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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.

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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.

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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.

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Professional editors proofread and edit your paper by focusing on:

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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.

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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 .  

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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.

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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

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• 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
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• Last Updated: Sep 21, 2022 2:16 PM
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How to Write a Literature Review: Six Steps to Get You from Start to Finish

Writing-a-literature-review-six-steps-to-get-you-from-start-to-finish.

Tanya Golash-Boza, Associate Professor of Sociology, University of California

February 03, 2022

Writing a literature review is often the most daunting part of writing an article, book, thesis, or dissertation. “The literature” seems (and often is) massive. I have found it helpful to be as systematic as possible when completing this gargantuan task.

Sonja Foss and William Walters* describe an efficient and effective way of writing a literature review. Their system provides an excellent guide for getting through the massive amounts of literature for any purpose: in a dissertation, an M.A. thesis, or preparing a research article for publication  in any field of study. Below is a  summary of the steps they outline as well as a step-by-step method for writing a literature review.

How to Write a Literature Review

Step One: Decide on your areas of research:

Before you begin to search for articles or books, decide beforehand what areas you are going to research. Make sure that you only get articles and books in those areas, even if you come across fascinating books in other areas. A literature review I am currently working on, for example, explores barriers to higher education for undocumented students.

Step Two: Search for the literature:

Conduct a comprehensive bibliographic search of books and articles in your area. Read the abstracts online and download and/or print those articles that pertain to your area of research. Find books in the library that are relevant and check them out. Set a specific time frame for how long you will search. It should not take more than two or three dedicated sessions.

Step Three: Find relevant excerpts in your books and articles:

Skim the contents of each book and article and look specifically for these five things:

1. Claims, conclusions, and findings about the constructs you are investigating

2. Definitions of terms

3. Calls for follow-up studies relevant to your project

4. Gaps you notice in the literature

5. Disagreement about the constructs you are investigating

When you find any of these five things, type the relevant excerpt directly into a Word document. Don’t summarize, as summarizing takes longer than simply typing the excerpt. Make sure to note the name of the author and the page number following each excerpt. Do this for each article and book that you have in your stack of literature. When you are done, print out your excerpts.

Step Four: Code the literature:

Get out a pair of scissors and cut each excerpt out. Now, sort the pieces of paper into similar topics. Figure out what the main themes are. Place each excerpt into a themed pile. Make sure each note goes into a pile. If there are excerpts that you can’t figure out where they belong, separate those and go over them again at the end to see if you need new categories. When you finish, place each stack of notes into an envelope labeled with the name of the theme.

Step Five: Create Your Conceptual Schema:

Type, in large font, the name of each of your coded themes. Print this out, and cut the titles into individual slips of paper. Take the slips of paper to a table or large workspace and figure out the best way to organize them. Are there ideas that go together or that are in dialogue with each other? Are there ideas that contradict each other? Move around the slips of paper until you come up with a way of organizing the codes that makes sense. Write the conceptual schema down before you forget or someone cleans up your slips of paper.

Step Six: Begin to Write Your Literature Review:

Choose any section of your conceptual schema to begin with. You can begin anywhere, because you already know the order. Find the envelope with the excerpts in them and lay them on the table in front of you. Figure out a mini-conceptual schema based on that theme by grouping together those excerpts that say the same thing. Use that mini-conceptual schema to write up your literature review based on the excerpts that you have in front of you. Don’t forget to include the citations as you write, so as not to lose track of who said what. Repeat this for each section of your literature review.

Once you complete these six steps, you will have a complete draft of your literature review. The great thing about this process is that it breaks down into manageable steps something that seems enormous: writing a literature review.

I think that Foss and Walter’s system for writing the literature review is ideal for a dissertation, because a Ph.D. candidate has already read widely in his or her field through graduate seminars and comprehensive exams.

It may be more challenging for M.A. students, unless you are already familiar with the literature. It is always hard to figure out how much you need to read for deep meaning, and how much you just need to know what others have said. That balance will depend on how much you already know.

For people writing literature reviews for articles or books, this system also could work, especially when you are writing in a field with which you are already familiar. The mere fact of having a system can make the literature review seem much less daunting, so I recommend this system for anyone who feels overwhelmed by the prospect of writing a literature review.

*Destination Dissertation: A Traveler's Guide to a Done Dissertation

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How to Write a Literature Review

What is a literature review.

• What Is the Literature
• Writing the Review

A literature review is much more than an annotated bibliography or a list of separate reviews of articles and books. It is a critical, analytical summary and synthesis of the current knowledge of a topic. Thus it should compare and relate different theories, findings, etc, rather than just summarize them individually. In addition, it should have a particular focus or theme to organize the review. It does not have to be an exhaustive account of everything published on the topic, but it should discuss all the significant academic literature and other relevant sources important for that focus.

This is meant to be a general guide to writing a literature review: ways to structure one, what to include, how it supplements other research. For more specific help on writing a review, and especially for help on finding the literature to review, sign up for a Personal Research Session .

The specific organization of a literature review depends on the type and purpose of the review, as well as on the specific field or topic being reviewed. But in general, it is a relatively brief but thorough exploration of past and current work on a topic. Rather than a chronological listing of previous work, though, literature reviews are usually organized thematically, such as different theoretical approaches, methodologies, or specific issues or concepts involved in the topic. A thematic organization makes it much easier to examine contrasting perspectives, theoretical approaches, methodologies, findings, etc, and to analyze the strengths and weaknesses of, and point out any gaps in, previous research. And this is the heart of what a literature review is about. A literature review may offer new interpretations, theoretical approaches, or other ideas; if it is part of a research proposal or report it should demonstrate the relationship of the proposed or reported research to others' work; but whatever else it does, it must provide a critical overview of the current state of research efforts. 

Literature reviews are common and very important in the sciences and social sciences. They are less common and have a less important role in the humanities, but they do have a place, especially stand-alone reviews.

Types of Literature Reviews

There are different types of literature reviews, and different purposes for writing a review, but the most common are:

• Stand-alone literature review articles . These provide an overview and analysis of the current state of research on a topic or question. The goal is to evaluate and compare previous research on a topic to provide an analysis of what is currently known, and also to reveal controversies, weaknesses, and gaps in current work, thus pointing to directions for future research. You can find examples published in any number of academic journals, but there is a series of Annual Reviews of *Subject* which are specifically devoted to literature review articles. Writing a stand-alone review is often an effective way to get a good handle on a topic and to develop ideas for your own research program. For example, contrasting theoretical approaches or conflicting interpretations of findings can be the basis of your research project: can you find evidence supporting one interpretation against another, or can you propose an alternative interpretation that overcomes their limitations?
• Part of a research proposal . This could be a proposal for a PhD dissertation, a senior thesis, or a class project. It could also be a submission for a grant. The literature review, by pointing out the current issues and questions concerning a topic, is a crucial part of demonstrating how your proposed research will contribute to the field, and thus of convincing your thesis committee to allow you to pursue the topic of your interest or a funding agency to pay for your research efforts.
• Part of a research report . When you finish your research and write your thesis or paper to present your findings, it should include a literature review to provide the context to which your work is a contribution. Your report, in addition to detailing the methods, results, etc. of your research, should show how your work relates to others' work.

A literature review for a research report is often a revision of the review for a research proposal, which can be a revision of a stand-alone review. Each revision should be a fairly extensive revision. With the increased knowledge of and experience in the topic as you proceed, your understanding of the topic will increase. Thus, you will be in a better position to analyze and critique the literature. In addition, your focus will change as you proceed in your research. Some areas of the literature you initially reviewed will be marginal or irrelevant for your eventual research, and you will need to explore other areas more thoroughly. 

Examples of Literature Reviews

See the series of Annual Reviews of *Subject* which are specifically devoted to literature review articles to find many examples of stand-alone literature reviews in the biomedical, physical, and social sciences. 

Research report articles vary in how they are organized, but a common general structure is to have sections such as:

• Abstract - Brief summary of the contents of the article
• Introduction - A explanation of the purpose of the study, a statement of the research question(s) the study intends to address
• Literature review - A critical assessment of the work done so far on this topic, to show how the current study relates to what has already been done
• Methods - How the study was carried out (e.g. instruments or equipment, procedures, methods to gather and analyze data)
• Results - What was found in the course of the study
• Discussion - What do the results mean
• Conclusion - State the conclusions and implications of the results, and discuss how it relates to the work reviewed in the literature review; also, point to directions for further work in the area

Here are some articles that illustrate variations on this theme. There is no need to read the entire articles (unless the contents interest you); just quickly browse through to see the sections, and see how each section is introduced and what is contained in them.

The Determinants of Undergraduate Grade Point Average: The Relative Importance of Family Background, High School Resources, and Peer Group Effects , in The Journal of Human Resources , v. 34 no. 2 (Spring 1999), p. 268-293.

This article has a standard breakdown of sections:

• Introduction
• Literature Review
• Some discussion sections

First Encounters of the Bureaucratic Kind: Early Freshman Experiences with a Campus Bureaucracy , in The Journal of Higher Education , v. 67 no. 6 (Nov-Dec 1996), p. 660-691.

This one does not have a section specifically labeled as a "literature review" or "review of the literature," but the first few sections cite a long list of other sources discussing previous research in the area before the authors present their own study they are reporting.

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• Last Updated: Jan 11, 2024 9:48 AM
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Literature review

How to write a literature review in 6 steps

How do you write a good literature review? This step-by-step guide on how to write an excellent literature review covers all aspects of planning and writing literature reviews for academic papers and theses.

How to write a systematic literature review [9 steps]

How do you write a systematic literature review? What types of systematic literature reviews exist and where do you use them? Learn everything you need to know about a systematic literature review in this guide

What is a literature review? [with examples]

Not sure what a literature review is? This guide covers the definition, purpose, and format of a literature review.

Writing Literature Reviews

• Literature Review Steps
• Types of Literature Reviews
• Research Question Format
• Managing Your Sources
• Library Resources

A literature review is a vital component of scientific research, serving as the foundation upon which new discoveries are built. Whether you are a budding scientist embarking on your first research project or an experienced researcher looking to refine your literature review skills, this guide is designed to be your compass through the intricate landscape of scientific literature.

In the ever-evolving world of science, staying current and informed is key to producing valuable and impactful research. A well-executed literature review is your ticket to understanding the existing body of knowledge, identifying gaps, and contributing to the advancement of your field.

So What is a Literature Review?

University of Houston Libraries. (2019, October 19). How to Write a Literature Review [Video]. Youtube. https://www.youtube.com/watch?v=6keepo3Kqcs

What is a Literature Review in The Sciences?

A literature review is not merely a summary of existing research; it's a dynamic process of exploration, analysis, and synthesis. It involves systematically examining published works, such as scientific articles, books, and reports, to comprehend the state of knowledge on a specific topic. Your literature review should not only showcase what is known but also critically evaluate the quality of the evidence and identify areas where further research is needed.

Why is it Important?

Knowledge Foundation: A literature review lays the groundwork for your research by providing context and helping you understand the history and evolution of your topic.

Identification of Gaps: By analyzing existing literature, you can pinpoint gaps in current knowledge and formulate research questions that contribute to your field.

Research Design: It aids in shaping your research methodology, helping you choose the most appropriate methods and tools based on previous studies.

Critical Thinking: A literature review requires you to evaluate and synthesize diverse sources, honing your critical thinking skills and enhancing your ability to assess the reliability of research findings.

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• 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: Jun 20, 2024 9:08 AM
• URL: https://guides.library.yale.edu/YSNDoctoral

What is a Literature Review? How to Write It (with Examples)

A literature review is a critical analysis and synthesis of existing research on a particular topic. It provides an overview of the current state of knowledge, identifies gaps, and highlights key findings in the literature. 1 The purpose of a literature review is to situate your own research within the context of existing scholarship, demonstrating your understanding of the topic and showing how your work contributes to the ongoing conversation in the field. Learning how to write a literature review is a critical tool for successful research. Your ability to summarize and synthesize prior research pertaining to a certain topic demonstrates your grasp on the topic of study, and assists in the learning process. 

Table of Contents

• What is the purpose of literature review? 
• a. Habitat Loss and Species Extinction: 
• b. Range Shifts and Phenological Changes: 
• c. Ocean Acidification and Coral Reefs: 
• d. Adaptive Strategies and Conservation Efforts: 

How to write a good literature review 

• Choose a Topic and Define the Research Question: 
• Decide on the Scope of Your Review: 
• Select Databases for Searches: 
• Conduct Searches and Keep Track: 
• Review the Literature: 
• Organize and Write Your Literature Review: 
• How to write a literature review faster with Paperpal? 
• Frequently asked questions 

What is a literature review?

A well-conducted literature review demonstrates the researcher’s familiarity with the existing literature, establishes the context for their own research, and contributes to scholarly conversations on the topic. One of the purposes of a literature review is also to help researchers avoid duplicating previous work and ensure that their research is informed by and builds upon the existing body of knowledge.

What is the purpose of literature review?

A literature review serves several important purposes within academic and research contexts. Here are some key objectives and functions of a literature review: 2  

1. Contextualizing the Research Problem: The literature review provides a background and context for the research problem under investigation. It helps to situate the study within the existing body of knowledge. 

2. Identifying Gaps in Knowledge: By identifying gaps, contradictions, or areas requiring further research, the researcher can shape the research question and justify the significance of the study. This is crucial for ensuring that the new research contributes something novel to the field. 

Find academic papers related to your research topic faster. Try Research on Paperpal  

3. Understanding Theoretical and Conceptual Frameworks: Literature reviews help researchers gain an understanding of the theoretical and conceptual frameworks used in previous studies. This aids in the development of a theoretical framework for the current research. 

4. Providing Methodological Insights: Another purpose of literature reviews is that it allows researchers to learn about the methodologies employed in previous studies. This can help in choosing appropriate research methods for the current study and avoiding pitfalls that others may have encountered. 

5. Establishing Credibility: A well-conducted literature review demonstrates the researcher’s familiarity with existing scholarship, establishing their credibility and expertise in the field. It also helps in building a solid foundation for the new research. 

6. Informing Hypotheses or Research Questions: The literature review guides the formulation of hypotheses or research questions by highlighting relevant findings and areas of uncertainty in existing literature. 

Literature review example

Let’s delve deeper with a literature review example: Let’s say your literature review is about the impact of climate change on biodiversity. You might format your literature review into sections such as the effects of climate change on habitat loss and species extinction, phenological changes, and marine biodiversity. Each section would then summarize and analyze relevant studies in those areas, highlighting key findings and identifying gaps in the research. The review would conclude by emphasizing the need for further research on specific aspects of the relationship between climate change and biodiversity. The following literature review template provides a glimpse into the recommended literature review structure and content, demonstrating how research findings are organized around specific themes within a broader topic. 

Literature Review on Climate Change Impacts on Biodiversity:

Climate change is a global phenomenon with far-reaching consequences, including significant impacts on biodiversity. This literature review synthesizes key findings from various studies: 

a. Habitat Loss and Species Extinction:

Climate change-induced alterations in temperature and precipitation patterns contribute to habitat loss, affecting numerous species (Thomas et al., 2004). The review discusses how these changes increase the risk of extinction, particularly for species with specific habitat requirements. 

b. Range Shifts and Phenological Changes:

Observations of range shifts and changes in the timing of biological events (phenology) are documented in response to changing climatic conditions (Parmesan & Yohe, 2003). These shifts affect ecosystems and may lead to mismatches between species and their resources. 

c. Ocean Acidification and Coral Reefs:

The review explores the impact of climate change on marine biodiversity, emphasizing ocean acidification’s threat to coral reefs (Hoegh-Guldberg et al., 2007). Changes in pH levels negatively affect coral calcification, disrupting the delicate balance of marine ecosystems. 

d. Adaptive Strategies and Conservation Efforts:

Recognizing the urgency of the situation, the literature review discusses various adaptive strategies adopted by species and conservation efforts aimed at mitigating the impacts of climate change on biodiversity (Hannah et al., 2007). It emphasizes the importance of interdisciplinary approaches for effective conservation planning. 

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Writing a literature review involves summarizing and synthesizing existing research on a particular topic. A good literature review format should include the following elements. 

Introduction: The introduction sets the stage for your literature review, providing context and introducing the main focus of your review. 

• Opening Statement: Begin with a general statement about the broader topic and its significance in the field. 
• Scope and Purpose: Clearly define the scope of your literature review. Explain the specific research question or objective you aim to address. 
• Organizational Framework: Briefly outline the structure of your literature review, indicating how you will categorize and discuss the existing research. 
• Significance of the Study: Highlight why your literature review is important and how it contributes to the understanding of the chosen topic. 
• Thesis Statement: Conclude the introduction with a concise thesis statement that outlines the main argument or perspective you will develop in the body of the literature review. 

Body: The body of the literature review is where you provide a comprehensive analysis of existing literature, grouping studies based on themes, methodologies, or other relevant criteria. 

• Organize by Theme or Concept: Group studies that share common themes, concepts, or methodologies. Discuss each theme or concept in detail, summarizing key findings and identifying gaps or areas of disagreement. 
• Critical Analysis: Evaluate the strengths and weaknesses of each study. Discuss the methodologies used, the quality of evidence, and the overall contribution of each work to the understanding of the topic. 
• Synthesis of Findings: Synthesize the information from different studies to highlight trends, patterns, or areas of consensus in the literature. 
• Identification of Gaps: Discuss any gaps or limitations in the existing research and explain how your review contributes to filling these gaps. 
• Transition between Sections: Provide smooth transitions between different themes or concepts to maintain the flow of your literature review. 

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Conclusion: The conclusion of your literature review should summarize the main findings, highlight the contributions of the review, and suggest avenues for future research. 

• Summary of Key Findings: Recap the main findings from the literature and restate how they contribute to your research question or objective. 
• Contributions to the Field: Discuss the overall contribution of your literature review to the existing knowledge in the field. 
• Implications and Applications: Explore the practical implications of the findings and suggest how they might impact future research or practice. 
• Recommendations for Future Research: Identify areas that require further investigation and propose potential directions for future research in the field. 
• Final Thoughts: Conclude with a final reflection on the importance of your literature review and its relevance to the broader academic community. 

Conducting a literature review

Conducting a literature review is an essential step in research that involves reviewing and analyzing existing literature on a specific topic. It’s important to know how to do a literature review effectively, so here are the steps to follow: 1  

Choose a Topic and Define the Research Question:

• Select a topic that is relevant to your field of study. 
• Clearly define your research question or objective. Determine what specific aspect of the topic do you want to explore? 

Decide on the Scope of Your Review:

• Determine the timeframe for your literature review. Are you focusing on recent developments, or do you want a historical overview? 
• Consider the geographical scope. Is your review global, or are you focusing on a specific region? 
• Define the inclusion and exclusion criteria. What types of sources will you include? Are there specific types of studies or publications you will exclude? 

Select Databases for Searches:

• Identify relevant databases for your field. Examples include PubMed, IEEE Xplore, Scopus, Web of Science, and Google Scholar. 
• Consider searching in library catalogs, institutional repositories, and specialized databases related to your topic. 

Conduct Searches and Keep Track:

• Develop a systematic search strategy using keywords, Boolean operators (AND, OR, NOT), and other search techniques. 
• Record and document your search strategy for transparency and replicability. 
• Keep track of the articles, including publication details, abstracts, and links. Use citation management tools like EndNote, Zotero, or Mendeley to organize your references. 

Review the Literature:

• Evaluate the relevance and quality of each source. Consider the methodology, sample size, and results of studies. 
• Organize the literature by themes or key concepts. Identify patterns, trends, and gaps in the existing research. 
• Summarize key findings and arguments from each source. Compare and contrast different perspectives. 
• Identify areas where there is a consensus in the literature and where there are conflicting opinions. 
• Provide critical analysis and synthesis of the literature. What are the strengths and weaknesses of existing research? 

Organize and Write Your Literature Review:

• Literature review outline should be based on themes, chronological order, or methodological approaches. 
• Write a clear and coherent narrative that synthesizes the information gathered. 
• Use proper citations for each source and ensure consistency in your citation style (APA, MLA, Chicago, etc.). 
• Conclude your literature review by summarizing key findings, identifying gaps, and suggesting areas for future research. 

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• Cite with Confidence: Paperpal makes it easy to incorporate relevant citations and references into your writing, ensuring your arguments are well-supported by credible sources. This translates to a polished, well-researched literature review. 

The literature review sample and detailed advice on writing and conducting a review will help you produce a well-structured report. But remember that a good literature review is an ongoing process, and it may be necessary to revisit and update it as your research progresses. By combining effortless research with an easy citation process, Paperpal Research streamlines the literature review process and empowers you to write faster and with more confidence. Try Paperpal Research now and see for yourself.  

Frequently asked questions

A literature review is a critical and comprehensive analysis of existing literature (published and unpublished works) on a specific topic or research question and provides a synthesis of the current state of knowledge in a particular field. A well-conducted literature review is crucial for researchers to build upon existing knowledge, avoid duplication of efforts, and contribute to the advancement of their field. It also helps researchers situate their work within a broader context and facilitates the development of a sound theoretical and conceptual framework for their studies.

Literature review is a crucial component of research writing, providing a solid background for a research paper’s investigation. The aim is to keep professionals up to date by providing an understanding of ongoing developments within a specific field, including research methods, and experimental techniques used in that field, and present that knowledge in the form of a written report. Also, the depth and breadth of the literature review emphasizes the credibility of the scholar in his or her field.  

Before writing a literature review, it’s essential to undertake several preparatory steps to ensure that your review is well-researched, organized, and focused. This includes choosing a topic of general interest to you and doing exploratory research on that topic, writing an annotated bibliography, and noting major points, especially those that relate to the position you have taken on the topic. 

Literature reviews and academic research papers are essential components of scholarly work but serve different purposes within the academic realm. 3 A literature review aims to provide a foundation for understanding the current state of research on a particular topic, identify gaps or controversies, and lay the groundwork for future research. Therefore, it draws heavily from existing academic sources, including books, journal articles, and other scholarly publications. In contrast, an academic research paper aims to present new knowledge, contribute to the academic discourse, and advance the understanding of a specific research question. Therefore, it involves a mix of existing literature (in the introduction and literature review sections) and original data or findings obtained through research methods. 

Literature reviews are essential components of academic and research papers, and various strategies can be employed to conduct them effectively. If you want to know how to write a literature review for a research paper, here are four common approaches that are often used by researchers.  Chronological Review: This strategy involves organizing the literature based on the chronological order of publication. It helps to trace the development of a topic over time, showing how ideas, theories, and research have evolved.  Thematic Review: Thematic reviews focus on identifying and analyzing themes or topics that cut across different studies. Instead of organizing the literature chronologically, it is grouped by key themes or concepts, allowing for a comprehensive exploration of various aspects of the topic.  Methodological Review: This strategy involves organizing the literature based on the research methods employed in different studies. It helps to highlight the strengths and weaknesses of various methodologies and allows the reader to evaluate the reliability and validity of the research findings.  Theoretical Review: A theoretical review examines the literature based on the theoretical frameworks used in different studies. This approach helps to identify the key theories that have been applied to the topic and assess their contributions to the understanding of the subject.  It’s important to note that these strategies are not mutually exclusive, and a literature review may combine elements of more than one approach. The choice of strategy depends on the research question, the nature of the literature available, and the goals of the review. Additionally, other strategies, such as integrative reviews or systematic reviews, may be employed depending on the specific requirements of the research.

The literature review format can vary depending on the specific publication guidelines. However, there are some common elements and structures that are often followed. Here is a general guideline for the format of a literature review:  Introduction:   Provide an overview of the topic.  Define the scope and purpose of the literature review.  State the research question or objective.  Body:   Organize the literature by themes, concepts, or chronology.  Critically analyze and evaluate each source.  Discuss the strengths and weaknesses of the studies.  Highlight any methodological limitations or biases.  Identify patterns, connections, or contradictions in the existing research.  Conclusion:   Summarize the key points discussed in the literature review.  Highlight the research gap.  Address the research question or objective stated in the introduction.  Highlight the contributions of the review and suggest directions for future research.

Both annotated bibliographies and literature reviews involve the examination of scholarly sources. While annotated bibliographies focus on individual sources with brief annotations, literature reviews provide a more in-depth, integrated, and comprehensive analysis of existing literature on a specific topic. The key differences are as follows: 

References 

• Denney, A. S., & Tewksbury, R. (2013). How to write a literature review.  Journal of criminal justice education ,  24 (2), 218-234. 
• Pan, M. L. (2016).  Preparing literature reviews: Qualitative and quantitative approaches . Taylor & Francis. 
• Cantero, C. (2019). How to write a literature review.  San José State University Writing Center . 

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Write a Literature Review

1. narrow your topic and select papers accordingly, 2. search for literature, 3. read the selected articles thoroughly and evaluate them, 4. organize the selected papers by looking for patterns and by developing subtopics, 5. develop a thesis or purpose statement, 6. write the paper, 7. review your work.

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Consider your specific area of study. Think about what interests you and what interests other researchers in your field.

Talk to your professor, brainstorm, and read lecture notes and recent issues of periodicals in the field.

Limit your scope to a smaller topic area (ie. focusing on France's role in WWII instead of focusing on WWII in general).

• Four Steps to Narrow Your Research Topic (Video) This 3-minute video provides instructions on how to narrow the focus of your research topic.
• Developing a Research Question + Worksheet Use this worksheet to develop, assess, and refine your research questions. There is also a downloadable PDF version.

Define your source selection criteria (ie. articles published between a specific date range, focusing on a specific geographic region, or using a specific methodology).

Using keywords, search a library database.

Reference lists of recent articles and reviews can lead to other useful papers.

Include any studies contrary to your point of view.

Evaluate and synthesize the studies' findings and conclusions.

Note the following:

• Assumptions some or most researchers seem to make
• Methodologies, testing procedures, subjects, material tested researchers use
• Experts in the field: names/labs that are frequently referenced
• Conflicting theories, results, methodologies
• Popularity of theories and how this has/has not changed over time
• Findings that are common/contested
• Important trends in the research
• The most influential theories

Tip: If your literature review is extensive, find a large table surface, and on it place post-it notes or filing cards to organize all your findings into categories.

• Move them around if you decide that (a) they fit better under different headings, or (b) you need to establish new topic headings.
• Develop headings/subheadings that reflect the major themes and patterns you detected

Write a one or two sentence statement summarizing the conclusion you have reached about the major trends and developments you see in the research that has been conducted on your subject.

• Templates for Writing Thesis Statements This template provides a two-step guide for writing thesis statements. There is also a downloadable PDF version.
• 5 Types of Thesis Statements Learn about five different types of thesis statements to help you choose the best type for your research. There is also a downloadable PDF version.
• 5 Questions to Strengthen Your Thesis Statement Follow these five steps to strengthen your thesis statements. There is also a downloadable PDF version.

Follow the organizational structure you developed above, including the headings and subheadings you constructed.

Make certain that each section links logically to the one before and after.

Structure your sections by themes or subtopics, not by individual theorists or researchers.

• Tip: If you find that each paragraph begins with a researcher's name, it might indicate that, instead of evaluating and comparing the research literature from an analytical point of view, you have simply described what research has been done.

Prioritize analysis over description.

• For example, look at the following two passages and note that Student A merely describes the literature, whereas Student B takes a more analytical and evaluative approach by comparing and contrasting. You can also see that this evaluative approach is well signaled by linguistic markers indicating logical connections (words such as "however," "moreover") and phrases such as "substantiates the claim that," which indicate supporting evidence and Student B's ability to synthesize knowledge.

Student A: Smith (2000) concludes that personal privacy in their living quarters is the most important factor in nursing home residents' perception of their autonomy. He suggests that the physical environment in the more public spaces of the building did not have much impact on their perceptions. Neither the layout of the building nor the activities available seem to make much difference. Jones and Johnstone make the claim that the need to control one's environment is a fundamental need of life (2001), and suggest that the approach of most institutions, which is to provide total care, may be as bad as no care at all. If people have no choices or think that they have none, they become depressed.

Student B: After studying residents and staff from two intermediate care facilities in Calgary, Alberta, Smith (2000) came to the conclusion that except for the amount of personal privacy available to residents, the physical environment of these institutions had minimal if any effect on their perceptions of control (autonomy). However, French (1998) and Haroon (2000) found that availability of private areas is not the only aspect of the physical environment that determines residents' autonomy. Haroon interviewed 115 residents from 32 different nursing homes known to have different levels of autonomy (2000). It was found that physical structures, such as standardized furniture, heating that could not be individually regulated, and no possession of a house key for residents limited their feelings of independence. Moreover, Hope (2002), who interviewed 225 residents from various nursing homes, substantiates the claim that characteristics of the institutional environment such as the extent of resources in the facility, as well as its location, are features which residents have indicated as being of great importance to their independence.

• How to Integrate Critical Voice into Your Literature Review (Video)
• Look at the topic sentences of each paragraph. If you were to read only these sentences, would you find that your paper presented a clear position, logically developed, from beginning to end? The topic sentences of each paragraph should indicate the main points of your literature review.
• Make an outline of each section of the paper and decide whether you need to add information, to delete irrelevant information, or to re-structure sections.
• Read your work out loud. That way you will be better able to identify where you need punctuation marks to signal pauses or divisions within sentences, where you have made grammatical errors, or where your sentences are unclear.
• Since the purpose of a literature review is to demonstrate that the writer is familiar with the important professional literature on the chosen subject, check to make certain that you have covered all of the important, up-to-date, and pertinent texts. In the sciences and some of the social sciences it is important that your literature be quite recent; this is not so important in the humanities.
• Make certain that all of the citations and references are correct and that you are referencing in the appropriate style for your discipline. If you are uncertain which style to use, ask your professor.
• Check to make sure that you have not plagiarized either by failing to cite a source of information, or by using words quoted directly from a source. (Usually if you take three or more words directly from another source, you should put those words within quotation marks, and cite the page.)
• Text should be written in a clear and concise academic style; it should not be descriptive in nature or use the language of everyday speech.
• There should be no grammatical or spelling errors.
• Sentences should flow smoothly and logically.
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Conduct a literature review

What is a literature review.

A literature review is a summary of the published work in a field of study. This can be a section of a larger paper or article, or can be the focus of an entire paper. Literature reviews show that you have examined the breadth of knowledge and can justify your thesis or research questions. They are also valuable tools for other researchers who need to find a summary of that field of knowledge.

Unlike an annotated bibliography, which is a list of sources with short descriptions, a literature review synthesizes sources into a summary that has a thesis or statement of purpose—stated or implied—at its core.

How do I write a literature review?

Step 1: define your research scope.

• What is the specific research question that your literature review helps to define?
• Are there a maximum or minimum number of sources that your review should include?

Ask us if you have questions about refining your topic, search methods, writing tips, or citation management.

Step 2: Identify the literature

Start by searching broadly. Literature for your review will typically be acquired through scholarly books, journal articles, and/or dissertations. Develop an understanding of what is out there, what terms are accurate and helpful, etc., and keep track of all of it with citation management tools . If you need help figuring out key terms and where to search, ask us .

Use citation searching to track how scholars interact with, and build upon, previous research:

• Mine the references cited section of each relevant source for additional key sources
• Use Google Scholar or Scopus to find other sources that have cited a particular work

Step 3: Critically analyze the literature

Key to your literature review is a critical analysis of the literature collected around your topic. The analysis will explore relationships, major themes, and any critical gaps in the research expressed in the work. Read and summarize each source with an eye toward analyzing authority, currency, coverage, methodology, and relationship to other works. The University of Toronto's Writing Center provides a comprehensive list of questions you can use to analyze your sources.

Step 4: Categorize your resources

Divide the available resources that pertain to your research into categories reflecting their roles in addressing your research question. Possible ways to categorize resources include organization by:

• methodology
• theoretical/philosophical approach

Regardless of the division, each category should be accompanied by thorough discussions and explanations of strengths and weaknesses, value to the overall survey, and comparisons with similar sources. You may have enough resources when:

• You've used multiple databases and other resources (web portals, repositories, etc.) to get a variety of perspectives on the research topic.
• The same citations are showing up in a variety of databases.

Additional resources

Undergraduate student resources.

• Literature Review Handout (University of North Carolina at Chapel Hill)
• Learn how to write a review of literature (University of Wisconsin-Madison)

Graduate student and faculty resources

• Information Research Strategies (University of Arizona)
• Literature Reviews: An Overview for Graduate Students (NC State University)
• Oliver, P. (2012). Succeeding with Your Literature Review: A Handbook for Students [ebook]
• Machi, L. A. & McEvoy, B. T. (2016). The Literature Review: Six Steps to Success [ebook]
• Graustein, J. S. (2012). How to Write an Exceptional Thesis or Dissertation: A Step-by-Step Guide from Proposal to Successful Defense [ebook]
• Thomas, R. M. & Brubaker, D. L. (2008). Theses and Dissertations: A Guide to Planning, Research, and Writing

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Does your assignment or publication require that you write a literature review? This guide is intended to help you understand what a literature is, why it is worth doing, and some quick tips composing one.

Understanding Literature Reviews

What is a literature review  .

Typically, a literature review is a written discussion that examines publications about  a particular subject area or topic. Depending on disciplines, publications, or authors a literature review may be: 

A summary of sources An organized presentation of sources A synthesis or interpretation of sources An evaluative analysis of sources

A Literature Review may be part of a process or a product. It may be:

A part of your research process A part of your final research publication An independent publication

Why do a literature review?

The Literature Review will place your research in context. It will help you and your readers:  

Locate patterns, relationships, connections, agreements, disagreements, & gaps in understanding Identify methodological and theoretical foundations Identify landmark and exemplary works Situate your voice in a broader conversation with other writers, thinkers, and scholars

The Literature Review will aid your research process. It will help you to:

Establish your knowledge Understand what has been said Define your questions Establish a relevant methodology Refine your voice Situate your voice in the conversation

What does a literature review look like?

The Literature Review structure and organization may include sections such as:  

An introduction or overview A body or organizational sub-divisions A conclusion or an explanation of significance

The body of a literature review may be organized in several ways, including:

Chronologically: organized by date of publication Methodologically: organized by type of research method used Thematically: organized by concept, trend, or theme Ideologically: organized by belief, ideology, or school of thought

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Additional Sources

• Reviewing the literature. Project Planner.
• Literature Review: By UNC Writing Center
• PhD on Track
• CU Graduate Students Thesis & Dissertation Guidance
• CU Honors Thesis Guidance

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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.

How to write a literature review

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A literature review critically analyses existing literature to develop an argument.

Writing a literature review can be challenging because:

• you need to coordinate many sources and ideas into a logical argument
• you may be dealing with language and ideas you haven't fully mastered yet
• there are no fixed rules for what to include or how to organise your writing.

This is just a general guide to help you write a literature review. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you're unsure how to meet them.

Purpose of a literature review

A literature review should demonstrate your overall understanding of the literature and develop an argument, often by answering specific questions. It shouldn't just list and summarise what you've read.

Unlike other assignment types, you're often expected to determine the purpose of a literature review yourself.

Commonly, a literature review is written to help develop and justify a novel research question. But they have many other uses. For example, you may use a literature review to develop an argument that:

• justifies the significance or interest of a research question
• demonstrates your professional competence in a field of research
• critically reviews theory or methodological approaches
• weighs evidence to reach a conclusion or recommendation.

Selecting relevant materials

Your literature review should only include relevant materials, and it should be clear how each work is relevant to your main argument.

When selecting materials you should:

• read widely – don't just cite papers produced by a particular research group, or from only one country or continent.
• use up-to-date material – if you're completing a PhD or MPhil, you'll need to update your confirmation literature review for your final thesis.
• include relevant landmark studies – show that you know the influential and highly cited works in your field, but make sure they're relevant to your argument.
• limit background information – only include background details that are needed to orient the reader and help them appreciate your argument.
• include as much evidence as needed – be selective about what you include, even if you're building on, updating or challenging previous work. To challenge a common assumption, include a representative list of papers to demonstrate that it's common; you don't have to list every paper that makes the assumption.

Analysing the literature

Your literature review should provide a detailed justification for your main argument. You need to critically review the literature and synthesise your analysis into a logical argument.

This general process may help:

• familiarise yourself with the literature to learn what's been done and what's already known
• organise the materials around themes, issues or questions rather than individual papers
• critically review the information to identify things like assumptions, limitations, deficiencies, lack of clarity, methodological weaknesses, gaps, controversies and problems in existing knowledge or practice that need to be addressed.

Organising your argument

Your literature review should be a logical, well-structured argument organised into an introduction, body and conclusion.

To help organise your argument:

• plan before you start writing – creating a mind map or outline can help to clarify your thinking before you start drafting.
• refine as you write – give yourself time to write many drafts, and refine the writing and structure of your argument as you go. Look for repetition and common themes.
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What is a Literature Review?

Description.

A literature review, also called a review article or review of literature, surveys the existing research on a topic. The term "literature" in this context refers to published research or scholarship in a particular discipline, rather than "fiction" (like American Literature) or an individual work of literature. In general, literature reviews are most common in the sciences and social sciences.

Literature reviews may be written as standalone works, or as part of a scholarly article or research paper. In either case, the purpose of the review is to summarize and synthesize the key scholarly work that has already been done on the topic at hand. The literature review may also include some analysis and interpretation. A literature review is  not  a summary of every piece of scholarly research on a topic.

Why are literature reviews useful?

Literature reviews can be very helpful for newer researchers or those unfamiliar with a field by synthesizing the existing research on a given topic, providing the reader with connections and relationships among previous scholarship. Reviews can also be useful to veteran researchers by identifying potentials gaps in the research or steering future research questions toward unexplored areas. If a literature review is part of a scholarly article, it should include an explanation of how the current article adds to the conversation. (From: https://library.drake.edu/englit/criticism)

How is a literature review different from a research article?

Research articles: "are empirical articles that describe one or several related studies on a specific, quantitative, testable research question....they are typically organized into four text sections: Introduction, Methods, Results, Discussion." Source: https://psych.uw.edu/storage/writing_center/litrev.pdf)

Steps for Writing a Literature Review

1. Identify and define the topic that you will be reviewing.

The topic, which is commonly a research question (or problem) of some kind, needs to be identified and defined as clearly as possible.  You need to have an idea of what you will be reviewing in order to effectively search for references and to write a coherent summary of the research on it.  At this stage it can be helpful to write down a description of the research question, area, or topic that you will be reviewing, as well as to identify any keywords that you will be using to search for relevant research.

2. Conduct a Literature Search

Use a range of keywords to search databases such as PsycINFO and any others that may contain relevant articles.  You should focus on peer-reviewed, scholarly articles . In SuperSearch and most databases, you may find it helpful to select the Advanced Search mode and include "literature review" or "review of the literature" in addition to your other search terms.  Published books may also be helpful, but keep in mind that peer-reviewed articles are widely considered to be the “gold standard” of scientific research.  Read through titles and abstracts, select and obtain articles (that is, download, copy, or print them out), and save your searches as needed. Most of the databases you will need are linked to from the Cowles Library Psychology Research guide .

3. Read through the research that you have found and take notes.

Absorb as much information as you can.  Read through the articles and books that you have found, and as you do, take notes.  The notes should include anything that will be helpful in advancing your own thinking about the topic and in helping you write the literature review (such as key points, ideas, or even page numbers that index key information).  Some references may turn out to be more helpful than others; you may notice patterns or striking contrasts between different sources; and some sources may refer to yet other sources of potential interest.  This is often the most time-consuming part of the review process.  However, it is also where you get to learn about the topic in great detail. You may want to use a Citation Manager to help you keep track of the citations you have found. 

4. Organize your notes and thoughts; create an outline.

At this stage, you are close to writing the review itself.  However, it is often helpful to first reflect on all the reading that you have done.  What patterns stand out?  Do the different sources converge on a consensus?  Or not?  What unresolved questions still remain?  You should look over your notes (it may also be helpful to reorganize them), and as you do, to think about how you will present this research in your literature review.  Are you going to summarize or critically evaluate?  Are you going to use a chronological or other type of organizational structure?  It can also be helpful to create an outline of how your literature review will be structured.

5. Write the literature review itself and edit and revise as needed.

The final stage involves writing.  When writing, keep in mind that literature reviews are generally characterized by a  summary style  in which prior research is described sufficiently to explain critical findings but does not include a high level of detail (if readers want to learn about all the specific details of a study, then they can look up the references that you cite and read the original articles themselves).  However, the degree of emphasis that is given to individual studies may vary (more or less detail may be warranted depending on how critical or unique a given study was).   After you have written a first draft, you should read it carefully and then edit and revise as needed.  You may need to repeat this process more than once.  It may be helpful to have another person read through your draft(s) and provide feedback.

6. Incorporate the literature review into your research paper draft. (note: this step is only if you are using the literature review to write a research paper. Many times the literature review is an end unto itself).

After the literature review is complete, you should incorporate it into your research paper (if you are writing the review as one component of a larger paper).  Depending on the stage at which your paper is at, this may involve merging your literature review into a partially complete Introduction section, writing the rest of the paper around the literature review, or other processes.

These steps were taken from: https://psychology.ucsd.edu/undergraduate-program/undergraduate-resources/academic-writing-resources/writing-research-papers/writing-lit-review.html#6.-Incorporate-the-literature-r

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In need of a sustainable and just fashion industry: identifying challenges and opportunities through a systematic literature review in a Global North/Global South perspective

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• Published: 08 August 2024
• Volume 5 , article number  186 , ( 2024 )

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• Francesca Bonelli 1 ,
• Rocco Caferra 1 &
• Piergiuseppe Morone 1  

Since the late twentieth century, the global fashion industry has been increasingly embracing the business model known as fast fashion. Characterised by rapid production cycles, fleeting trends, low-cost garments and large-scale production, fast fashion seems to meet consumer demand for affordable and trendy clothing. However, its environmental impact as a major polluter poses significant challenges to sustainability and circularity initiatives. This article presents the results of a systematic literature review, exploring the unsustainable consequences of fast fashion, focusing on both demand and supply side, from a geographical perspective. Using a Global North–Global South framework, it explores differences in socio-economic structures, consumption and production patterns, access to resources and environmental impacts. The analysis suggests that a fair and equitable transition towards a sustainable and circular fashion industry will require the links between business, society and nature to be reconsidered, to avoid perpetuating the inequalities associated with the global linear capitalist economy. The findings highlight the importance of both markets and institutions in sustainable growth. In the Global North, the most frequently discussed topics relate to investment and research and development with respect to new technologies or system innovations often with the support of well-structured political guidance. Conversely, in the Global sustainable initiatives tend to be scattered, country-specific and intricately tied to particular socio-economic and cultural contexts.

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1 Introduction

As Payne outlines [ 1 ], fashion is both an industrial and a cultural phenomenon that is deeply intertwined with the converging environmental, social and economic challenges of the twenty-first century. Following World War II, when production shifted from the home or small workshops to factories orientated towards mass production, fashion became one of the world’s largest industries. Today, it is a major global and globalised industry, characterised by ‘low predictability, high impulse purchase, shorter life cycle, and high volatility of market demand’ [ 2 ].

The term ‘fast fashion’ was coined in the 1990s, when the Spanish brand Zara first opened a store in New York and quickly emerged as a standout and highly imitable model of efficiency and speed.

The rise of fast fashion was primarily driven by changes in consumer behaviour and increased fashion consciousness, coupled with the transition of mass-production globalised retailers from a production—to a market-centric approach [ 3 ]. Direct engagement between retailers and consumers was essential for maintaining the industry pace. In particular, the late 1990s saw a surge in demand for fashion, fuelled by the popularity of fashion shows and the shift to shopping as a form of entertainment [ 4 ]. Mass-production retailers such as Zara, H&M, UNIQLO, GAP and Primark Forever 21 and Topshop expanded rapidly, due to globalisation, and met growing demand by swiftly delivering ‘high fashion at a low price’, within a ‘throw-away market’ paradigm [ 3 , 5 ]. Vertical integration was adopted to reduce production times and promote flexibility, collaboration and communication in accordance with more complex global supply chains [ 6 ]. The late 1990s also marked the advent of e-commerce, with fast fashion retailers such as H&M entering the digital arena [ 4 ]. E-commerce furthered the globalisation and democratisation of fast fashion, making products and services more accessible across diverse and international markets [ 7 ]. Retailers leveraged e-commerce to reduce purchasing and supply management costs, improve communication strategies and enhance competitiveness through innovation. For consumers, e-commerce simplified purchasing decisions, leading to time and cost savings [ 8 ]. The 2020 pandemic, resulting in a significant economic downturn for fashion companies [ 9 ], accelerated the adoption of e-commerce as a crucial business solution and primary source of market innovation [ 10 ]. Chinese fashion retailers such as Temu and Shein pushed this model a step further, with nearly exclusive online sales.

Notwithstanding the advantages of this new business model, it also presented significant disadvantages. In particular, the technological innovations, GDP growth, globalisation and shifts in retail markets that have arisen as a result of fast fashion have introduced several adverse environmental and ecological impacts [ 11 ]. Considering climate change, the fashion industry is accountable for 8–10% of global greenhouse gas emissions –a figure projected to increase by 60% by 2030, according to the United Nations Framework Convention on Climate Change [ 12 ]. The UNEP has also blamed fast fashion for triggering the ‘triple planetary crisis’ [ 6 ]. In more detail, it is responsible for the consumption of vast quantities of raw materials, including farmland and fossil fuels (especially oil), and the conversion of plastic fibres [ 13 ]. Other impacts relate to water depletion and pollution. For instance, the extensive use of chemical compounds and the incineration of synthetic plastic fibres (i.e., polyester, nylon, acrylic), make fashion the second-largest contributor to water pollution after agriculture [ 14 ].

Fast fashion’s linear model of production shows a contrasting dynamic when viewed from a Global North–Global South perspective. Derived from the ‘Third World’ model introduced by the United Nations in the 1940s, the terms ‘Global North’ and ‘Global South’ describe regions that are socio-economically and politically opposed [ 15 ]. The Global South encompasses economically unstable and underdeveloped countries characterised by a low average per capita income, high disparity in living standards and limited access to resources (leading to a heavy reliance on primary product exports). Conversely, the Global North encompasses countries with a high average per capita income, advanced technology and infrastructure, and macroeconomic and political stability [ 15 , 16 , 17 ]. Footnote 1 These differences stem from a global capitalist economy that relies on the ‘economy-first model of development’. The integration of the Global South (formerly referred to as the Third World) into this model began in the 1950s, with the emergence of decolonisation movements. However, the enduring social and economic effects of colonialism, coupled with continuous dependency on former colonial ties and development strategies emulating the virtuous model of developed countries according to the path-dependency principle, have led to the perpetuation and sharpening of inequalities in global governance, economic development and international relations [ 18 , 19 , 20 , 21 ]. As highlighted by Hurrell and Kingsbury (1992) [ 22 ], this imbalance has become a significant source of conflict between the Global North and the Global South, especially concerning the environment. The COP27 (2022) stands as a stark example of the concerns expressed by the Global South regarding the unequal distribution of responsibilities and burdens in climate change mitigation efforts. Such political and socio-ecological inequalities also contribute to shaping production-consumption patterns [ 23 ].

These considerations extend to the global fashion industry, representing a crucial player in the global economy whose hazardous make-take-waste paradigm yields cumulative negative effects that are unevenly distributed across world regions.

Fast fashion’s high pace of overproduction and ‘purchase-discard’ consumption model result in an abundance of unwanted clothes, contributing to a significant mass of textile waste [ 24 ]. According to the US Environmental Protection Agency, the average American consumer generates 82 pounds of textile waste each year [ 25 ].

To address the issue of overproduction, efforts have been made to implement circular economic principles, resulting in a proliferation of global exports of second-hand clothing from the Global North to the Global South [ 24 , 26 ]. However, this practice of reuse, known as the ‘international second-hand clothing trade’ [ 27 ], represents the human tendency to merely ‘export or displace ecological problems, rather than truly solve them’ [ 28 ]. In fact, the flow of international second-hand clothing from the affluent Global North to the developing Global South constitutes a form of pollution shifting or waste dumping, potentially inflicting damage on the receiving nations. Evidence of this phenomenon lies in the qualitative difference in donated garments between international markets: high-quality garments are acquired by charities or companies in the Global North and resold locally, while medium-quality garments are exported to Eastern European retail shops and low-quality items find their way to Africa, Asia and South America [ 29 , 30 ]. Indeed, much of the used clothing that is exported from the Global North to the Global South lacks market value and ends up as waste in water streams, landfills, oceans or incinerators. This troubling issue was reported by ‘Trashion’ [ 31 ], which discovered that approximately 50% of the 600,000 kg of used clothing exported by Belgium to Kenya in 2021 was waste that could be neither resold or recycled.

Furthermore, challenges may arise even when high-quality clothes are traded in Global South markets. The volume and low prices of exported clothing, facilitated by political agreements on the trade of used clothing (i.e., the new post-Cotonou agreement, the ‘Everything but Arms’ initiative), hinder the growth of local textile industries. Rather than promoting employment opportunities, local product consumption and economic development, this fosters a heavy reliance on the Global North and contributes to the marginalisation of residents in the poorest countries [ 32 , 33 ].

The extensive asymmetries in the fast fashion industry between the Global North and the Global South, particularly in terms of sourcing and the generation and disposal of waste, hinder sustainable environmental and economic development and the transition towards a circular economic model [ 34 ]. Therefore, to prevent the perpetuation of colonialist-like power dynamics (as evident in the global waste trade often referred to as ‘ecological imperialism’ [ 35 ]), discussions of sustainable development and circularity must prioritise justice and address inequalities, to meet diverse needs and visions across the globe [ 34 , 36 ]. Echoing Boenhhert’s (2015) [ 37 ] perspective on the circular economy as a comprehensive approach to redesigning economic and social relations, a rebalancing of relations between the Global North and the Global South cannot overlook power dynamics. These dynamics are evident in not only the economic imperative to reduce and improve the quality of production and consumption, but also the circular economy's endeavour to ‘close the loop’, merging economic growth with sustainability [ 38 ].

The present analysis delves into the unequally distributed environmental impacts associated with the fast fashion industry, considering market interactions between consumers (i.e., demand side) and producers (i.e., supply side). Furthermore, it situates these interactions within the broader context of Global North–Global South power dynamics, as reflected in the economy-first model of development. The analysis not only uncovers the unsustainable and geographically diverse impacts of fast fashion, but it also sheds light on emerging strategies and initiatives in the discourse on fashion and sustainability. Within this context, the Global North and the Global South are considered two poles in which exchanges (or a lack thereof) of initiatives, knowledge and strategies may occur among consumers and producers.

In the following section (Sect.  2 ), we present our research questions and explain our methodological choice of a systematic literature review (SLR). We also outline the protocol used to answer our research questions, which resulted in the creation of analytical clusters. Section  3 delves into the qualitative findings of the SLR, dedicating specific subsections to the key narratives that emerged from the cluster analysis. Section  4 provides a thorough discussion of the results obtained, drawing insights for the multilevel gap between the Global North and the Global South. Finally, Sect.  5 presents concluding remarks regarding the shaping of a future discourse aimed at achieving a globally equitable and sustainable fashion industry, encompassing both production and consumption.

2 Research question

In the present study, we analysed the phenomenon of fast fashion through two distinct yet complementary lenses: (i) consumer and producer perspectives, rooted in (ii) a macro geographical focus distinguishing between the Global North and the Global South. Starting with a review of the literature, our exploration mainly centred on the environmental impact and unsustainability of the growing fast fashion industry, emphasising regional disparities. The research question explored both production and consumption, addressing the widening gap between the Global North and the Global South fostered by the fast fashion industry. Specifically, the literature review aimed at answering the following questions:

How does the empirical divide between the Global North and the Global South manifest in the economic literature on fast fashion, particularly in analyses of consumers and producers?

Are producers from the Global North and the Global South concerned about the unsustainable environmental impacts of fast fashion? Are they making efforts to transition their businesses towards more circular models? What factors influence consumer awareness, intentions and behaviours towards fast fashion? Are there notable differences or similarities between the Global North and the Global South regarding these aspects? Are there ongoing initiatives promoting sustainable consumption patterns?

What does the revised literature reveal about the role of globally adopting circular consumption and production practices in the fashion industry in bridging the Global North–Global South divide?

2.1 Methodology

The core of the qualitative-quantitative analysis was an SLR. The SLR methodology, as outlined by Moher et al. [ 39 ], relies on a ‘clearly formulated question that uses systematic and explicit methods to identify, select, and critically appraise relevant research, and to collect and analyse data from the studies that are included in the review’ [ 39 ]. This method is particularly useful for revealing the current state of the art on a topic and identifying gaps and areas requiring further research [ 40 ]. Given the complexity and novelty of the selected topic, we deemed an SLR most suitable for addressing our research questions, as it would allow us to determine a literary and bibliographic framework within which to identify relevant emerging narratives. Papers were identified following the PRISMA protocol, which outlines a specific flow of information across four research stages.

The flow diagram depicted in Fig.  1 outlines the methodological steps (i.e., identification, screening, eligibility, inclusion) [ 20 ] of the SLR. These steps, starting with identification, enabled us to select relevant publications to address our research questions.

Systematic review flow diagram

2.2 Identification

The identification process relied on the electronic database of scholarly publications Scopus, which allowed us to search across titles, abstracts and keywords in the literature. After deeming search terms such as ‘fast fashion AND Global North AND Global South’ too narrow in scope, and terms such as ‘fast fashion AND global value chain’ too broad, we ultimately selected the keyword search ‘fast fashion AND sustainability’.

The research spanned the years 2009–2023, with 2023 chosen as the end date in order to include the most recent studies. However, due to the temporal limitations of the 2023 dataset, for which collection ceased in March of that year, its representativeness in the graph is inherently limited. The year 2009 was chosen as the starting point as it marked the onset of the effects of the first globalisation crisis (beginning in October 2008), bringing to light the uneven development of the economy, the consequences of sourcing goods and services globally and the flow of capital [ 41 ]. Figure  2 depicts the annual growth in fast fashion and sustainability publications over the study period.

Annual scientific production, 2009–2023

Ultimately, our search resulted in a set of 293 publications, which we transferred to a Microsoft Excel file for the purposes of manual screening.

2.3 Screening

Screening and selection were performed manually, through a title and abstract review of the 293 papers. Eighty-one papers were excluded on the basis of their irrelevance to the subject matter. Specifically, to answer our research question and narrow the scope of the review our focus was on economic publications, addressing the impact of the fast fashion linear versus circular production and consumption model, and centred on: consumer awareness and/or behaviour and/or preferences, producer/retailer/brand marketing strategies and/or circular business models, and the interaction between consumers and producers. Systematic reviews were also included, as these offered an overview of the publishing landscape [ 42 , 43 ].

2.4 Eligibility

Each of the remaining 212 papers were assessed for eligibility, with the aim of rooting the SLR within Global North–South dynamics. Only those publications that had a clear geographical focus, i.e., context set in either Global South or Global North countries, or in a comparative approach were included. Papers that addressed mere consumers’/producers’ trends or advancement patterns and strategies towards sustainability, without discerning differences between the Global North and the Global South, or without rooting their analysis in a certain geographical context were excluded.

A set of 117 eligible papers was identified, comprised of publications focused on: (i) consumers, producers, or consumers and producers; and (ii) the Global North, the Global South or a Global North–Global South comparison.

The dataset was further sorted according to countries’ unique contributions to the scientific literature on fast fashion and sustainability, providing an overview of the distribution of geographical areas present in our identified publication set. The 117 research articles originated from 37 countries, representing both the Global North and the Global South. However, as Fig.  3 shows, certain countries contributed more significantly, as indicated by the dark blue colour (e.g., the UK with 32 articles; the US with 25; China with 14; South Korea with 9; Australia with 8; Brazil with 7), while the contribution of other countries was less significant (e.g., Japan with 3 articles, Ecuador with 2; Chile, Saudi Arabia, Tanzania, the Philippines, Croatia, Ireland and the Czech Republic with 1).

World map showing countries’ unique contributions to the scientific literature on fast fashion and sustainability

2.5 Inclusion

The 117 papers were categorised into four clusters, according to their focus: (i) consumers in the Global North, (ii) producers in the Global North, (iii) consumers in the Global South and (iv) producers in the Global South. These analytical clusters were not created using algorithms or inferential methods, but established qualitatively, with the results interpreted at two levels: (i) market dynamics and interactions (consumers and/or producers; (ii) geographical dynamics and interactions (i.e., Global North and/or Global South). Some papers were assigned to more than one of the abovementioned clusters.

Subsequently, the abstract of each paper was read in order to identify emerging narrative for each cluster of articles.

The following section reports the findings from the qualitative analysis of the 117 identified papers, organised according to each conceptual cluster. The first subsection reports the narratives of papers concerning the Global North and consumers (n = 28 publications from 2014–2023). The second subsection describes the narratives of papers discussing the Global North and producers (n = 24 publications from 2009–2023). Subsections 3 and 4 analyse Global South narratives. Section  3 focuses on consumers (n = 11 publications from 2017–2022) and Sect.  4 focuses on producers (n = 11 publications from 2017–2021).

The final subsection explores the narratives of papers pertaining to more than one of the abovementioned clusters. The content of these papers determined five further clusters of analysis: (i) the Global North and producers and consumers (n = 15 from 2016–2023); (ii) the Global South and producers and consumers (n = 5 publications from 2016–2022); (iii) the Global North versus the Global South and consumers (n = 3 from 2011–2022; (iv) the Global North versus the Global South and producers (n = 14 publications from 2016–2022); and (v) the Global North versus the Global South and consumers and producers (n = 6 from 2018–2022).

Figure  4 depicts the distribution of articles among the conceptual clusters, showing the frequency of articles per cluster.

Distribution of articles in each conceptual cluster

Figure  5 provides a visually concise summary of the SLR findings that shall be reported and discussed in the following sections. The vertical axis depicts upstream and downstream issues, while the horizontal axis represents the Global North and the Global South. Within each quadrant, the identified narratives are displayed. The upper left quadrant focuses on Global North consumer narratives, while the upper right quadrant represents the Global South consumer cluster. The lower left quadrant reflects Global North producer narratives, and the lower right quadrant pertains to Global South producers. The axes delineate overlapping narratives. The vertical axis (i.e., upstream and downstream) contains cross-cutting narratives for consumers (i.e., upstream) and producers (i.e., downstream), for both the Global North (up) and Global South (down). The horizontal axis (Global North and Global South) represents narratives cross-cutting the producer and consumer categories in the Global North (left) and Global South (right). The circle in the centre regroups the narratives encompassing all four quadrants: the Global North, the Global South, consumers and producers.

Emerging narratives grouped by conceptual cluster

3.1 Global North and consumers

The most frequent narrative in this category explored socio-cognitive aspects of consumer behaviour within the framework of the rational economic agent. Terms such as 'consciousness’, ‘knowledge’, ‘cognition’, ‘intentions’, ‘attitude’ and ‘behaviour’ frequently underscored the significance of the socio-cognitive sphere in matters of consumer preference. The central question usually revolved around how ‘consumers’ level of environmental consciousness impacts their purchase decisions and consumption behaviour’ [ 44 ], investigating potential value-action gaps or intention-behaviour gaps.

Papers [ 45 , 46 , 47 , 48 , 49 , 50 ] often analysed empirical data obtained through interviews, surveys and consumer questionnaires. These methods were applied not only to determine consumer preferences, but also explored existing knowledge and attitudes, providing empirical evidence to support initiatives to promote more environmentally friendly purchasing behaviors. Specifically, considering the environmental risks associated with the fast fashion industry, the focus on raising consumer consciousness was found to align with the theme of responsible consumption within a circular bioeconomy perspective. However, external factors (e.g., stressful events such as COVID-19) can impact consumer behaviour, encouraging impulsive buying [ 49 ]. The data indicated a consumer preference for sustainable fashion items, while revealing a lack of accurate and transparent knowledge among consumers about all stages of the supply chain [ 51 ]. Additionally, some papers found that consumer preferences did not automatically translate into purchasing behaviour, as consumer willingness to pay also played a key role in determining such decisions, alongside with cognitive and behavioural factors [ 45 , 52 ]. Despite this complexity, consumers were found to exhibit a willingness to pay higher prices for sustainable products, suggesting a potential for sustained market volume [ 50 ].

The studies in this group also explored consumers’ demographic characteristics, focusing particularly on generational cohort and gender. Concerning generational cohort, the papers primarily centred on Generation X, whose members (i.e., millennials) are most exposed to the intention-behaviour gap: while overconsuming fast fashion, they are also increasingly sensitive to sustainability issues [ 53 ]. Thus, education about sustainable production and responsible consumerism in the clothing industry was identified as a key factor for this cohort, as highlighted by a case study about an educational project conducted in Germany [ 54 ]. With respect to gender, women were identified as more ‘careful’ about their responsible consumption, showing a preference for slow fashion apparel and garments [ 45 , 51 ], or at least appearing ‘more knowledgeable about this topic than men’ [ 55 ].

Within the analysis of consumer purchasing choices, slow fashion also emerged as an intriguing research trend [ 52 ]. Some papers presented interesting case studies. For instance, Holgar [ 56 ] used wardrobe research to empirically test consumers’ everyday clothing practices, and Polajnar and Šrimpf Vendramin explored textile waste management among Ljubljana residents and the waste-management network in Slovenia [ 57 ].

3.2 Global North and producers

The most explored narrative in this cluster pertained to the identification of solutions and alternatives concerning circular business models, sustainability, transparent global value chains, and waste and emission reductions, aimed at a paradigm shift in the fashion industry towards more conscientious and circular business practices. For instance, rethinking production modes and supply chains could occur by embracing a multi-echelon closed-loop supply chain (CLSC) [ 58 ]. Such an approach would aim at maintaining market competitiveness while promoting sustainable development [ 58 ]. Studies analysed major global fashion companies, in—both the luxury and mass market sectors. Transformation was recognised as necessary for meeting evolving consumer demands (characterised by a growing sensitivity to environmentally friendly products), to comply with supranational and international strategies (e.g., the UN Fashion Charter and the Fashion Pact, the EU Strategy for Sustainable and Circular Textiles) and to participate in sustainability initiatives (e.g., European Textile Network) [ 59 , 60 , 61 , 62 ].

In contrast, practices such as ‘greenwashing’ and ‘greenhushing’ were recognised as limiting fashion firms' sustainable production opportunities and market competitiveness, as well as positive consumers perception towards them. Therefore, to achieve a truly circular approach, these practices must be replaced by genuine green marketing strategies [ 63 , 64 , 65 ]. Strategies such as waste management, recycling, by-products reduction, the use of green technologies, and rental platforms were recommended. For instance, rental platforms in Canada were found to be positively linked to sustainable fashion [ 66 ]. To reverse the make-take-waste paradigm, the Swedish fashion industry adopted circular economy principles in its supply chain [ 67 ]. Additionally, the German second-hand clothing industry used digitalisation to establish a competitive business model [ 68 ]. Given the need to close the loop of the linear fashion scheme, new processes and transaction schemes were also explored. The transition towards a slow-fashion production paradigm was recognized to entail a radical redefinition of value propositions, emphasising craftsmanship, nature and localism [ 60 , 69 ], guided by transparent business practices and commercial sustainability [ 70 ], following the 3Rs (i.e., reduce, reuse, recycle) [ 71 ]. This aligns with the approach developed by the French national program for managing post-consumer textiles and clothing, which, promoted innovation in recycling practices through extended producer responsibility policies [ 72 ].

Other papers focused on specific business trends, such as those observed in the luxury fashion sector, which has embraced ethical and sustainable measures prioritizing distinction and recycling [ 73 , 74 ]. Moreover, the emerging ‘eco-chic’ trend highlights that long-lasting and environmentally friendly garments are not restricted to luxury brands, but may also be produced by mass retailers [ 75 ].

3.3 Global South and consumers

The environmental challenges and repercussions of the fast fashion industry are located and widespread throughout the Global South. It is in this region that Western companies typically concentrate their fast fashion production processes and discard their used clothing. These issues were addressed from the perspective of consumers in this region, analysing their concerns and engagement. One effective strategy highlighted for mitigating the negative impacts of excessive clothing production and disposal was the establishment of a new sustainable consumption model to prolong product life cycles. Such models might be achieved through the promotion of reuse, recycling and resale activities among consumers, which have already gained traction within the second-hand clothing market. In Africa, for instance, many individuals were found to wear second-hand garments exported from the Global North [ 76 ]. Additionally, in the Global South, the embrace of authentic elements inherent to small village settings and local communities (i.e., nature, history, culture, traditions) was recognised as a viable approach to combatting consumerism and fostering sustainable practices [ 77 , 78 ], highlighting a key difference from the narratives focused on the Global North. In the context of the Global North and consumers, the acknowledgment of sustainability practices influenced by cultural collectivist values was observed within a specific community with ties to the Global South: African Americans, whose heritage is marked by specific cultural values contributing to these practices [ 79 ].

Another avenue for minimising the environmental impact of the clothing industry while extending garment lifetimes was identified as the promotion of sustainable purchasing behaviours and intentions [ 80 , 81 , 82 ]. In this regard, slow fashion and eco-fashion emerged as promising approaches. These trends encourage environmentally conscious and responsible consumers by promoting greater product knowledge, active involvement in the clothing creation and design process, and the adoption of circular textile products [ 80 , 81 , 82 ]. Ultimately, the adoption of these paradigms may also enhance consumer well-being.

3.4 Global South and producers

The first key narrative in this category surrounded the unethical working conditions and sourcing practices within the fast fashion industry. Countries in this region bear the most significant socio-economic consequences of the fashion value chain, as they not only receive the majority of global textile waste, but they also host the most resource-intensive manufacturing processes, as a result of outsourcing [ 83 ]. Thus, economic and environmental factors assume greater significance.

The transition towards sustainable business models in the Global South may be hindered by information deficiency. While enterprises in the Global South were found to make significant effort to comply with corporate social responsibility (CSR) models [ 84 ], a comparative analysis among young designers based in China, India, Bangladesh and Pakistan showed that producers in the Global South often lack information about sustainability practices and how to implement them [ 85 ]. Interestingly, a significant disparity between the Global North and the Global South emerged in the papers, showing that Generation X individuals in the Global North tend to be notably concerned about sustainability issues, while the same is not true for their counterparts in the Global South.

As outlined in the preceding subsection, culture and perceptions play important roles, also among producers. For instance, Remu Apparel, a slow fashion company in Ecuador, promoted the adoption of slow fashion by reconceptualising traditional masculinity [ 86 ]. Filipino ukay-ukay culture (i.e., ‘digging up of piles of used clothes until finding a desirable item’ [ 87 ]) provides another intriguing example of the importance of the cultural factor.

To foster sustainable growth, producers must focus on the developing circular economic practices in Global South markets. Given the immense scale of some of these markets, (e.g., the textile and garment industry in Brazil [ 88 , 89 ] and China [ 90 ]) businesses must develop a strategic vision for sustainable economic growth.

3.5 Overlapping narratives

Various factors intersect with the categories of consumers and producers in the fashion industry. Through their primary activities of (over)consumption and (over)production, both contribute significantly to environmental degradation, via the generation of waste and the depletion of raw materials, respectively.

In papers examining consumer–producer dynamics in the Global North, a central narrative revolved around the development of a holistic circular business model for fashion, to allow both producers and consumers to embrace the benefits of a circular economy within the fashion industry [ 91 ]. Initiatives such as the Dutch circular textile mission and the European Union-funded Horizon 2020 project TCBL (Textile and Clothing Business Labs) were recognised as an example of system innovations in this direction [ 92 , 93 ]. The simultaneous engagement of producers and consumers was stated to occur through bottom-up and top-down processes [ 94 ]. With respect to top-down processes, producers must prioritise the provision of transparent and easily understandable information to consumers [ 95 ], while developing products with clear sustainable attributes, in order to demonstrate their commitment to socio-environmental responsibility. Such an approach would not only enhance consumer loyalty and satisfaction, but it would also increase willingness to pay for sustainable product [ 96 , 97 ]. The brand ECOALF is exemplar in this regard, with a focus on sustainable fashion and effective communication strategies aimed at consumers [ 98 ]. Regarding bottom-up processes, papers described that local consumers should actively propose sustainable initiatives for local and/or global implementation [ 1 , 99 ]. In particular, social manufacturing, which involves consumers directly in the production process through do-it-yourself (DIY) and do-it-together (DIT) practices, was recognised as facilitating the transfer of environmental knowledge and promoting green innovations [ 100 ]. Additionally, unsuccessful aspects of consumer–producer interaction were considered, particularly with respect to textile waste management strategies and recycling technology. A case study comparing the UK and Korean recycling systems revealed the latter’s lesser preparedness to address textile waste streams [ 101 ]. Moreover, geographical location was found to play a relevant role, as Portugal produces more textile waste than Croatia, leading to a higher environmental impact [ 102 ].

Narratives considering consumer–producer interactions in the Global South underscored how the rise of fast fashion in emerging economies has created both sustainability concerns and opportunities. Economic agents in these regions were found to be positively supporting the concept of sustainable fashion and the idea of transformable garments; attitudes, subjective norms and perceptions, and again cultural factors, were considered influential factors in the adoption of sustainable behaviours, such as recycling activities or secondhand [ 103 , 104 , 105 ], even among distinct sectors, like secondhand luxury fashion [ 105 ]. Transparent and informative communication about sustainable practices was found to enhance consumer trust, foster positive feelings and mitigate perceptions of producer hypocrisy [ 106 , 107 ]. Despite acknowledging the room for improvement in sustainability practices, studies focused on producers and consumers in the Global South highlighted the substantial work required to effectively transform aspirations into feasible solutions. For example, a study in Brazil revealed consumer reluctance, even among those claiming environmental consciousness, to pay a premium for eco-friendly products [ 107 ]. Similarly, concerns about production costs, practicality, adaptability, and marketability were found on the production side [ 103 ].

Among the papers adopting a comparative geographical perspective (i.e., Global North vs. Global South) with respect to consumers, the analysis aimed at bridging the gap in consumer perceptions and behaviours across the different global regions. On the one hand, consumers from both the Global North and the Global South were found to be positively influenced by eco-fashion in their decision-making and behaviour [ 108 ]. However, a notable disparity persists between consumers in the Global North and those in the Global South regarding purchasing intentions, perceptions, and adoption of circular apparel behaviour, with consumers in the Global South facing more significant challenges in this regard [ 109 ]. However, similarities were also detected between consumers in different geographical regions, irrespective of their affiliation to the Global North or the Global South. Specifically, individuals residing in certain natural geographies (e.g., islands) tend to be more nature-friendly in comparison to residents in corresponding continental areas, as shown in a study comparing the residents of an island regions in the US and in Ecuador [ 110 ].

Papers comparing producers in the Global North with those in the Global South considered the uneven distribution of environmental, ecological and social consequences, recognising the greater impacts suffered by the weaker region (i.e., the Global South), due to the extensive use of petroleum-based fibres and the offshoring of production by fast fashion companies in the Global North. The papers showed that recent business strategies have begun to integrate social and sustainability aspects, emphasising the importance of transparent, circular business practices [ 111 , 112 ]. This shift was also recognised in Global North firms that have adopted social and environmental sustainability as a selection criterion for their sourcing locations [ 113 ] or relocating specific stages of the supply chain [ 114 ]. Transnational and multilevel perspectives and localized, cross-border initiatives aimed at tackling unequal ecological consequences (worldwide) are necessary [ 115 ]. These initiatives were thought to emerge when supply chains would cease to be organised solely around large retailers and brand-name firms in the Global North, and extend into the Global South. In this regard, the media could play a prominent role in the provision of transparent information aimed at establishing a sustainable global supply chain [ 116 ]. Feasible strategies were identified, including: (i) reusing and remanufacturing unwanted second-hand clothing by incorporating local craft and design, as seen among retailers and artisans in Tanzania and fashion remanufacturers and retailers in the UK [ 117 ]; and (ii) implementing effective sustainable supply chain management (SSCM) through investments in decarbonisation and energy infrastructure, engagement with suppliers and consumers, and the revaluation of product design standards [ 118 ].

In papers taking an all-encompassing approach, initial considerations regarding the fashion industry’s polluting production model, in terms of environmental degradation, are followed by more specific differences concerning ‘onshoring’ versus ‘offshoring’ dynamics: from textile waste to working conditions. These dynamics were investigated by using different research methods: LCA methods to compare global impacts [ 119 ], and systematic literature reviews [ 120 , 121 ] to highlight gaps and themes in the academic literature on global fashion. More advanced areas of research development have also been explored: immersive technologies aimed at educating and sensitizing global audiences about traditional textile companies and responsible consumption of goods, also in countries such China where Generation Z consumers are showing a growing willingness to purchase sustainable clothes [ 122 ]. Finally, studies directed attention to all three sustainability pillars (i.e., environmental, social, economic) as important areas for future research and action. In summary, the papers emphasize the need for joint action involving industry, policymakers, consumers and scientists to promote sustainable production and ethical consumption practices, aimed at achieving equity and the UN Sustainable Development Goals [ 119 , 120 , 121 , 122 , 123 , 124 ].

4 Discussion

This paper has explored the different dynamics of fast fashion in two major regions of the world, based on an SLR. The findings reveal a gap at various levels, in terms of both bibliographic attributes and content. This aspect suggests the existence of differing scholarly attentions and framings in covering the topic.

First, there is a time-lag in the research. Figure  2 illustrates a significant scarcity of relevant research during the years 2009–2015. However, from 2015 onwards, a gradual increase in publications is evident, with a modest peak in 2017. The period 2017–2022 demonstrates exponential growth in the number of annual publications, with a high peak in 2022. These turning points coincide with significant shifts and transformations in the fashion industry, as echoed in the literature. For instance, 2016 was labelled as one of the most ‘disruptive’ years for the fashion market, characterised by shocks, challenges and uncertainty [ 125 ]. Moreover, the year 2017 marked a significant shift in the fashion industry, characterised by organic growth and digitalisation, signalling the end of the West's dominance, particularly in European and North American countries, and the emergence of Asia–Pacific and Latin American regions as new leading players in the industry [ 125 , 126 ]. Interestingly, our dataset reveals that Global South narratives focusing on consumers, producers and consumer–producer interactions began to emerge in the years 2016–2017, whereas narratives focusing on the Global North emerged as early as 2009. In the aftermath of the COVID-19 pandemic in 2021–2022, there was a notable increase in awareness and action against the impacts of climate change and resource overconsumption [ 127 ]. This shift also influenced the discourse around fast fashion, resulting in a specific scholarly focus on sustainable business models, overconsumption, overproduction, unsustainable practices and sustainable consumption behaviours [ 128 , 129 ]. Notably, each cluster within this specified timeframe spanned 2021 or 2022.

A skewed trend was evident in the distribution of research contributions, whereby the majority of contributions centred on the Global North, with 28 out of 117 focusing on consumers and 24 out of 117 focusing on producers. In contrast, a smaller number of contributions explored the Global South, with 11 out of 117 focusing on consumers and 11 out of 117 focusing on producers. A dual focus on consumers and producers within the same region was more frequently observed than Global North versus Global South comparisons. In fact, the most fruitful space for comparison was that of the Global North, particularly regarding consumer–producer interactions (15 out of 117 papers vs. 5 out of 117 for the Global South). Moreover, only 6 out of 117 papers were comprehensively comparative.

This trend is corroborated by Fig.  3 , which illustrates the scientific production by country. In the figure, there is a notable disparity in academic publishing between countries, particularly in the Global South. Unsurprisingly, Brazil and China appear among the top contributors. Both countries are experiencing a demographic megatrend characterised by an expanding middle class [ 130 , 131 ], leading to increased purchasing power. This megatrend is also likely to impact trends in production and consumption, including demand for apparel [ 131 , 132 ]. Perhaps for this reason, in the narratives, these two countries were the only ones mentioned as ‘big markets’ where attention was being given to strategic business strategies [ 88 , 89 , 90 ]. Conversely, more extensive contributions stemmed from countries in the Global North, encompassing countries from Europe, America, Oceania and Asia.

Considering the identified narratives and themes, our findings show that consumers and producers, both in the Global North and the Global South, are identified in literature as sharing concerns about the present and future condition of the fast fashion industry. The narratives explored solutions at various stages of the fashion supply chain, aimed at enhancing environmental awareness; pro-environmental behaviours; and green, circular and transparent economic principles. Notwithstanding the significant challenges required to effectively translate these efforts into viable solutions (due to information asymmetries between the Global North and the Global South; intra-regional and inter-regional interactions between economic actors; differing levels of awareness; and economic, environmental and social interventions in ‘onshoring’ versus ‘offshoring’ dynamics), literature addressing a commitment to achieving a socially, economically and environmentally sustainable fashion industry is evident in the analysis of the literature of both regions, with respect to both consumers and producers. However, the extent of the identified efforts appears to vary.

The development of sustainable production and consumption systems occurs within social and ecological frameworks, and is affected by technological change, information technologies, market and business strategies, and behavioural change [ 23 , 133 , 134 ]. A common trend may be observed in this regard, with slow fashion and eco-fashion (emphasising social responsibility and sustainability) valued in both the Global North and the Global South. These alternatives prioritise the use of local resources, distributed economies, transparent production systems connecting producers directly with consumers, and sustainable products [ 135 , 136 ], and they have been identified as important avenues for current and future sustainability in both regions [ 52 , 60 , 69 , 70 , 72 , 75 , 80 , 81 , 82 , 86 ].

However, in this eco-humanistic perspective, Footnote 2 different levels of importance are attributed to the two dominating systems [ 134 ]—that of values (used here as a proxy for social, environmental, traditional and historical elements) and that of economics (used here as a proxy for business strategies, economic principles, digitalization, behavioral and cognitive characteristics).

In the Global South, waste management initiatives (e.g., those aimed at reuse, recycling and resale), the development of green technologies and circular principles, the adoption of contemporary models of corporate social responsibility (CSR) to address the growing second-hand clothing market, and the exploration of certain behavioural and cognitive characteristic informing environmentally conscious and responsible consumers with strong product knowledge who receive transparent and informative information from producers, may be investigated as economic patterns. Notably, these considerations are embedded in discussions of social and ecological factors, highlighting locality, culture, traditional values and nature. Significantly, change is proposed to stem from local values and social structures, reflecting a bottom-up approach. Such initiatives, originating in local communities, may pertain to producers—as highlighted in the case studies from Ecuador and the Philippines [ 86 , 87 ]—and/or consumers—as seen in the practice of hand-me-down clothing and sharing [ 76 , 77 , 78 ], with the aim of promoting green economic development with respect to the environment (social and natural).

Conversely, in the Global North, circular and sustainable initiatives are more strictly aligned with economic considerations, with market strategies informing a circular transition driven by competitiveness and profitability [ 1 , 58 , 70 ]. Thus, efforts are directed towards the abandonment of communicative, business and marketing practices such as greenwashing or greenhushing, in favour of circular economy principles in the supply chain [ 58 , 67 ], digitalization [ 68 ], transparent business practices, the development of commercial sustainability, and the 3Rs principle [ 71 ], even when the goal is to promote new values and a localist, collectivistic attitude [ 60 , 69 ]. Similarly, consumer preferences are explored using cognitive and behavioural components and social characteristics, alongside market considerations (e.g., willingness to pay) [ 45 , 50 , 52 ]. While, only when analysing a specific community interestingly rooted in the cultural heritage of the Global South, the potential and effective role of traditional community values is mentioned [ 79 ]. Interactions between producers and consumers with respect to the adoption of sustainability are explored through examples of transparent business models that are openly committed to social and environmental responsibility [ 96 , 98 ] (i.e., systemic innovations [ 92 , 93 ]), and consumers' active involvement in production processes [ 1 , 99 ], rather than attitudes, subjective norms, and perceptions [ 104 , 107 ]. Even when explored at a national policy level [ 72 ], these transformations find their rationale in the necessity to comply with supranational and international strategies (e.g., the UN Fashion Charter and the Fashion Pact, EU Strategy for Sustainable and Circular Textiles) and sustainability initiatives (e.g., European Textile Network) [ 59 , 60 , 61 , 62 ].

Existing inequalities in global governance and economic relations among the Global North and the Global South relations [ 18 , 19 , 20 , 21 , 22 ] are mirrored in the analysis of the approaches each region is taking to achieve sustainability in the fashion industry.

In 2018 Wu et al. [ 137 ] observed that the decoupling of developing countries from unsustainable practices was fluctuating and lacking in regularity—a trend echoed in our discussion. In fact, the shift in the fashion industry towards sustainable development predominantly occurs within the developed and politically active Global North. Conversely, in the Global South, this transition is contingent upon country-specific factors, including socio-economic and cultural contexts. In the Global North, structured, innovative and transparent market strategies for sustainable consumption and production patterns are implemented under political guidance. It is imperative that these strategies be adopted globally, extending to the Global South. This may be achieved, for instance, through an active commitment to corporate social and environmental responsibility in sourcing decisions and the integration of the Global South into sustainable supply chain management through investment in decarbonisation and energy infrastructure [ 111 , 112 , 113 , 114 , 118 ]. Furthermore, there is a need for joint action between the Global South and the Global North at a governmental level, within an inclusive framework [ 115 , 119 , 120 , 121 , 122 , 123 , 124 ]. This is due to the differing capacities of developed and developing countries to address the challenges of unsustainable consumption and production. In the Global North, sustainable development is already reliant on structural systemic innovations and policy guidance [ 137 , 138 ].

5 Conclusions

If, on the one hand, the present SLR acknowledges that the analysed existing literature on the topic underlines a genuine commitment to the long-term development of a sustainable fashion industry, with attention given to Global North–Global South dynamics (as particularly evident with respect to, e.g., waste and outsourcing), it is notable that this landscape remains fragmented, as highlighted by the discussed temporal and geographical distribution of research.

Emphasising the need to achieve all three pillars of sustainability, and broadening the scope of the investigation to encompass the Global South, future research should employ comparative approaches centred on the creation of a common good (i.e., common interests and solutions) between developed and developing countries [ 139 ]. This may involve recognising the unequal consequences of global trends and combining green digitalisation and new technologies with the preservation of local and cultural values to encourage mindful consumption and production (as emphasised, for instance, in the concepts of slow fashion and eco-fashion). Envisioning a comprehensive eco-humanistic vision, the integration of growth and development with the social and natural environment, alongside advancements in science and technology (including ICT and immersive technologies), may result in a sustainable development system worldwide [ 134 ].

While our analysis adopted an economic perspective, focusing on the disparity between the Global North and the Global South, we recognise the importance of directing scholars’ attention in challenging existing power dynamics within the traditional economic paradigm, starting with acknowledging the literature gap evident in the differing bibliographic attributes and content narratives according to world region. To strengthen the development of a sustainable and circular fashion industry, while fostering sustainable and socio-ecologically equitable production and consumption patterns, future research must address the gap in environmental responsibility, global governance and economic relations between the Global North and the Global South [ 21 , 23 , 138 , 140 ]. Although our research questions did not explicitly address governance, this topic emerged as an interesting analytical thread. Thus, future research could explore the role played by governance in consumer–producer interactions, and its impact on the imbalanced Global North–Global South dynamic. Reflecting on this aspect could yield valuable insights for empirical applications to further progress towards global sustainability targets, emphasising social and ecological considerations alongside economic dynamics of production and consumption. This, in turn, may actively support collaborative initiatives such as the United Nations Sustainable Development Goals and the United Nations Alliance for Sustainable Fashion, while also contributing to the creation of new ones.

Data availability

Data are available from the authors upon reasonable request.

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Bonelli, F., Caferra, R. & Morone, P. In need of a sustainable and just fashion industry: identifying challenges and opportunities through a systematic literature review in a Global North/Global South perspective. Discov Sustain 5 , 186 (2024). https://doi.org/10.1007/s43621-024-00400-5

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CASE REPORT article

Anomalous pulmonary venous drainage due to malposition of septum primum: two case reports and literature review.

• Department of Radiology, Jinan Children’s Hospital, Jinan, China

Background: Anomalous pulmonary venous connection with malposition of septum primum (MSP) is a rare pediatric cardiovascular malformation. Although reports in the literature are scarce, accurate pre-operative imaging diagnosis is crucial for selecting the appropriate clinical intervention and determining the prognosis for affected children.

Case description: In both case reports, the cardiovascular malformations were incidental findings. In the second case, an enlarged cardiac silhouette was observed on chest x-ray due to pneumonia, which was subsequently confirmed by ultrasound. Combined with computed tomography angiography examination, the diagnosis of MSP-type anomalous pulmonary venous connection was established.

Conclusions: Comprehensive imaging examinations are essential in reducing misdiagnosis and achieving an accurate diagnosis of MSP-type anomalous pulmonary venous connection. The typical imaging findings for MSP-type anomalous pulmonary venous connection include absence or hypoplasia of the superior limbic band of the septum secundum, leftward displacement of the septum primum, and partial or total pulmonary vein drainage into the anatomical right atrium.

1 Introduction

Anomalous pulmonary venous drainage due to malposition of septum primum (MSP) is a rare congenital structural malformation among pulmonary venous malformations with normal pulmonary venous position ( 1 , 2 ). Due to developmental anomalies of the atrial septum, the right atrium forms an additional or abnormal atrial structure, referred to as the anatomical right atrium or accessory atrium. This causes the right pulmonary vein to drain into this accessory atrium instead of the usual left atrium. This condition is more common in patients with hypoplastic left heart syndrome and heterotaxy syndromes, particularly in those with polysplenic visceral heterotaxy syndrome ( 3 – 5 ). Clinically, patients often present with mild physiological symptoms such as fatigue, increased heart rate, and common respiratory infections. A small proportion of patients with complex congenital heart disease may develop heart failure. Its clinical manifestations lack specificity, making misdiagnosis common, which may delay or hinder timely treatment and prognosis for pediatric patients. Therefore, accurate pre-operative diagnosis is crucial for clinical decision-making, improving perioperative outcomes, and reducing the incidence of residual re-interventions. Although there are reports on MSP-type pulmonary venous connection anomalies in the scientific literature, most focus on clinical treatment rather than imaging diagnosis. In addition, the reported cases of pulmonary venous drainage anomalies often involve different associated congenital heart diseases ( 2 – 12 ). This paper presents the imaging findings and differential diagnosis of two pediatric cases of MSP-type pulmonary venous drainage anomalies, supplemented by clinical data and a literature review, to enhance the accuracy of early diagnosis of this condition.

2 Case information

The child was a girl, aged 2 years and 6 months. A cardiac malformation was detected when she was 5 months old, and she is currently admitted to the hospital for further diagnosis and treatment. Physical examination revealed the patient was conscious and generally responsive, with steady breathing and coarse breath sounds in both lungs without obvious rales. Heart sounds were strong, with a grade 2/6 systolic murmur noted in the second to third intercostal space at the right sternal border. The electrocardiogram results indicated sinus rhythm, significant right axis deviation, and T wave changes. The laboratory tests showed a slight increase in white blood cells and lymphocytes.

Chest x-ray revealed an enlarged cardiac silhouette and increased, blurred pulmonary markings. Cardiac color Doppler ultrasound revealed the following: The right superior and inferior pulmonary veins were connected to the posterior wall of the left atrium, and the posterosuperior margin of the interatrial septum was not attached to the posterior wall of the left atrium. The upper border of the septum primum was displaced to the left, causing the right upper and lower pulmonary veins to drain into the right atrium. Right-to-left transseptal blood flow was observed along the upper border of the atrial septum. In addition, a 0.52-cm wide left superior vena cava was detected at the suprasternal fossa. Computed tomography angiography (CTA) demonstrated the absence of the superior limbic band of the septum secundum, with the atrial septum significantly shifted to the left. In addition, the right pulmonary vein was observed to return to the anatomical right atrium (referred to as an accessory atrium in this context). The atrial septum displayed an irregular “L”-shaped defect, clearly visible on the enhanced images with the use of a contrast agent. The left superior and inferior pulmonary veins drained into the left atrium, the atrioventricular connection was concordant, the accessory atrium communicated directly with the right atrium, and the atrial septum was not visualized. The left superior vena cava was visualized, draining into the right atrium via the dilated coronary sinus. See Figure 1 for details.

The patient underwent surgical treatment. Intraoperative observation revealed an enlarged heart, right ventricular loop, concordant atrioventricular connection, and normal positioning of the great arteries, with an aorta-to-pulmonary artery ratio of 1:1.2. Upon opening the right atrium, it was observed that the septum primum was malpositioned, and the right pulmonary veins drained into the right atrium. An atrial septal defect (ASD) with a diameter of approximately 8 mm was noted. A portion of the atrial septum tissue was excised, and the right lower pulmonary vein opening was found near the inferior vena cava opening. A 3 cm × 3 cm bovine pericardial patch was used to continuously suture and repair the atrial septal tissue, redirecting the right pulmonary veins into the left atrium.

The child was a girl, aged 3 years and 9 months. She was hospitalized in a local hospital because of pneumonia. The chest x-ray showed an enlarged cardiac silhouette, and an echocardiogram confirmed partial pulmonary venous ectopic drainage. She was admitted to our hospital for further diagnosis and treatment. Physical examination revealed the patient was conscious with steady breathing, coarse breath sounds in both lungs without obvious rales, strong heart sounds, and a grade 2/6 systolic murmur in the second to third intercostal space at the left sternal border. The electrocardiogram results showed sinus rhythm, right axis deviation, and QT interval prolongation.

The chest x-ray revealed cardiomegaly in the child, with a prominent right heart border, blunted cardiac apex, and increased coarse pulmonary markings. The cardiac color Doppler ultrasound revealed the following: The right superior and inferior pulmonary veins were connected to the left posterior atrial wall, and the posterior upper border of the atrial septum was not connected to the posterior wall of the left atrium but was displaced to the left, causing the right superior and inferior pulmonary veins to drain into the right atrium. An approximately 0.53 cm defect was detected at the superior edge of the septum primum, with left-to-right blood flow visible through the defect. The CTA showed that the anterior wall of the right ventricle was thickened, the superior limbic band of the septum secundum was absent, the atrial septum was shifted to the left, the right pulmonary vein returned to the anatomical right atrium, and two shunts were found in the atrial septum, measuring 7.9 and 8.8 mm in width. See Figure 2 for details.

The patient underwent surgical treatment. Intraoperative findings included an enlarged heart, right ventricular loop, concordant atrioventricular connection, and normal positioning of the great arteries, with an aorta-to-pulmonary artery ratio of 1:2.5. The right atrium was opened. The main pulmonary artery was significantly dilated. The main pulmonary artery was incised, and a probe passed smoothly through both the left and right pulmonary arteries, indicating no stenosis. The superior edge of the septum primum was displaced to the left, and the right superior and inferior pulmonary veins were found to drain abnormally into the right atrium. An atrial septal defect with a diameter of approximately 1.5 cm was noted. Excess tissue from the septum primum was excised, and a bovine pericardial patch of appropriate size was selected and continuously sutured to repair the atrial septal defect, redirecting the right superior and inferior pulmonary veins into the left atrium.

3 Discussion

3.1 mechanism of embryonic development and clinical features.

During normal embryonic development between the 4th and 6th weeks, the septum primum and septum secundum sequentially appear and grow sagittally in the central region of the primitive atrium. As left atrial pressure increases, the septum primum gradually fuses with the septum secundum, forming a permanent atrial septum that separates the primitive atrium into the left and right atria. The septum primum normally originates from the sinus venosus tissue adjacent to the inferior vena cava–right atrium junction. By the end of its growth phase, it connects with the left atrial side of the superior limbic band, forming the valve of the foramen ovale during intrauterine life. This valve is mainly composed of the muscular tissue of the vestibular spine and the mesenchymal cap of the vestibular ridge, providing support for the anterior–inferior fossa ovalis and the basis for the cardiac fibrous septum structure. The superior limbic band of the septum secundum is located at the left edge of the superior vena cava–atrium junction, constituting the anterosuperior part of the foramen ovale. If the superior limbic band of the septum secundum is absent or abnormally developed, the cranial side of the septum primum loses its connection to the superior limbic band. Influenced by hemodynamic forces, the blood flow from the right atrium passes through the defect into the left atrium, causing the septum primum to shift leftward. This shift can result in normally positioned pulmonary veins partially or completely draining into the anatomical right atrium ( 2 , 3 , 11 – 13 ). In 1995, Van Praagh first described this finding as “malposition of septum primum,” which he described as a type of interatrial communication due to the absence of a septum secundum superior limbic band and complete or partial anomalous pulmonary venous drainage. Silvestri et al. ( 5 , 6 , 10 ) also indicated that children with hypoplastic left heart syndrome, heterotaxy, or polysplenia were more likely to have a leftward shift of the superior margin of the septum primum. This anatomical pattern often resulted in partial or complete pulmonary venous drainage into the anatomical right atrium. And there is increased interatrial communication between the left and right atria. This communication is not a true atrial septal defect; however, it is defined as “interatrial communication associated with septum secundum defects and malposition of the septum primum (MSP),” located between the malpositioned septum primum and the posterior atrial wall ( 12 ).

The two cases reported in this article involve children with MSP and partial anomalous pulmonary venous drainage (only the right superior and inferior pulmonary veins drained into the right atrium, while the left superior and inferior pulmonary veins drained normally into the left atrium). Both cases had interatrial communication, and one case had a persistent left superior vena cava. These findings differ from those reported by Van Praagh et al. ( 2 ), who found that malposition of the septum primum is often associated with complex congenital heart diseases such as heterotaxy, complete transposition of the great arteries, and tetralogy of Fallot. By contrast, our cases are similar to those reported by Cuttone and Park et al. ( 4 , 14 ), where malposition of the septum primum is associated only with simpler congenital heart diseases, without complex cardiac malformations. In the context of interatrial communication, one of our patients exhibited left-to-right shunting. Despite the presence of partial anomalous pulmonary venous return, the elevated left ventricular end-diastolic pressure led to increased left atrial pressure. Since the left atrial pressure is higher than the right atrial pressure, blood flows from the left atrium to the right atrium through the interatrial communication, resulting in left-to-right shunting. Another patient demonstrated right-to-left shunting. We believe this is primarily due to anomalous pulmonary venous return to the right atrium, which increased the right atrial volume load and subsequently elevated right atrial pressure. The elevated right atrial pressure is transmitted to the right ventricle, increasing its preload and right ventricular end-diastolic pressure. As pulmonary blood flow increases, pulmonary vascular resistance and pulmonary artery pressure also rise, further increasing the right ventricular afterload. When right ventricular end-diastolic pressure is elevated, right atrial pressure also rises. If the right atrial pressure exceeds the left atrial pressure, right-to-left shunting occurs through the interatrial communication.

3.2 Imaging features and differential diagnosis

Cardiac enlargement observed on chest x-ray can be indicative of underlying heart disease. In our second patient, incidental detection of cardiac enlargement during a chest x-ray for pneumonia suggested potential cardiac or great vessel abnormalities. Subsequent echocardiography confirmed the diagnosis of MSP-type anomalous pulmonary venous drainage. The typical manifestations include enlargement of the right atrium and right ventricle, displacement of the posterior superior edge of the atrial septum away from the posterior wall of the left atrium, and some or all of the pulmonary veins connected to the posterior wall of the left atrium through the septum to the anatomical right atrium. In most cases, the transseptal blood flow bundle could be seen in the septum primum defect. High-resolution CT examination provides high spatial and density resolution. Advanced three-dimensional reconstruction technology allows for detailed visualization of the morphology, location, and surrounding structures of anomalous pulmonary veins. In addition, accompanying cardiac malformations can be observed simultaneously, enabling non-invasive diagnosis. When CTA shows absence or hypoplasia of the superior limbic band of the septum secundum, deviation of the posterior upper edge of the septum primum, and partial or total return of the right pulmonary vein into the anatomical right atrium (accessory atrium), with the accessory atrium directly communicating with the right atrium and no visible septum, typically associated with interatrial communication, an MSP-type anomalous pulmonary venous connection should be considered.

This condition is often misdiagnosed as cor triatriatum, isolated partial intracardiac anomalous pulmonary venous connection, or atrial septal defect of the superior vena cava type. However, their pathogenesis and clinical management are different. (1) In the case of cor triatriatum, the left atrium is divided into two compartments by an abnormal fibromuscular septum, creating the accessory and true chambers. The accessory atrium receives or partially receives pulmonary venous blood flow. Most of the accessory atrium and the right atrium display a normal atrial septum. Even with a large atrial septal defect, the septum secundum stump can still be seen in the junction area between the superior vena cava and the right atrium ( 12 ). Clinically, surgical resection of the abnormal septum in the atrium is sufficient. (2) In the case of isolated partial intracardiac anomalous pulmonary venous connection or atrial septal defect of superior vena cava type, pulmonary venous anomalous drainage of the intracardiac type often coexists with ASD. The superior vena cava–type ASD is also frequently associated with pulmonary venous anomalous drainage. Both conditions present with partial pulmonary veins draining directly into the right atrium or via the septal defect. However, the development of the atrial septum is normal in both conditions, with no absence of the superior limbic band of the septum secundum, and the septum primum is sagittal without displacement. The remnant of septum secundum is still visible ( 15 ). Clinically, the procedure involved enlargement of the atrial septal defect and the use of an intracardiac patch to isolate the abnormal pulmonary vein opening into the left atrium. In patients with MSP-type anomalous pulmonary venous drainage, the septum secundum was absent or hypoplastic. In clinical practice, part of the ectopic primary septal tissue was resected, the atrial septum was reconstructed with a patch, the abnormal pulmonary vein was redirected into the left atrium, and any associated cardiac malformations were corrected.

4 Conclusion

In summary, MSP-type pulmonary venous ectopic drainage is relatively rare and lacks specific clinical manifestations. Imaging studies have high diagnostic value. A chest x-ray can indicate abnormalities in the heart and great vessels by showing an enlarged cardiac silhouette and increased, coarse pulmonary vascular markings. Echocardiography and CTA can reveal the absence or underdevelopment of the superior margin of the septum secundum and the leftward displacement of the septum primum, with partial or complete return of the right pulmonary veins into the anatomical right atrium. There is often interatrial communication between the left and right atria. These imaging findings can aid in the diagnosis and improve the early diagnostic accuracy of this condition.

Data availability statement

The original contributions presented in the study are included in the article/Supplementary Material, further inquiries can be directed to the corresponding author.

Ethics statement

The studies involving humans were approved by Ethics Committee of Jinan Children's Hospital. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study. Written informed consent was obtained from the minor(s)' legal guardian/next of kin for the publication of any potentially identifiable images or data included in this article.

Author contributions

YY: Conceptualization, Data curation, Writing – original draft. JZ: Conceptualization, Formal Analysis, Resources, Writing – review & editing. CD: Conceptualization, Data curation, Writing – review & editing. MY: Data curation, Investigation, Writing – review & editing. XG: Conceptualization, Data curation, Investigation, Resources, Writing – review & editing.

The authors declare that no financial support was received for the research, authorship, and/or publication of this article.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Keywords: septum primum, malposition, pulmonary veins, right atrium, imaging

Citation: Yang Y, Zhao J, Dong C, Yi M and Gao X (2024) Anomalous pulmonary venous drainage due to malposition of septum primum: two case reports and literature review. Front. Pediatr. 12 :1436608. doi: 10.3389/fped.2024.1436608

Received: 22 May 2024; Accepted: 23 July 2024; Published: 6 August 2024.

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© 2024 Yang, Zhao, Dong, Yi and Gao. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Xin Gao, [email protected]

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