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What type of paper are you writing? A taxonomy of review and theory scholarship distinguished by their summary and advocacy arguments.

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Title: What type of paper are you writing? A taxonomy of review and theory scholarship distinguished by their summary and advocacy arguments.
Authors: West, Richard E. (AUTHOR), Martin, Florence (AUTHOR)
Source: Educational Technology Research & Development. Oct2024, Vol. 72 Issue 5, p2443-2476. 34p.
Subjects: Secondary research, Scholarly method, Scholars, Taxonomy
Abstract: In this article we propose a taxonomy describing various types of literature review or theoretical/conceptual articles. We distinguish each article type based on how well they address the summary and advocacy arguments inherent in all secondary scholarship. Understanding this taxonomy of review/theory scholarship is critical because our field encompasses theory, research, and design, and thus needs to be expansive in our understanding of scholarship, including secondary research. Some scholars conduct comprehensive/systematic reviews that answer the summary question of what we know. Meanwhile, other scholars develop conceptual frameworks that guide our future design and research by answering the advocacy question of what we should do. Many do not understand the differences between these different types of review scholarship, their roles, and the process and quality criteria for writing them. This limits our ability to teach students, review the variety of review and theory scholarship submitted to our journals, and propel our field forward. The taxonomy, scholarship process, and quality criteria presented in this article proposes a way forward in understanding the role of secondary scholarship in developing knowledge in our field. [ABSTRACT FROM AUTHOR]
Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: What type of paper are you writing? A taxonomy of review and theory scholarship distinguished by their summary and advocacy arguments.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Technology+Research+%26+Development%22">Educational Technology Research & Development</searchLink>. Oct2024, Vol. 72 Issue 5, p2443-2476. 34p.
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  Data: In this article we propose a taxonomy describing various types of literature review or theoretical/conceptual articles. We distinguish each article type based on how well they address the summary and advocacy arguments inherent in all secondary scholarship. Understanding this taxonomy of review/theory scholarship is critical because our field encompasses theory, research, and design, and thus needs to be expansive in our understanding of scholarship, including secondary research. Some scholars conduct comprehensive/systematic reviews that answer the summary question of what we know. Meanwhile, other scholars develop conceptual frameworks that guide our future design and research by answering the advocacy question of what we should do. Many do not understand the differences between these different types of review scholarship, their roles, and the process and quality criteria for writing them. This limits our ability to teach students, review the variety of review and theory scholarship submitted to our journals, and propel our field forward. The taxonomy, scholarship process, and quality criteria presented in this article proposes a way forward in understanding the role of secondary scholarship in developing knowledge in our field. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Technology Research & Development is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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