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  • Publishing not perishing: how research students transition from novice to knowledgeable using systematic quantitative literature reviews

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    Pickering PUB62.pdf (18.40Mb)
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    Accepted Manuscript (AM)
    Author(s)
    Pickering, Catherine
    Grignon, Julien
    Steven, Rochelle
    Guitart, Daniela
    Byrne, Jason
    Griffith University Author(s)
    Pickering, Catherine M.
    Year published
    2015
    Metadata
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    Abstract
    Current understandings suggest that three aspects of writing practice underpin the research student publication process: knowledge creation, text production and identity formation. Publishing a literature review is the first opportunity most students have to publish. This article compares the pedagogical benefits of different literature review methods. It discusses why narrative reviews are challenging for novices both in terms of process and outcomes (publications) whereas other types of reviews, such as meta-analyses, are the province of multi-skilled teams working intensively for extended periods. Case studies are used ...
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    Current understandings suggest that three aspects of writing practice underpin the research student publication process: knowledge creation, text production and identity formation. Publishing a literature review is the first opportunity most students have to publish. This article compares the pedagogical benefits of different literature review methods. It discusses why narrative reviews are challenging for novices both in terms of process and outcomes (publications) whereas other types of reviews, such as meta-analyses, are the province of multi-skilled teams working intensively for extended periods. Case studies are used to highlight how a new systematic quantitative literature review method, developed for the social and natural sciences, is beneficial as students can more readily create knowledge, produce text, and so transition from novice to knowledgeable and publish rather than perish.
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    Journal Title
    Studies in Higher Education
    DOI
    https://doi.org/10.1080/03075079.2014.914907
    Copyright Statement
    © 2015 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 4 June 2014, available online: https://doi.org/10.1080/03075079.2014.914907
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Education systems
    Science, technology and engineering curriculum and pedagogy
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/62602
    Collection
    • Journal articles

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