[This entry is an archive of the seminar organized by the LITERACIES group within the MATILDA R&D&I project, which took place on October 30, 2020.]
Delivered by Eduardo García-Jiménez in order to show a new method of systematic literature review.
During the seminar, the differences between the traditional literature review approach and the new approaches to literature review were presented. The former, although they can generate satisfactory reviews, do not guarantee either the rigor (generally discretionary and at the discretion of the researcher) or the effectiveness of the review. The traditional review lacks explicit methods and can be affected by author bias, if the author does not account for the sources and methods used to include or exclude the papers included in the review, or the way in which they have been analyzed.
Systematic review attempts to solve the lack of rigor of traditional approaches by clearly establishing the work phases, providing for each phase a specific method or procedure for its resolution, having phases and procedures that ensure systematicity and promote transparency.
Systematic review attempts to solve the lack of rigor of traditional approaches by clearly establishing the work phases, providing for each phase a specific method or procedure for its resolution, having phases and procedures that ensure systematicity and promote transparency.
The term "systematized reviews" (sistematized reviews) was coined by Grant & Booth (2009), and in 2016 Booth, Sutton & Papaioannou proposed the term "systematized approaches" (systematic approach) was coined by Grant & Booth (2009), and in 2016 Booth, Sutton & Papaioannou proposed the term "systematized approaches" (
PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) was developed by Moher, Liberati, Tetzlaff, and Altman (2009). It applies to the field of medicine and other health sciences, physical activity and sport. It consists of four phases: identification, screening, eligibility and inclusion. It can be applied to the field of education, preferably when the studies reviewed are empirical in nature and follow a correctional, experimental or quasi-experimental methodology.
CASPe , rather than a method per se, is above all a checklist that allows the researcher to check the extent to which his or her review is systematic. It can be applied to the field of education, with some adjustments.
ReSiste-CSH (Codina, 2018), which is developed in four phases: search (in databases related to the subject matter), evaluation (evaluation system that eventually discards documents that fall below certain quality thresholds), analysis (prepare a file with sections such as: methodology used, object of study, main contributions, most outstanding results, etc.), and synthesis (narrative synthesis eventually accompanied by tables and diagrams). Ideally, they can identify patterns and trends, promote and support recommendations, and even generate explanations that support theories or hypotheses that can in turn generate new research. It can be applied to the field of education.
The seminar, organized by the LITERACIES research group, was open and attended by members of the MATILDA team (members of the LITERACIES research group) and several students.
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