From the Editor
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Abstract
Those of us who mentor or supervise novice grounded theorists are often asked questions about addressing the literature in a GT study. Glaser has written extensively on the importance of remaining open and avoiding preconception through extensive engagement with extant and frequently ungrounded (“conjectured”) theories. In this double issue of the Review, we offer a range of
perspectives on this subject from members of our Peer Review Board. We begin the discussion with a reprint of Antoinette McCallin’s (2003) paper, “Grappling with the Literature in a Grounded Theory Study”, Contemporary Nurse, 15(12), 6169,
reprinted here with the permission of the publishers. Five of our Peer Review Editors have offered a response to McCallin’s paper.
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