta-ethnography also examines and identifies areas of disagreements between studies [ 48 ].

This is of particular interest as the lived experiences of older adults during the COVID-19 pandemic were likely to be diverse. The method enables the researcher to synthesise the findings (e.g. themes, concepts) from primary studies, acknowledging primary data (quotes) by “using a unique translation synthesis method to transcend the findings of individual study accounts and create higher order” constructs ([ 47 ], p. 2). The following seven steps were applied:

Getting started (identify area of interest). We were interested in the lived experiences of older adults worldwide.

Deciding what was relevant to the initial interest (defining the focus, locating relevant studies, decision to include studies, quality appraisal). We decided on the inclusion and exclusion criteria and an appropriate quality appraisal.

Reading the studies. We used the screening process described below (title, abstract, full text)

Determining how the studies were related (extracting first-order constructs- participants’ quotes and second-order construct- primary author interpretation, clustering the themes from the studies into new categories (Table 3 ).

Translating the studies into one another (comparing and contrasting the studies, checking commonalities or differences of each article) to organise and develop higher-order constructs by using constant comparison (Table 3 ). Translating is the process of finding commonalities between studies [ 48 ].

Synthesising the translation (reciprocal and refutational synthesis, a lines of argument synthesis (interpretation of the relationship between the themes- leads to key themes and constructs of higher order; creating new meaning, Tables 2 , 3 ),

Expressing the synthesis (writing up the findings) [ 47 , 48 ].

Screening and Study Selection

A 4-stage screening protocol was followed (Fig.  1 Prisma). First, all selected studies were screened for duplicates, which were deleted. Second, all remaining studies were screened for eligibility, and non-relevant studies were excluded at the preliminary stage. These screening steps were as follows: 1. title screening; 2. abstract screening, by the first and senior authors independently; and 3. full-text screening which was undertaken for almost all papers by the first author. However, 2 papers [ 9 , 23 ] were assessed independently by LS, LR, and LMM to avoid a conflict of interest. The other co-authors also screened independently a portion of the papers each, to ensure that each paper had two independent screens to determine inclusion in the review [ 49 ]. This avoided bias and confirmed the eligibility of the included papers (Fig.  1 ). Endnote reference management was used to store the articles and aid the screening process.

Prisma flow diagram adapted from Page et al. [ 50 ]. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71 )

Data extraction

After title and abstract screening, 39 papers were selected for reading the full article. 7 papers were excluded after the full-text assessment (1 study was conducted in 2017, but published in 2021; 2 papers were not fully available in English, 2 papers did not address the research question, 1 article was based on a conference abstract only, 1 article had only one participant age 65 +).

The full-text screening included 32 studies. All the included studies, alongside the CASP template, data extraction table, the draft of this article, and translation for synthesising the findings [ 47 , 48 ] were available and accessible on google drive for all co-authors. All authors discussed the findings in regular meetings.

Quality appraisal

A critical appraisal tool assesses a study for its trustworthiness, methodological rigor, and biases and ensures “transparency in the assessment of primary research” ([ 51 ], p. 5); see also [ 48 , 49 , 50 , 51 , 52 , 53 ]. There is currently no gold standard for assessing primary qualitative studies, but different authors agreed that the amended CASPS checklist was appropriate to assess qualitative studies [ 46 , 54 ]. Thus, we use the amended CASP appraisal tool [ 42 ]. The amended CASP appraisal tool aims to improve qualitative evidence synthesis by assessing ontology and epistemology (Table 1 CASP appraisal tool).

A numerical score was assigned to each question to indicate whether the criteria had been met (= 2), partially met (= 1), or not met (= 0) [ 54 ]; see also [ 55 ]. The score 16 – 22 are considered to be moderate and high-quality studies. The studies scored 15 and below were identified as low-quality papers. Although we focus on higher-quality papers, we did not exclude papers to avoid the exclusion of insightful and meaningful data [ 42 , 48 , 52 , 53 , 54 , 55 , 56 , 57 ]. The quality of the paper was considered in developing the evidence synthesis.

We followed the appraisal questions applied for each included study and answered the criteria either ‘Yes’, ‘Cannot tell’, or ‘No’. (Table 1 CASP appraisal criteria). The tenth question asking the value of the article was answered with ‘high’ of importance, ‘middle’, or low of importance. The new eleventh question in the CASP tool concerning ontology and epistemology was answered with yes, no, or partly (Table 1 ).

Data synthesis

The data synthesis followed the seven steps of Meta-Ethnography developed by Noblit & Hare [ 58 ], starting the data synthesis at step 3, described in detail by [ 47 ]. This encompasses: reading the studies; determining how the studies are related; translating the studies into one another; synthesis the translations; and expressing synthesis. This review provides a synthesis of the findings from studies related to the experiences of older adults during the COVID-19 pandemic. The qualitative analyses are based on constructivist grounded theory [ 59 ] to identify the experiences of older adults during the COVID-19 pandemic (non-clinical) populations. The analysis is inductive and iterative, uses constant comparison, and aims to develop a theory. The qualitative synthesis encompasses all text labelled as ‘results’ or ‘findings’ and uses this as raw data. The raw data includes participant’s quotes; thus, the synthesis is grounded in the participant's experience [ 47 , 48 , 60 , 61 ]. The initial coding was undertaken for each eligible article line by line. Please see Table 2 Themes per author and country. Focused coding was applied using constant comparison, which is a widely used approach in grounded theory [ 61 ]. In particular, common and recurring as well as contradicting concepts within the studies were identified, clustered into categories, and overarching higher order constructs were developed [ 47 , 48 , 60 ] (Tables 2 , 3 , 4 ).

We identified twenty-seven out of thirty-two studies as moderate-high quality; they met most of the criteria (scoring 16/22 or above on the CASP; [ 54 ]. Only five papers were identified as low qualitative papers scoring 15 and below [ 71 , 73 , 74 , 86 , 91 ]. Please see the scores provided for each paper in Table 4 . The low-quality papers did not provide sufficient details regarding the researcher’s relationship with the participants, sampling and recruitment, data collection, rigor in the analysis, or epistemological or ontological reasoning. For example, Yildirim [ 91 ] used verbatim notes as data without recording or transcribing them. This article described the analytical process briefly but was missing a discussion of the applied reflexivity of using verbatim notes and its limitations [ 92 ].

This systematic review found that many studies did not mention the relationship between the authors and the participant. The CASP critical appraisal tool asks: Has the relationship between the researcher and participants been adequately considered? (reflecting on own role, potential bias). Many studies reported that the recruitment was drawn from larger studies and that the qualitative study was a sub-study. Others reported that participants contacted the researcher after advertising the study. One study Goins et al., [ 72 ] reported that students recruited family members, but did not discuss how this potential bias impacted the results.

Our review brings new insights into older adults’ experiences during the pandemic worldwide. The studies were conducted on almost all continents. The majority of the articles were written in Europe followed by North America and Canada (4: USA; 3: Canada, UK; 2: Brazil, India, Netherlands, Sweden, Turkey 2; 1: Austria, China, Finland, India/Iran, Mauritius, New Zealand, Serbia, Spain, Switzerland, Uganda, UK/Ireland, UK/Colombia) (see Fig.  2 ). Note, as the review focuses on English language publications, we are unable to comment on qualitative research conducted in other languages see [ 72 ].

Numbers of publications by country

The characteristics of the included studies and the presence of analytical themes can be found in Table 4 . We used the following characteristics: Author and year of publication, research aims, the country conducted, Participant’s age, number of participants, analytical methodology, CASP score, and themes.

We identified three themes: desired and challenged wellbeing; coping and adaptation; discrimination and intersectionality. We will discuss the themes in turn.

Desired and challenged wellbeing

Most of the studies reported the impact of the COVID-19 pandemic on the well-being of older adults. Factors which influenced wellbeing included: risk communication and risk perception; social connectivity; confinement (at home); and means of coping and adapting. In this context, well-being refers to the evidence reported about participants' physical and mental health, and social connectivity.

Risk perception and risk communication

Politicians and media transmitted messages about the response to the pandemic to the public worldwide. These included mortality and morbidity reports, and details of health and safety regulations like social distancing, shielding- self-isolation, or wearing masks [ 34 , 35 , 36 , 37 ]. As this risk communication is crucial to combat the spread of the virus, it is also important to understand how people perceived the reporting during the pandemic.

Seven studies reported on how the mass media impacted participants' well-being [ 23 , 67 , 68 , 70 , 72 , 81 , 85 ]. Sangrar et al. [ 68 ] investigated how older adults responded to COVID-19 messaging: “My reaction was to try to make sure that I listen to everything and [I] made sure I was aware of all the suggestions and the precautions that were being expressed by various agencies …”. (p. 4). Other studies reported the negative impact on participants' well-being of constant messaging and as a consequence stopped watching the news to maintain emotional well-being [ 3 , 67 , 68 , 70 , 72 , 81 , 85 ]. Derrer-Merk et al. [ 23 ] reported one participant said that “At first, watching the news every day is depressing and getting more and more depressing by the day, so I’ve had to stop watching it for my own peace of mind” (p. 13). In addition, news reporting impacted participants’ risk perception. For example, “Sometimes we are scared to hear the huge coverage of COVID-19 news, in particular the repeated message ‘older is risky’, although the message is useful.” ([ 81 ], p5).

• Social connectivity

Social connectivity and support from family and community were found in fourteen of the studies as important themes [ 9 , 62 , 66 , 67 , 68 , 75 , 76 , 77 , 78 , 79 , 80 , 83 , 84 , 90 ].

The impact of COVID-19 on social networks highlighted the diverse experiences of participants. Some participants reported that the size of social contact was reduced: “We have been quite isolated during this corona time” ?([ 80 ], p. 3). Whilst other participants reported that the network was stable except that the method of contact was different: “These friends and relatives, they visited and called as often as before, but of course, we needed to use the telephone when it was not possible to meet” ([ 77 ], p. 5). Many participants in this study did not want to expand their social network see also [ 9 , 77 , 78 , 79 ]. Hafford-Letchfield et al. [ 76 ] reported that established social networks and relationships were beneficial for the participants: “Covid has affected our relationship (with partner), we spend some really positive close time together and support each other a lot” (p. 7).

On the other hand, other studies reported decreases of, and gaps in, social connectedness: “I couldn’t do a lot of things that I’ve been doing for years. That was playing competitive badminton three times a week, I couldn’t do that. I couldn’t get up early and go volunteer in Seattle” [ 9 , 67 , 75 ]. A loss of social connection with children and grandchildren was often mentioned: “We cannot see our grandchildren up close and personal because, well because they [the parents] don’t want us, they don’t want to risk our being with the kids … it’s been an emotional loss exacerbated by the COVID thing” ([ 68 ] p.10); see also [ 9 , 67 , 78 ]. On the contrary, Chemen & Gopalla [ 66 ] note that those older adults who were living with other family members reported that they were more valued: “Last night my daughter-in-law thanked me for helping with my granddaughter” (p.4).

Despite reports of social disconnectedness, some studies highlighted the importance of support from family members and how support changed during the COVID-19 pandemic [ 9 , 62 , 81 , 83 , 90 ]. Yang et al. [ 90 ] argued that social support was essential during the Lockdown in China: “N6 said: ‘I asked my son-in-law to take me to the hospital” (p. 4810). Mahapatra et al. [ 81 ] found, in an Indian study, that the complex interplay of support on different levels (individual, family, and community) helped participants to adapt to the new situation. For example, this participant reported that: “The local police are very helpful. When I rang them for something and asked them to find out about it, they responded immediately” (p. 5).

Impact of confinement on well being

Most articles highlighted the impact of confinement on older adults’ well-being [ 9 , 62 , 63 , 65 , 67 , 69 , 70 , 72 , 75 , 77 , 78 , 79 , 81 , 82 , 83 , 85 , 89 , 90 ].

Some studies found that participants maintained emotional well-being during the pandemic and it did not change their lifestyle [ 79 , 80 , 82 , 83 , 89 , 92 ]: “Actually, I used this crisis period to clean my house. Bookcases are completely cleaned and I discarded old books. Well, we have actually been very busy with those kind of jobs. So, we were not bored at all” ([ 79 ], p. 5). In McKinlay et al. [ 82 ]’s study, nearly half of the participants found that having a sense of purpose helped to maintain their well-being: “You have to have a purpose you see. I think mental resilience is all about having a sense of purpose” (p. 6).

However, at the same time, the majority of the articles (12 out of 18) highlighted the negative impact of confinement and social distancing. Participants talked of increased depressive feelings and anxiety. For example, one of Akkus et al.’s [ 62 ] participants said: “... I am depressed; people died. Terrible disease does not give up, it always kills, I am afraid of it …” (p. 549). Similarly, one of Falvo et al.’s [ 67 ] participants remarked: “I am locked inside my house and I am afraid to go out” (p. 7).

Many of the studies reported the negative impact of loneliness as a result of confinement on participants’ well-being including [ 69 , 70 , 72 , 78 , 79 , 90 , 93 ]. Falvo et al. [ 67 ] reported that many participants experienced loneliness: “What sense does it make when you are not even able to see a family member? I mean, it is the saddest thing not to have the comfort of having your family next to you, to be really alone” (p. 8).

Not all studies found a negative impact on loneliness. For example, a “loner advantage” was found by Xie et al. ([ 82 ], p. 386). In this study participants found benefits in already being alone “It’s just a part of who I am, and I think that helps—if you can be alone, it really is an asset when you have to be alone” ([ 82 ], p. 386).

Bundy et al. [ 80 ] investigated loneliness from already lonely older adults and found that many participants did not attribute the loneliness to the pandemic: “It’s not been a whole lot, because I was already sitting around the house a whole lot anyway ( …). It’s basically the same, pretty well … I’d pretty well be like this anyway with COVID or without COVID” (p. 873) (see also [ 83 ]).

A study from Serbia investigated how the curfew was perceived 15 months afterward. Some participants were calm: “I realized that … well … it was simply necessary. For that reason, we accepted it as a measure that is for the common good” ([ 70 ], p.634). Others were shocked: “Above all, it was a huge surprise and sort of a shock, a complete shock because I have never, ever seen it in my life and I felt horrible, because I thought that something even worse is coming, that I even could not fathom” ([ 70 ], p. 634).

The lockdowns brought not only mental health issues to the fore but impacted the physical health of participants. Some reported they were fearful of the COVID-19 pandemic: “... For a little while I was afraid to leave, to go outside. I didn’t know if you got it from the air” ([ 75 ]. p. 6). Another study reported: “It’s been important for me to walk heartily so that I get a bit sweaty and that I breathe properly so that I fill my lungs—so that I can be prepared—and be as strong as possible, in case I should catch that coronavirus” ([ 77 ], p. 9); see also [ 70 , 78 , 82 , 85 ].

Coping and adaptation

Many studies mentioned older adults’ processes of coping and adaptation during the pandemic [ 63 , 64 , 68 , 69 , 72 , 75 , 79 , 81 , 85 , 87 , 88 , 89 , 90 ].

A variety of coping processes were reported including: acceptance; behavioural adaptation; emotional regulation; creating new routines; or using new technology. Kremers et al. [ 79 ] reported: “We are very realistic about the situation and we all have to go through it. Better days will come” (p. e71). Behavioural adaptation was reported: “Because I’m asthmatic, I was wearing the disposable masks, I really had trouble breathing. But I was determined to find a mask I could wear” ([ 68 ], p. 14). New routines with protective hygiene helped some participants at the beginning of the pandemic to cope with the health threat: “I am washing my hands all the time, my hands are raw from washing them all the time, I don't think I need to wash them as much as I do but I do it just in case, I don’t have anybody coming in, so there is nobody contaminating me, but I keep washing” ([ 69 ], p. 4391); see also [ 72 ]. Verhage et al. [ 87 ] reported strategies of coping including self-enhancing comparisons, distraction, and temporary acceptance: “There are so many people in worse circumstances …” (p. e294). Other studies reported how participants used a new technology: “I have recently learned to use WhatsApp, where I can make video phone calls.” ([ 88 ], p. 163); see also [ 89 ].

Discrimination -intersectionality (age and race/gender identity)

Seven studies reported ageism, racism, and gender discrimination experienced by older adults during the pandemic [ 23 , 63 , 67 , 70 , 76 , 84 , 88 ].

Prigent et al. [ 84 ], conducted in a New Zealand study, found that ageism was reciprocal. Younger people spoke against older adults: “why don’t you do everyone a favour and drop dead you f******g b**** it’s all because of ones like you that people are losing jobs” (p. 11). On the other hand, older adults spoke against the younger generation: “Shame to see the much younger generations often flout the rules and generally risk the gains made by the team. Sheer arrogance on their part and no sanctions applied” (p.11). Although one study reported benevolent ageism [ 23 ] most studies found hostile ageism [ 23 , 63 , 67 , 70 , 76 , 84 ]. One study from Canada exploring 15 older adult’s Chinese immigrants’ experiences reported racism as people around them thought they would bring the virus into the country. The negative impact on existing friendships was told by a Chinese man aged 69 “I can tell some people are blatantly despising us. I can feel it. When I talked with my Caucasian friends verbally, they would indirectly blame us for the problem. Eventually, many of our friendships ended because of this issue” ([ 88 ], p161). In addition, this study reported ageism when participants in nursing homes felt neglected by the Canadian government.

Two papers reported experiences of sexual and gender minorities (SGM) (e.g. transgender, queer, lesbian or gay) and found additional burdens during the pandemic [ 63 , 76 ]. People experienced marginalisation, stereotypes, and discrimination, as well as financial crisis: “I have faced this throughout life. Now people look at me in a way as if I am responsible for the virus.” ([ 63 ], p. 6). The consequence of marginalisation and ignorance of people with different gender identities was also noted by Hafford- Letchfield et al. [ 76 ]: “People have been moved out of their accommodation into hotels with people they don't know …. a gay man committed suicide, community members know of several that have attempted suicide. They are feeling pretty marginalised and vulnerable and you see what people are writing on the chat pages” (p.4). The intersection of ageism, racism, and heterosexism and its negative impact on people’s well-being during the pandemic reflects additional burden and stressors for older adults.

This systematic literature review is important as it provides new insights into the lived experiences of older adults during the COVID-19 pandemic, worldwide. Our study highlights that the COVID-19 pandemic brought an increase in English-written qualitative articles to the fore. We found that 32 articles met the inclusion criteria but 5 were low quality. A lack of transparency reduces the trustworthiness of the study for the reader and the scientific community. This is particularly relevant as qualitative research is often criticised for its bias or lack of rigor [ 94 ]. However, their findings are additional evidence for our study.

Our aim was to explore, in a systematic literature review, the lived experiences of older adults during the COVID-19 pandemic worldwide. The evidence highlights the themes of desired and challenged wellbeing, coping and adaptation, and discrimination and intersectionality, on wellbeing.

Perceived risk communication was experienced by many participants as overwhelming and anxiety-provoking. This finding supports Anwar et al.’s [ 37 ] study from the beginning of the pandemic which found, in addition to circulating information, that mass media influenced the public's behaviour and in consequence the spread of disease. The impact can be positive but has also been revealed to be negative as well. They suggest evaluating the role of the mass media in relation to what and how it has been conveyed and perceived. The disrupted social connectivity found in our review supports earlier studies that reported the negative impact of people’s well-being [ 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 , 23 , 24 , 25 , 26 , 27 , 28 ] at the beginning of the pandemic. This finding is important for future health crisis management, as the protective health measures such as confinement or self-isolation had a negative impact on many of the participants’ emotional wellbeing including increased anxiety, feelings of depression, and loneliness during the lockdowns. As a result of our review, future protective health measures should support people’s desire to maintain proximity with their loved ones and friends. However, we want to stress that our findings are mixed.

The ability of older adults to adapt and cope with the health crisis is important: many of the reported studies noted the diverse strategies used by older people to adapt to new circumstances. These included learning new technologies or changing daily routines. Politicians and the media and politicians should recognise both older adults' risk of disease and its consequences, but also their adaptability in the face of fast-changing health measures. This analysis supports studies conducted over the past decades on lifespan development, which found that people learn and adapt livelong to changing circumstances [ 95 , 96 , 97 ].

We found that discrimination against age, race, and gender identity was reported in some studies, in particular exploring participants’ experiences with immigration backgrounds and sexual and gender minorities. These studies highlighted the intersection of age and gender or race and were additional stressors for older adults and support the findings from Ramirez et al. [ 98 ] This review suggests that more research should be conducted to investigate the experiences of minority groups to develop relevant policies for future health crises.

Our review was undertaken two years after the pandemic started. At the cut-off point of our search strategy, no longitudinal studies had been found. However, in December 2022 a longitudinal study conducted in the USA explored older adult’s advice given to others [ 99 ]. They found that fostering and maintaining well-being, having a positive life perspective, and being connected to others were coping strategies during the pandemic [ 100 ]. This study supports the results of the higher order constructs of coping and adaptation in this study. Thus, more longitudinal studies are needed to enhance our understanding of the long-term consequences of the COVID-19 pandemic. The impact of the COVID-19 restrictions on older adults’ lives is evident. We suggest that future strategies and policies, which aim to protect older adults, should not only focus on the physical health threat but also acknowledge older adults' needs including psychological support, social connectedness, and instrumental support. The policies regarding older adult’s protections changed quickly but little is known about older adults’ involvement in decision making [ 100 ]. We suggest including older adults as consultants in policymaking decisions to ensure that their own self-determinism and independence are taken into consideration.

There are some limitations to this study. It did not include the lived experiences of older adults in care facilities or hospitals. The studies were undertaken during the COVID-19 pandemic and therefore data collection was not generally undertaken face-to-face. Thus, many studies included participants who had access to a phone, internet, or email, others could not be contacted. Additionally, we did not include published papers after August 2022. Even after capturing the most commonly used terms and performing additional hand searches, the search terms used might not be comprehensive. The authors found the quality of the papers to be variable, and their credibility was in question. We acknowledge that more qualitative studies might have been published in other languages than English and were not considered in this analysis.

To conclude, this systematic literature review found many similarities in the experiences of older adults during the Covid-19 pandemic despite cultural and socio-economic differences. However, we stress to acknowledge the heterogeneity of the experiences. This study highlights that the interplay of mass media reports of the COVID-19 pandemic and the policies to protect older adults had a direct impact on older adults’ well-being. The intersection of ‘isms’ (ageism, racism, and heterosexism) brought an additional burden for some older adults [ 98 ]. These results and knowledge about the drawbacks of health-protecting measures need to be included in future policies to maintain older adults’ well-being during a health crisis.

Availability of data and materials

The systematic literature review is based on already published articles. And all data analysed during this study are included in this manuscript. No additional data was used.

World Health Organisation (WHO): WHO Director-General’s opening remarks at the media briefing on COVID-19 - 11 March 2020. 2020. Retrieved from https://www.who.int/director-general/speeches/detail/who-director-general-s-opening-remarks-at-the-media-briefing-on-covid-19---11-march-2020.

WorldOMeter: Coronavirus toll update: Cases & deaths by country. 2022. Worldometers. https://www.worldometers.info/coronavirus/ .

World Health Organisation (WHO): Coronavirus disease. 2022. https://www.who.int/health-topics/coronavirus#tab=tab . Aaccessed 5 Oct 2022.

Ayouni I, Maatoug J, Dhouib W, Zammit N, Fredj SB, Ghammam R, Ghannem H. Effective public health measures to mitigate the spread of COVID-19: a systematic review. BMC Public Health. 2021;21(1):1015.

PubMed   PubMed Central   CAS   Google Scholar  

Cerasoli B. The frail future of geriatrics. Lancet Healthy Longev. 2020;1(1):e11.

PubMed   PubMed Central   Google Scholar  

Allen K-A, Arslan G, Craig H, Arefi S, Yaghoobzadeh A, Sharif Nia H. The psychometric evaluation of the sense of belonging instrument (SOBI) with Iranian older adults. BMC Geriatr. 2021;21(1):211.

Bailey L, Ward M, DiCosimo A, Baunta S, Cunningham C, Romero-Ortuno R, Kenny RA, Purcell R, Lannon R, McCarroll K, et al. Physical and mental health of older people while cocooning during the COVID-19 pandemic. QJM. 2021;114(9):648–53.

Dahlberg L. Loneliness during the COVID-19 pandemic. Aging Ment Health. 2021;25(7):1161–4.

PubMed   Google Scholar  

Derrer-Merk E, Ferson S, Mannis A, Bentall R, Bennett KM. Older people's family relationships in disequilibrium during the COVID-19 pandemic. What really matters? Ageing Soc. 2022:1–18.

Derrer-Merk E, Ferson S, Mannis A, Bentall RP, Bennett KM. Belongingness challenged: Exploring the impact on older adults during the COVID-19 pandemic. PLoS ONE. 2022;17(10):e0276561.

Heidinger T, Richter L. The effect of COVID-19 on loneliness in the elderly. An empirical comparison of pre-and peri-pandemic loneliness in community-dwelling elderly. Front Psychol. 2020;11:(585308).

Richter L, Heidinger T. Hitting close to home: the effect of COVID-19 illness in the social environment on psychological burden in older adults. Front Psychol. 2021;12:(737787).

Krendl AC, Perry BL. The impact of sheltering in place during the COVID-19 pandemic on older adults’ social and mental well-being. J Gerontol B Psychol Sci Soc Sci. 2021;76(2):e53–8.

Litwin, H., & Levinsky, M. Social networks and mental health change in older adults after the Covid-19 outbreak. Aging Ment Health. 2021:1–6. https://doi.org/10.1080/13607863.2021.1902468 .

De Pue S, Gillebert C, Dierckx E, Vanderhasselt MA, De Raedt R, Van den Bussche E. The impact of the COVID-19 pandemic on wellbeing and cognitive functioning of older adults. Sci Rep. 2021;11(1):4636.

Shahid Z, Kalayanamitra R, McClafferty B, Kepko D, Ramgobin D, Patel R, Aggarwal CS, Vunnam R, Sahu N, Bhatt D, et al. COVID-19 and older adults: what we know. J Am Geriatr Soc. 2020;68(5):926–9.

Smith M, Steinman L, Casey E. Combatting social isolation among older adults in a time of physical distancing: the COVID-19 social connectivity paradox. Front Public Health. 2020;8:403.

Cohn-Schwartz E, Finlay JM, Kobayashi LC. Perceptions of societal ageism and declines in subjective memory during the COVID-19 pandemic: longitudinal evidence from US adults aged ≥55 years. J Soc Issues. 2022;78(4):924–38.

Tsoukalis-Chaikalis N, Demsia S, Stamatopoulou A, Chaniotis D, Tel Nu. Systematic Mapping Study of Covid-19 Psychological Impact. 2021;15(3):820.

van Gerwen M, Alsen M, Little C, Barlow J, Genden E, Naymagon L, Tremblay D. Risk factors and outcomes of COVID-19 in New York City; a retrospective cohort study. J Med Virol. 2021;93(2):907–15.

Victor CR, Rippon I, Barreto M, Hammond C, Qualter P. Older adults’ experiences of loneliness over the lifecourse: an exploratory study using the BBC loneliness experiment. Arch Gerontol Geriatr. 2022;102:104740.

Vrach IT, Tomar R. Mental health impacts of social isolation in older people during COVID pandemic. Prog Neurol Psychiatry. 2020;24(4):25–9.

Google Scholar  

Derrer-Merk E, Reyes-Rodriguez M-F, Salazar A-M, Guevara M, Rodríguez G, Fonseca A-M, Camacho N, Ferson S, Mannis A, Bentall RP, et al. Is protecting older adults from COVID-19 Ageism? A comparative cross-cultural constructive grounded theory from the United Kingdom and Colombia. J Soc Issues. 2022;78(4):900–23.

Lytle A, Levy SR. Reducing ageism toward older adults and highlighting older adults as contributors during the COVID-19 pandemic. J Soc Issues. 2022;78(4):1066–84.

McDarby M, Ju CH, Picchiello MC, Carpenter BD. Older adults’ perceptions and experiences of ageism during the COVID-19 pandemic. J Soc Issues. 2022;78(4):939–64.

Drury L, Abrams D, Swift HJ. Intergenerational contact during and beyond COVID-19. J Soc Issues. 2022;78(4):860–82.

Kanık B, Uluğ ÖM, Solak N, Chayinska M. “Let the strongest survive”: Ageism and social Darwinism as barriers to supporting policies to benefit older individuals. J Soc Issues. 2022;00:1–25.

Spaccatini F, Giovannelli I, Pacilli MG. “You are stealing our present”: Younger people's ageism towards older people predicts attitude towards age-based COVID-19 restriction measures. J Soc Issues. 2022;78(4):769–89.

Sutter A, Vaswani M, Denice P, Choi KH, Bouchard H, Esses VM. Ageism toward older adults during the COVID-19 pandemic: Intergenerational conflict and support. J Soc Issues. 2022;78(4):815–41.

Swift H, Chasteen A. Ageism in the time of COVID-19. Group Process Intergroup Relat. 2021;24:246–52.

World Health Organisation (WHO): Risk Communication in times of an epidemic or pandemic. Asset paper series Epidemics and Pandemics: 2017. https://www.who.int/emergencies/risk-communicationsWHORCaCERaoSAo .

Bailey A, Harris MA, Bogle D, Jama A, Muir SA, Miller S, Walters CA, Govia I. Coping with COVID-19: health risk communication and vulnerable groups. Disaster Med Public Health Prep. 2021;17:e22.

Li X, Lyu H. Epidemic risk perception PS, and mental health during COVID-19 pandemic: a moderated mediating model. Front Psychol. 2021;11:563741. https://doi.org/10.3389/fpsyg.2020.563741 .

Article   PubMed   PubMed Central   Google Scholar  

Sandman P M & American Industrial Hygiene Association: Responding to community outrage: strategies for effective risk communication. American Industrial Hygiene Association. 2003.

Sandman, P M. Introduction and orientation index.  https://www.psandman.com/index-intro.htm . Retrieved 13 October 2022.

Anderson M, Pitchforth E, Asaria M, Brayne C, Casadei B, Charlesworth A, Coulter A, Franklin BD, Donaldson C, Drummond M, et al. LSE-Lancet Commission on the future of the NHS: re-laying the foundations for an equitable and efficient health and care service after COVID-19. Lancet. 2021;397(10288):1915–78.

PubMed   CAS   Google Scholar  

Anwar A, Malik M, Raees V, Anwar A. Role of mass media and public health communications in the COVID-19 pandemic. Cureus. 2020;12(9):e10453.

U.S. National Library of Medicine: COVID-19 - Search Details - ClinicalTrials.gov: Clinicaltrials.gov 2022. Retrieved October 13, 2022, from https://clinicaltrials.gov/ct2/results/details?cond=COVID-19 .

Tremblay S, Castiglione S, Audet L-A, Desmarais M, Horace M, Peláez S. Conducting qualitative research to respond to COVID-19 challenges: reflections for the present and beyond. Int J Qual Methods. 2021;20:16094069211009680.

Flemming K, Noyes J. Qualitative evidence synthesis: where are we at? Int J Qual Methods. 2021;20:1609406921993276.

Booth A. Searching for qualitative research for inclusion in systematic reviews: a structured methodological review. Syst Rev. 2016;5(1):74.

Krnic Martinic M, Pieper D, Glatt A, Puljak L. Definition of a systematic review used in overviews of systematic reviews, meta-epidemiological studies and textbooks. BMC Med Res Methodol. 2019;19(1):203.

Phillips V, Barker E. Systematic reviews: structure, form and content. J Perioper Pract. 2021;31(9):349–53.

Derrer-Merk E, Soulsby L, Reyes Rodriguez M, Ferson S, Mannis A, Bennett KM. Older adults' lived experiences during the COVID-19 pandemic: a systematic review. 2022. PROSPERO 2022 CRD42022331714. Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022331714 .

Cooke A, Smith D, Booth A. Beyond PICO: the SPIDER tool for qualitative evidence synthesis. Qual Health Res. 2012;22:1435–43.

Long HA, French DP, Brooks JM. Optimising the value of the critical appraisal skills programme (CASP) tool for quality appraisal in qualitative evidence synthesis. Res Methods Med Health Sci. 2020;1(1):31–42.

Sattar R, Lawton R, Panagioti M, Johnson J. Meta-ethnography in healthcare research: a guide to using a meta-ethnographic approach for literature synthesis. BMC Health Serv Res. 2021;21(1):50.

Soundy A, Heneghan NR. Meta-ethnography. Int Rev Sport Exerc Psychol. 2022;15(1):266–86.

Fallon V, Groves R, Halford JCG, Bennett KM, Harrold JA. Postpartum anxiety and infant-feeding outcomes: a systematic review. J Hum Lact. 2016;32(4):740–58.

Page MJ, McKenzie JE, Bossuyt PM, Boutron I, Hoffmann TC, Mulrow CD, Shamseer L, Tetzlaff JM, Akl EA, Brennan SE, et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. PLoS Med. 2021;18(3):e1003583.

Tod D, Booth A, Smith B. Critical appraisal. Int Rev Sport Exerc Psychol. 2022;15(1):52–72.

Morse J. Why the Qualitative Health Research (QHR) review process does not use checklists. Qual Health Res. 2021;31(5):819–21.

Munthe-Kaas HM, Glenton C, Booth A, Noyes J, Lewin S. Systematic mapping of existing tools to appraise methodological strengths and limitations of qualitative research: first stage in the development of the CAMELOT tool. BMC Med Res Methodol. 2019;19(1):113.

Njau B, Covin C, Lisasi E, Damian D, Mushi D, Boulle A, Mathews C. A systematic review of qualitative evidence on factors enabling and deterring uptake of HIV self-testing in Africa. BMC Public Health. 2019;19(1):1289.

Butler A, Hall H, Copnell B. A guide to writing a qualitative systematic review protocol to enhance evidence-based practice in nursing and health care. Worldviews Evid Based Nurs. 2016;13(3):241–9.

Soilemezi D, Linceviciute S. Synthesizing qualitative research: reflections and lessons learnt by two new reviewers. Int J Qual Methods. 2018;17(1):1609406918768014.

Booth A. Harnessing energies, resolving tensions: acknowledging a dual heritage for qualitative evidence synthesis. Qual Health Res. 2019;29(1):18–31.

Carroll C, Booth A. Quality assessment of qualitative evidence for systematic review and synthesis: Is it meaningful, and if so, how should it be performed? Res Synth Methods. 2015;6(2):149–54.

Charmaz K. Constructing Grounded Theory. 2nd ed. London: Sage; 2014.

Toye F, Seers K, Allcock N, Briggs M, Carr E, Barker K. Meta-ethnography 25 years on: challenges and insights for synthesising a large number of qualitative studies. BMC Med Res Methodol. 2014;14(1):80.

Noblit GW, Hare RD. Meta-ethnography: synthesizing qualitative studies. California: Sage Publications Ltd; 1988.

Akkus Y, Parlak A, Karacan Y, Karatay G. Perceptions and experiences of older people regarding the COVID-19 pandemic process: a phenomenological study. Turk Geriatri Dergisi. 2021;24:546–56.

Banerjee D, Rao TSS. “The Graying Minority”: lived experiences and psychosocial challenges of older transgender adults during the COVID-19 pandemic in India, A qualitative exploration. Front Psychiatry. 2021;11:604472.

Brooke J, Jackson D. Older people and COVID-19: Isolation, risk and ageism. J Clin Nurs. 2020;29(13-14):2044–6.

Bundy H, Lee HM, Sturkey KN, Caprio AJ. The lived experience of already-lonely older adults during COVID-19. Gerontologist. 2021;61(6):870–7.

Chemen S, Gopalla YN. Lived experiences of older adults living in the community during the COVID-19 lockdown - The case of mauritius. J Aging Stud. 2021;57:100932.

Falvo I, Zufferey MC, Albanese E, Fadda M. Lived experiences of older adults during the first COVID-19 lockdown: a qualitative study. PLoS ONE. 2021;16(6):e0252101.

Fiocco AJ, Gryspeerdt C, Franco G. Stress and adjustment during the COVID-19 pandemic: a qualitative study on the lived experience of Canadian older adults. Int J Environ Res Public Health. 2021;18(24):12922.

Fristedt S, Carlsson G, Kylén M, Jonsson O, Granbom M. Changes in daily life and wellbeing in adults, 70 years and older, in the beginning of the COVID-19 pandemic. Scand J Occup Ther. 2022;29(6):511–21.

Gazibara T, Maksimovic N, Dotlic J, Jeremic Stojkovic V, Cvjetkovic S, Milic M. Experiences and aftermath of the COVID-19 lockdown among community-dwelling older people in Serbia: a qualitative study. J Eval Clin Pract. 2022;28(4):631–40.

Giebel C, Ivan B, Ddumba I. COVID-19 public health restrictions and older adults’ well-being in Uganda: psychological impacts and coping mechanisms. Clin Gerontol. 2022;45(1):97–105.

Goins RT, Anderson E, Minick H, Daniels H. Older adults in the United States and COVID-19: a qualitative study of perceptions, finances, coping, and emotions. Front Public Health. 2021;9:660536.

Gomes MACFC, Fontenele NAO, Galindo Neto NM, Barros LM, Frota NM. Elderly people’s experience facing social isolation in the COVID-19 pandemic. Rev Rene. 2021;22:e69236. https://doi.org/10.15253/2175-6783.20212269236 .

Article   Google Scholar  

Gonçalves AR, Barcelos JLM, Duarte AP, Lucchetti G, Gonçalves DR. Silva e Dutra FCM, Gonçalves JRL: Perceptions, feelings, and the routine of older adults during the isolation period caused by the COVID-19 pandemic: a qualitative study in four countries. Aging Ment Health. 2022;26(5):911–8.

Greenwood-Hickman MA, Dahlquist J, Cooper J, Holden E, McClure JB, Mettert KD, Perry SR, Rosenberg DE. “They’re Going to Zoom It”: a qualitative investigation of impacts and coping strategies during the COVID-19 pandemic among older adults. Front Public Health. 2021;9:679976.

Hafford-Letchfield T, Toze M, Westwood S. Unheard voices: a qualitative study of LGBT+ older people experiences during the first wave of the COVID-19 pandemic in the UK. Health Soc Care Community. 2022;30(4):e1233–43.

Huntley R, Bratt AS. An interpretative phenomenological analysis of the lived experiences of older adults during the covid-19 pandemic in sweden. Nordic Psychol. 2022;75(1)3–19.

Jiménez-Etxebarria E, Bernaras Iturrioz E, Jaureguizar J. Impact of the COVID-19 pandemic as perceived by older people in Northern Spain. Psychol Res Behav Manag. 2021;14:1789–803.

Kremers EM, Janssen JHM, Nieuwboer MS, Olde Rikkert MGM, Peeters GMEE. The psychosocial adaptability of independently living older adults to COVID-19 related social isolation in the Netherlands: a qualitative study. Health Soc Care Community. 2022;30(1):e67–74.

Kulmala J, Tiilikainen E, Lisko I, Ngandu T, Kivipelto M, Solomon A. Personal social networks of community-dwelling oldest old during the Covid-19 pandemic—A qualitative study. Front Public Health. 2021;9:1–10.

Mahapatra P, Sahoo KC, Desaraju S, Pati S. Coping with COVID-19 pandemic: reflections of older couples living alone in urban Odisha India. Prim Health Care Res Dev. 2021;22:e64.

McKinlay AR, Fancourt D, Burton A. A qualitative study about the mental health and wellbeing of older adults in the UK during the COVID-19 pandemic. BMC Geriatr. 2021;21(1):1–10.

Pfabigan J, Wosko P, Pichler B, Reitinger E, Pleschberger S. Under reconstruction: the impact of COVID-19 policies on the lives and support networks of older people living alone. Int J Care Caring. 2022;6(1-2):211–28.

Prigent C, Morgan T, Wiles J, Morgan K, Williams L, Gott M. Intergenerational tension or cohesion during the covid-19 pandemic?: A letter-writing study with older new zealanders. J Intergenerational Relationsh. 2022;20(4):386–405.

Sangrar R, Porter MM, Chesser S. Exploring the interpretation of COVID-19 messaging on older adults. Experiences of vulnerability. Can J Aging Rev Can Vieil. 2021;40(4):533–42.

Sattari S, Billore S. Bring it on Covid-19: being an older person in developing countries during a pandemic. Working Older People. 2020;24(4):281–91.

Verhage M, Thielman L, Kock L, Lindenberg J. Coping of older adults in times of COVID-19: considerations of temporality among dutch older adults. J Gerontol B. 2021;76(7):e290–9.

Wang Q, Liu JKK, Walsh CA. Identities: experiences and impacts of the COVID-19 pandemic from the perspectives of older Chinese immigrants in Canada. China J Soc Work. 2021;14(2):153–71.

Xie B, Shiroma K, De Main AS, Davis NW, Fingerman K, Danesh V. Living through the COVID-19 pandemic: community-dwelling older adults’ experiences. J Aging Soc Policy. 2021;33(4–5):380–97.

Yang Q, Wang Y, Tian C, Chen Y, Mao J. The Experiences of Community-dwelling older adults during the COVID-19 lockdown in Wuhan: a qualitative study. J Adv Nurs (John Wiley & Sons, Inc). 2021;77(12):4805–14.

Yıldırım H. Psychosocial status of older adults aged 65 years and over during lockdown in Turkey and their perspectives on the outbreak. Health Soc Care Community. 2022;30(3):899–907.

Hill Z, Tawiah-Agyemang C, Kirkwood B, Kendall C. Are verbatim transcripts necessary in applied qualitative research: experiences from two community-based intervention trials in Ghana. Emerg Themes Epidemiol. 2022;19(1):5.

Giles D. Performed across Europe and written up in English: the double challenge for qualitative psychologists. Qual Res Psychol. 2019;16(3):503–7.

Anderson C. Presenting and evaluating qualitative research. Am J Pharm Educ. 2010;74(8):141.

Nikitin J, Freund A. The Adaptation Process of Aging. The Cambridge Handbook of Successful Aging. Chapter: 17. Cambridge University Press. 2019. p. 281–98.

Deimling GT, Kahana B, Bowman KF, Schaefer ML. Cancer survivorship and psychological distress in later life. Psychooncology. 2002;11(6):479–94.

Baltes PB, Staudinger UM, Lindenberger U. Lifespan psychology: theory and application to intellectual functioning. Annu Rev Psychol. 1999;50:471–507.

Ramirez L, Monahan C, Palacios-Espinosa X, Levy SR. Intersections of ageism toward older adults and other isms during the COVID-19 pandemic. J Soc Issues. 2022;78(4):965–90.

Van Vleet B, Fuller HR, Hofmann B, Huseth-Zosel A. Untapped insight: a longitudinal qualitative analysis of older adults’ advice during the COVID-19 pandemic. Innov Aging. 2022;6(7):igac071.

Gietel-Basten S, Matus K, Mori R. COVID-19 as a trigger for innovation in policy action for older persons? Evid Asia Policy Soc. 2022;41(1):168–86.

Download references

Acknowledgements

Not applicable

Not applicable.

Author information

Authors and affiliations.

University of Liverpool, Eleanor Rathbone Building, Bedford Street South, Liverpool, L697ZA, UK

Elfriede Derrer-Merk, Laura K. Soulsby & Kate M. Bennett

Universidad de los Andes, Carrera 1 No. 18A-12, Bogotá, Colombia

Maria-Fernanda Reyes-Rodriguez

Principal Health Psychologist, Resilience Hub, Lancashire & South Cumbria Foundation Hospital, Chorley, UK

Louise Roper

You can also search for this author in PubMed   Google Scholar

Contributions

Elfriede Derrer-Merk contributed to the design, analysis, and writing the draft. Maria-Fernanda Rodriguez-Reyes contributed to the analysis, revised the draft, and approved the submission. Laura K. Soulsby contributed to the analysis, revised the draft, and approved the submission. Louise Roper contributed to the analysis, revised the draft, and approved the submission. Kate M. Bennett contributed to the design, analysis, writing the draft, and approved the submission.

Corresponding author

Correspondence to Elfriede Derrer-Merk .

Ethics declarations

Ethics approval and consent to participate, consent for publication, competing interests.

The authors declare no competing interests.

Additional information

Publisher’s note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Derrer-Merk, E., Reyes-Rodriguez, MF., Soulsby, L.K. et al. Older adults’ experiences during the COVID-19 pandemic: a qualitative systematic literature review. BMC Geriatr 23 , 580 (2023). https://doi.org/10.1186/s12877-023-04282-6

Download citation

Received : 16 November 2022

Accepted : 05 September 2023

Published : 20 September 2023

DOI : https://doi.org/10.1186/s12877-023-04282-6

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Older adults
• Risk communication
• Discrimination

BMC Geriatrics

ISSN: 1471-2318

• Submission enquiries: [email protected]
• General enquiries: [email protected]

61 episodes

Is it possible to review a favourite book in 2 minutes - and give tips on teaching in 4 minutes? Absolutely! Join me, for laughs and learning as we sail the ocean of great books and wander the many worlds of teaching.

Literature, Laughter, and Learning Novelglimpse

• 27 DEC 2023

QUICK QUIZ! Book to TV adaptations of Crime and Mystery novels

6 questions taken from 6 well known crime and mystery novels, which have all been adapted to tv  -Famous motives - Famous locations - Famous names from mystery and crime Questions and answers in one podcast.

• 13 DEC 2023

CLASSICAL LITERATURE QUIZ! Famous characters, lines, and plots

6 questions about 6 classical books -Famous characters - Famous locations - Famous lines from well known books Questions and answers in one podcast. 

• 28 NOV 2023

Love to read: A Tale of Two Cities by Charles Dickens (improved sound)

A re-uploaded review  with improved sound - talking and gushing about this compelling tale of love found, love given, and lives lost during the French Revolution.

• 14 NOV 2023

Love to read: Perfume by Patrick Süskind

A disturbingly brilliant story of obsession and the pursuit of the elusive.   Interested in history? Consider listening to my other podcast as well: Restless Times in History

• 31 OCT 2023

Learning Corning Part 2/2: AI: Artificial Intelligence and the future of educators

What questions should concern the 21st century educator, as AI increases its presence in the learning environment? What is the future for educators in an AI world?     Interested in history? Consider listening to my other podcast as well: Restless Times in History

• 17 OCT 2023

Learning Corner Part 1/2: AI: Artificial Intelligence and the 21st century educator

What is or should be the purpose of AI within the world of learning? And what is the role of the 21st century educator, as AI increases its presence in the learning environment?   For comments or feedback:[email protected]   Interested in history? Consider listening to my other podcast as well: Restless Times in History

• © Copyright 2022 All rights reserved.

Top Podcasts In Arts

Loading metrics

Open Access

Ten Simple Rules for Writing a Literature Review

* E-mail: [email protected]

Affiliations Centre for Functional and Evolutionary Ecology (CEFE), CNRS, Montpellier, France, Centre for Biodiversity Synthesis and Analysis (CESAB), FRB, Aix-en-Provence, France

• Marco Pautasso

Published: July 18, 2013

• https://doi.org/10.1371/journal.pcbi.1003149
• Reader Comments

Citation: Pautasso M (2013) Ten Simple Rules for Writing a Literature Review. PLoS Comput Biol 9(7): e1003149. https://doi.org/10.1371/journal.pcbi.1003149

Editor: Philip E. Bourne, University of California San Diego, United States of America

Copyright: © 2013 Marco Pautasso. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

Funding: This work was funded by the French Foundation for Research on Biodiversity (FRB) through its Centre for Synthesis and Analysis of Biodiversity data (CESAB), as part of the NETSEED research project. The funders had no role in the preparation of the manuscript.

Competing interests: The author has declared that no competing interests exist.

Literature reviews are in great demand in most scientific fields. Their need stems from the ever-increasing output of scientific publications [1] . For example, compared to 1991, in 2008 three, eight, and forty times more papers were indexed in Web of Science on malaria, obesity, and biodiversity, respectively [2] . Given such mountains of papers, scientists cannot be expected to examine in detail every single new paper relevant to their interests [3] . Thus, it is both advantageous and necessary to rely on regular summaries of the recent literature. Although recognition for scientists mainly comes from primary research, timely literature reviews can lead to new synthetic insights and are often widely read [4] . For such summaries to be useful, however, they need to be compiled in a professional way [5] .

When starting from scratch, reviewing the literature can require a titanic amount of work. That is why researchers who have spent their career working on a certain research issue are in a perfect position to review that literature. Some graduate schools are now offering courses in reviewing the literature, given that most research students start their project by producing an overview of what has already been done on their research issue [6] . However, it is likely that most scientists have not thought in detail about how to approach and carry out a literature review.

Reviewing the literature requires the ability to juggle multiple tasks, from finding and evaluating relevant material to synthesising information from various sources, from critical thinking to paraphrasing, evaluating, and citation skills [7] . In this contribution, I share ten simple rules I learned working on about 25 literature reviews as a PhD and postdoctoral student. Ideas and insights also come from discussions with coauthors and colleagues, as well as feedback from reviewers and editors.

Rule 1: Define a Topic and Audience

How to choose which topic to review? There are so many issues in contemporary science that you could spend a lifetime of attending conferences and reading the literature just pondering what to review. On the one hand, if you take several years to choose, several other people may have had the same idea in the meantime. On the other hand, only a well-considered topic is likely to lead to a brilliant literature review [8] . The topic must at least be:

• interesting to you (ideally, you should have come across a series of recent papers related to your line of work that call for a critical summary),
• an important aspect of the field (so that many readers will be interested in the review and there will be enough material to write it), and
• a well-defined issue (otherwise you could potentially include thousands of publications, which would make the review unhelpful).

Ideas for potential reviews may come from papers providing lists of key research questions to be answered [9] , but also from serendipitous moments during desultory reading and discussions. In addition to choosing your topic, you should also select a target audience. In many cases, the topic (e.g., web services in computational biology) will automatically define an audience (e.g., computational biologists), but that same topic may also be of interest to neighbouring fields (e.g., computer science, biology, etc.).

Rule 2: Search and Re-search the Literature

After having chosen your topic and audience, start by checking the literature and downloading relevant papers. Five pieces of advice here:

• keep track of the search items you use (so that your search can be replicated [10] ),
• keep a list of papers whose pdfs you cannot access immediately (so as to retrieve them later with alternative strategies),
• use a paper management system (e.g., Mendeley, Papers, Qiqqa, Sente),
• define early in the process some criteria for exclusion of irrelevant papers (these criteria can then be described in the review to help define its scope), and
• do not just look for research papers in the area you wish to review, but also seek previous reviews.

The chances are high that someone will already have published a literature review ( Figure 1 ), if not exactly on the issue you are planning to tackle, at least on a related topic. If there are already a few or several reviews of the literature on your issue, my advice is not to give up, but to carry on with your own literature review,

• PPT PowerPoint slide
• PNG larger image
• TIFF original image

The bottom-right situation (many literature reviews but few research papers) is not just a theoretical situation; it applies, for example, to the study of the impacts of climate change on plant diseases, where there appear to be more literature reviews than research studies [33] .

https://doi.org/10.1371/journal.pcbi.1003149.g001

• discussing in your review the approaches, limitations, and conclusions of past reviews,
• trying to find a new angle that has not been covered adequately in the previous reviews, and
• incorporating new material that has inevitably accumulated since their appearance.

When searching the literature for pertinent papers and reviews, the usual rules apply:

• be thorough,
• use different keywords and database sources (e.g., DBLP, Google Scholar, ISI Proceedings, JSTOR Search, Medline, Scopus, Web of Science), and
• look at who has cited past relevant papers and book chapters.

Rule 3: Take Notes While Reading

If you read the papers first, and only afterwards start writing the review, you will need a very good memory to remember who wrote what, and what your impressions and associations were while reading each single paper. My advice is, while reading, to start writing down interesting pieces of information, insights about how to organize the review, and thoughts on what to write. This way, by the time you have read the literature you selected, you will already have a rough draft of the review.

Of course, this draft will still need much rewriting, restructuring, and rethinking to obtain a text with a coherent argument [11] , but you will have avoided the danger posed by staring at a blank document. Be careful when taking notes to use quotation marks if you are provisionally copying verbatim from the literature. It is advisable then to reformulate such quotes with your own words in the final draft. It is important to be careful in noting the references already at this stage, so as to avoid misattributions. Using referencing software from the very beginning of your endeavour will save you time.

Rule 4: Choose the Type of Review You Wish to Write

After having taken notes while reading the literature, you will have a rough idea of the amount of material available for the review. This is probably a good time to decide whether to go for a mini- or a full review. Some journals are now favouring the publication of rather short reviews focusing on the last few years, with a limit on the number of words and citations. A mini-review is not necessarily a minor review: it may well attract more attention from busy readers, although it will inevitably simplify some issues and leave out some relevant material due to space limitations. A full review will have the advantage of more freedom to cover in detail the complexities of a particular scientific development, but may then be left in the pile of the very important papers “to be read” by readers with little time to spare for major monographs.

There is probably a continuum between mini- and full reviews. The same point applies to the dichotomy of descriptive vs. integrative reviews. While descriptive reviews focus on the methodology, findings, and interpretation of each reviewed study, integrative reviews attempt to find common ideas and concepts from the reviewed material [12] . A similar distinction exists between narrative and systematic reviews: while narrative reviews are qualitative, systematic reviews attempt to test a hypothesis based on the published evidence, which is gathered using a predefined protocol to reduce bias [13] , [14] . When systematic reviews analyse quantitative results in a quantitative way, they become meta-analyses. The choice between different review types will have to be made on a case-by-case basis, depending not just on the nature of the material found and the preferences of the target journal(s), but also on the time available to write the review and the number of coauthors [15] .

Rule 5: Keep the Review Focused, but Make It of Broad Interest

Whether your plan is to write a mini- or a full review, it is good advice to keep it focused 16 , 17 . Including material just for the sake of it can easily lead to reviews that are trying to do too many things at once. The need to keep a review focused can be problematic for interdisciplinary reviews, where the aim is to bridge the gap between fields [18] . If you are writing a review on, for example, how epidemiological approaches are used in modelling the spread of ideas, you may be inclined to include material from both parent fields, epidemiology and the study of cultural diffusion. This may be necessary to some extent, but in this case a focused review would only deal in detail with those studies at the interface between epidemiology and the spread of ideas.

While focus is an important feature of a successful review, this requirement has to be balanced with the need to make the review relevant to a broad audience. This square may be circled by discussing the wider implications of the reviewed topic for other disciplines.

Rule 6: Be Critical and Consistent

Reviewing the literature is not stamp collecting. A good review does not just summarize the literature, but discusses it critically, identifies methodological problems, and points out research gaps [19] . After having read a review of the literature, a reader should have a rough idea of:

• the major achievements in the reviewed field,
• the main areas of debate, and
• the outstanding research questions.

It is challenging to achieve a successful review on all these fronts. A solution can be to involve a set of complementary coauthors: some people are excellent at mapping what has been achieved, some others are very good at identifying dark clouds on the horizon, and some have instead a knack at predicting where solutions are going to come from. If your journal club has exactly this sort of team, then you should definitely write a review of the literature! In addition to critical thinking, a literature review needs consistency, for example in the choice of passive vs. active voice and present vs. past tense.

Rule 7: Find a Logical Structure

Like a well-baked cake, a good review has a number of telling features: it is worth the reader's time, timely, systematic, well written, focused, and critical. It also needs a good structure. With reviews, the usual subdivision of research papers into introduction, methods, results, and discussion does not work or is rarely used. However, a general introduction of the context and, toward the end, a recapitulation of the main points covered and take-home messages make sense also in the case of reviews. For systematic reviews, there is a trend towards including information about how the literature was searched (database, keywords, time limits) [20] .

How can you organize the flow of the main body of the review so that the reader will be drawn into and guided through it? It is generally helpful to draw a conceptual scheme of the review, e.g., with mind-mapping techniques. Such diagrams can help recognize a logical way to order and link the various sections of a review [21] . This is the case not just at the writing stage, but also for readers if the diagram is included in the review as a figure. A careful selection of diagrams and figures relevant to the reviewed topic can be very helpful to structure the text too [22] .

Rule 8: Make Use of Feedback

Reviews of the literature are normally peer-reviewed in the same way as research papers, and rightly so [23] . As a rule, incorporating feedback from reviewers greatly helps improve a review draft. Having read the review with a fresh mind, reviewers may spot inaccuracies, inconsistencies, and ambiguities that had not been noticed by the writers due to rereading the typescript too many times. It is however advisable to reread the draft one more time before submission, as a last-minute correction of typos, leaps, and muddled sentences may enable the reviewers to focus on providing advice on the content rather than the form.

Feedback is vital to writing a good review, and should be sought from a variety of colleagues, so as to obtain a diversity of views on the draft. This may lead in some cases to conflicting views on the merits of the paper, and on how to improve it, but such a situation is better than the absence of feedback. A diversity of feedback perspectives on a literature review can help identify where the consensus view stands in the landscape of the current scientific understanding of an issue [24] .

Rule 9: Include Your Own Relevant Research, but Be Objective

In many cases, reviewers of the literature will have published studies relevant to the review they are writing. This could create a conflict of interest: how can reviewers report objectively on their own work [25] ? Some scientists may be overly enthusiastic about what they have published, and thus risk giving too much importance to their own findings in the review. However, bias could also occur in the other direction: some scientists may be unduly dismissive of their own achievements, so that they will tend to downplay their contribution (if any) to a field when reviewing it.

In general, a review of the literature should neither be a public relations brochure nor an exercise in competitive self-denial. If a reviewer is up to the job of producing a well-organized and methodical review, which flows well and provides a service to the readership, then it should be possible to be objective in reviewing one's own relevant findings. In reviews written by multiple authors, this may be achieved by assigning the review of the results of a coauthor to different coauthors.

Rule 10: Be Up-to-Date, but Do Not Forget Older Studies

Given the progressive acceleration in the publication of scientific papers, today's reviews of the literature need awareness not just of the overall direction and achievements of a field of inquiry, but also of the latest studies, so as not to become out-of-date before they have been published. Ideally, a literature review should not identify as a major research gap an issue that has just been addressed in a series of papers in press (the same applies, of course, to older, overlooked studies (“sleeping beauties” [26] )). This implies that literature reviewers would do well to keep an eye on electronic lists of papers in press, given that it can take months before these appear in scientific databases. Some reviews declare that they have scanned the literature up to a certain point in time, but given that peer review can be a rather lengthy process, a full search for newly appeared literature at the revision stage may be worthwhile. Assessing the contribution of papers that have just appeared is particularly challenging, because there is little perspective with which to gauge their significance and impact on further research and society.

Inevitably, new papers on the reviewed topic (including independently written literature reviews) will appear from all quarters after the review has been published, so that there may soon be the need for an updated review. But this is the nature of science [27] – [32] . I wish everybody good luck with writing a review of the literature.

Acknowledgments

Many thanks to M. Barbosa, K. Dehnen-Schmutz, T. Döring, D. Fontaneto, M. Garbelotto, O. Holdenrieder, M. Jeger, D. Lonsdale, A. MacLeod, P. Mills, M. Moslonka-Lefebvre, G. Stancanelli, P. Weisberg, and X. Xu for insights and discussions, and to P. Bourne, T. Matoni, and D. Smith for helpful comments on a previous draft.

• 1. Rapple C (2011) The role of the critical review article in alleviating information overload. Annual Reviews White Paper. Available: http://www.annualreviews.org/userimages/ContentEditor/1300384004941/Annual_Reviews_WhitePaper_Web_2011.pdf . Accessed May 2013.
• View Article
• Google Scholar
• 7. Budgen D, Brereton P (2006) Performing systematic literature reviews in software engineering. Proc 28th Int Conf Software Engineering, ACM New York, NY, USA, pp. 1051–1052. doi: https://doi.org/10.1145/1134285.1134500 .
• 16. Eco U (1977) Come si fa una tesi di laurea. Milan: Bompiani.
• 17. Hart C (1998) Doing a literature review: releasing the social science research imagination. London: SAGE.
• 21. Ridley D (2008) The literature review: a step-by-step guide for students. London: SAGE.

Help | Advanced Search

Electrical Engineering and Systems Science > Image and Video Processing

Title: transformers-based architectures for stroke segmentation: a review.

Abstract: Stroke remains a significant global health concern, necessitating precise and efficient diagnostic tools for timely intervention and improved patient outcomes. The emergence of deep learning methodologies has transformed the landscape of medical image analysis. Recently, Transformers, initially designed for natural language processing, have exhibited remarkable capabilities in various computer vision applications, including medical image analysis. This comprehensive review aims to provide an in-depth exploration of the cutting-edge Transformer-based architectures applied in the context of stroke segmentation. It commences with an exploration of stroke pathology, imaging modalities, and the challenges associated with accurate diagnosis and segmentation. Subsequently, the review delves into the fundamental ideas of Transformers, offering detailed insights into their architectural intricacies and the underlying mechanisms that empower them to effectively capture complex spatial information within medical images. The existing literature is systematically categorized and analyzed, discussing various approaches that leverage Transformers for stroke segmentation. A critical assessment is provided, highlighting the strengths and limitations of these methods, including considerations of performance and computational efficiency. Additionally, this review explores potential avenues for future research and development

Submission history

Access paper:.

• Other Formats

References & Citations

• Google Scholar
• Semantic Scholar

BibTeX formatted citation

Bibliographic and Citation Tools

Code, data and media associated with this article, recommenders and search tools.

• Institution

arXivLabs: experimental projects with community collaborators

arXivLabs is a framework that allows collaborators to develop and share new arXiv features directly on our website.

Both individuals and organizations that work with arXivLabs have embraced and accepted our values of openness, community, excellence, and user data privacy. arXiv is committed to these values and only works with partners that adhere to them.

Have an idea for a project that will add value for arXiv's community? Learn more about arXivLabs .

Our Bunnies, Ourselves

How the bunny became the reigning star of children’s literature.

The early versions of the Easter Bunny were not cute; they were enigmatic and omniscient figures. Credit... Tony Evans/Getty Images

Supported by

• Share full article

By Sadie Stein

Sadie Stein is an editor at the Book Review.

• March 29, 2024

We have a complicated relationship with bunnies.

On the one hand, we keep them as preschool companions, expect them to deliver candy one Sunday every spring and, in later years, read perennial bunny best sellers to our children, from “Pat the Bunny,” “I Am a Bunny” and “The Runaway Bunny” to “Guess How Much I Love You” and “Knuffle Bunny.”

On the other hand, when bunnies show up in adult conversation, the context is almost exclusively, well, adult — the naïve sweetness of the child’s conception crassly juxtaposed with the animal’s fertility or Playboy’s retrograde cheesiness. Bad Bunny, Frank in “Donnie Darko,” Vincent Gallo’s “The Brown Bunny” — like mimes or china dolls, the sinister bunny is almost as common these days as the fuzzy original.

But this is an old state of affairs, going back to the bunnies’ wild antecedents: rabbits and hares. Hares were pagan symbols of fertility (for obvious reasons) and hermaphroditism (because of their somewhat ambiguous genitalia). Some ancient authorities claimed they could reproduce by mating with themselves. The hare was later sanitized by German Lutherans into the Easter symbol we know today, while retaining its promise of magic regeneration. Domestic rabbits took off in the 19th century (the “Belgian Hare Boom,” which peaked in 1898, led to the formation of rabbit-fancier clubs across England and America) and soon “bunny” became the default term for the rabbit as pet. (Even the O.E.D. is fuzzy on the word’s etymology.)

In 1902, Beatrix Potter published “The Tale of Peter Rabbit.” Peter, Flopsy, Mopsy, Cotton-tail and the rest of the extended family are cute, but they’re regarded as pests. And in the later books, the “Flopsy Bunnies,” despite their name, are both undomesticated and improvident: six children whom Peter’s sister Flopsy and his cousin Benjamin can ill afford and have trouble keeping track of — a caricature (or lonely idealization) of the “undeserving” poor. For Potter’s naughty rabbits, danger or at least punishment is never far away. Humans are agents of doom.

Yet life in Potter land is an enviable romp — several giant hops down the bunny trail — compared with the depressing world of “The Velveteen Rabbit,” first published in 1921, about a plushie with the Pinocchio-like dream of becoming a flesh-and-blood mammal. With self-sacrifice, suffering and a little light fairy magic, the Velveteen Rabbit survives abandonment, sees his boy through scarlet fever, narrowly escapes a sterilizing bonfire and is rewarded with a wild life in the forest.

It was not until the late 1930s that the bunny became the ubiquitous cuddly character we know today. The word “bunny” and the phrase “bunny rabbit” had become commonplace in the 1920s as never before, and by the late ’30s bunny icons were everywhere — adorable, frolicking Thumpers and Uncle Wiggilys and invisible Harveys, at home with humans, no longer vermin or dinner but good helpers. Did this have something to do with the Depression? The fear of impending world war? Did the ears hold a special graphic appeal for a new crop of modernist-trained illustrators and cartoonists? Was it the antipodean mania for rabbit-hunting (a product of hard times and a hugely successful invasive species)? Some combination of the above? For whatever reason, by 1939 the cuteness of the bunny had been pushed to its limits, parodied in the snide nonchalance of Bugs. The year 1939 also saw the publication of DuBose Heyward’s “The Country Bunny and the Little Gold Shoes” — featuring a bunny, Cottontail, who is rewarded rather than punished for her audacity — and 1940 brought Dorothy Kunhardt’s “touch and feel” board book “Pat the Bunny.”

All the books in Margaret Wise Brown’s iconic trilogy, illustrated by Clement Hurd — “The Runaway Bunny,” “Goodnight Moon” and “My World” — came out within the next decade. Brown was part of a movement of progressive children’s educators who felt strongly that picture books should exist on children’s terms, making their emotions and imagination the center of the action; she was against imposing too much plot or the preachy grown-up morals of traditional kids’ literature. As such, Runaway Bunny could well have been a pointed answer to Peter and Velveteen: There was a new lagomorph in town, and this one wasn’t here to teach lessons. Or at least not simple ones.

Brown had grown up with pet bunnies, but when one of them died she skinned it; throughout her life she was a keen hunter with a fur fetish. During her long and tumultuous affair with the socialite and artist Michael Strange, Brown was known as “the Bun”; Strange was “Rabbit M.D.” (When the first edition of “Little Fur Family” came out, Brown insisted each book be covered with actual rabbit fur, which proved a storage and public relations challenge for the publisher.)

Long after Brown’s heyday, the bunnies remain. They are familiar yet unknowable; domesticated but closely related to the forest. Nicholas in “I Am a Bunny” (by Ole Risom and Richard Scarry) cavorts in nature, then curls up in a hollow tree and dreams of spring; the bunny in “Goodnight Moon” bids farewell nightly to an outside world contained in frames (a jumping cow, three bears, the moon and stars), then settles down to sleep; Knuffle Bunny returns home — not to run free, like his Velveteen ancestor, but to stay safely in Trixie’s arms; the proverbial Runaway Bunny will always be lovingly stalked by his mother. Bunnies, it seems — not to put too fine a point on it — can always return to the womb.

Like ancient hares, the bunnies in many of these books are portrayed as gender-free. “Bunny” is Everychild, allowing you to project and identify — possibly something Hugh Hefner considered (though probably not). Perhaps most important, bunnies are vegetarian: They can coexist with all kinds of other animals. The fact that they sometimes eat their babies is a twist I imagine Margaret Wise Brown did consider. (She probably didn’t mind the vivisection connection either.) But these habits can be kept off the page, whereas lions and tigers and even teddy bears will always be shadowed by their predatory doubles.

The early versions of the Easter Bunny were not cute; they were enigmatic and omniscient figures (surrogates for powerful adults), as likely to punish a naughty child as reward a good one. Today, the Easter Bunny is a kid’s friend, a slightly anarchic figure who enables grown-ups’ guilty indulgence with sanctioned zeal.

In our most formative books, of course, the bunny — fragile but taken care of — isn’t a grown-up. The bunny is us.

Explore More in Books

Want to know about the best books to read and the latest news start here..

James McBride’s novel sold a million copies, and he isn’t sure how he feels about that, as he considers the critical and commercial success  of “The Heaven & Earth Grocery Store.”

How did gender become a scary word? Judith Butler, the theorist who got us talking about the subject , has answers.

You never know what’s going to go wrong in these graphic novels, where Circus tigers, giant spiders, shifting borders and motherhood all threaten to end life as we know it .

When the author Tommy Orange received an impassioned email from a teacher in the Bronx, he dropped everything to visit the students  who inspired it.

Do you want to be a better reader?   Here’s some helpful advice to show you how to get the most out of your literary endeavor .

Each week, top authors and critics join the Book Review’s podcast to talk about the latest news in the literary world. Listen here .

Advertisement