This book is a roadmap to the key decisions, processes, and procedures to use when synthesizing qualitative literacy research. Covering the major types of syntheses – including the dissertation literature review, traditional literature review, integrative literature review, meta-synthesis, and meta-ethnography – Compton-Lilly, Rogers, and Lewis Ellison offer techniques and frameworks to use when making sense of a large body of scholarship.Addressing the standard and untraditional forms a research synthesis can take, the authors provide clear and practical examples of synthesis designs and techniques, and consider how epistemological, ontological, and ethical questions arise when designing and adapting a research synthesis. The extensive appendices feature sample literature reviews, guidance on communication with editors of journals, useful charts, and more. The authors’ critical reflection and analysis demonstrates how a research synthesis is not simply a means to an end, but rather reflects each scholar’s interests, target audience, and message. This book is crucial reading for undergraduate and graduate students, as well as early career and more experienced researchers in literacy education.
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Catherine Compton-Lilly is a first-grade and Reading Recovery teacher in Rochester, New York, and a visiting associate professor at Saint John Fisher College.
More about Catherine Compton-LillyRebecca Rogers is Professor of Literacy Education and Discourse Studies at the University of Missouri-St. Louis, USA.
Melissa Mosley Wetzel is Associate Professor in the Department of Curriculum and Instruction, The University of Texas at Austin, USA.
