There are two main schools of thought on reviewing the literature when undertaking a grounded theory approach. Glaser and Strauss (1967) originally advocated that researchers should enter the study devoid of preconceived ideas, having avoided reading around the topic for fear of developing theories and ideas before data have had the chance to give their story. Glaser (2002, 2010) still holds to this objectivist view whilst Strauss and Corbin (1998) felt that a researcher's theoretical sensitivity to the data can be enhanced having been exposed to concepts and ideas in their substantive area of research.
Literature can be considered part of the data and all schools of grounded theory methodology (GTM) permit returning to the literature once concepts and tentative theories begin to emerge having been already grounded in data, or as Dick (2005) advises
the literature is not given a position of privilege when compared to the data. It is treated as data, with the same status as other data.
Given my length of career in education and previous areas of study, it would be incredibly difficult for me to approach this field 'uncontaminated' by prior knowledge. I was already aware of many of the theoretical concepts surrounding learning before commencing this study and have acknowledged this by providing a summary:
But these are the ideas of adults and not those of students and can therefore be placed to one side to be used if they help to give meaning to any theory the data from the study generates. Although I did read across some studies which explored student learning, I was guided and influenced more by studies employing methodological techniques which might inform the approach I was keen to adopt.