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dc.contributor.authorPickering, Catherine
dc.contributor.authorGrignon, Julien
dc.contributor.authorSteven, Rochelle
dc.contributor.authorGuitart, Daniela
dc.contributor.authorByrne, Jason
dc.date.accessioned2018-07-25T01:27:56Z
dc.date.available2018-07-25T01:27:56Z
dc.date.issued2015
dc.date.modified2014-08-21T02:12:03Z
dc.identifier.issn0307-5079
dc.identifier.doi10.1080/03075079.2014.914907
dc.identifier.urihttp://hdl.handle.net/10072/62602
dc.description.abstractCurrent 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.languageEnglish
dc.language.isoeng
dc.publisherRoutledge
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto14
dc.relation.ispartofjournalStudies in Higher Education
dc.rights.retentionY
dc.subject.fieldofresearchEducation systems
dc.subject.fieldofresearchScience, technology and engineering curriculum and pedagogy
dc.subject.fieldofresearchSpecialist studies in education
dc.subject.fieldofresearchcode3903
dc.subject.fieldofresearchcode390113
dc.subject.fieldofresearchcode3904
dc.titlePublishing not perishing: how research students transition from novice to knowledgeable using systematic quantitative literature reviews
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Sciences, Griffith School of Environment
gro.description.notepublicThis publication has been entered into Griffith Research Online as an Advanced Online Version.
gro.rights.copyright© 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
gro.hasfulltextFull Text
gro.griffith.authorPickering, Catherine M.


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