The first category in Bloom's taxonomy is remembering . For a person doing a literature review this would include tasks such as recognition, retrieval and recollection of the relevant literature. During this stage relevant books, articles, monographs , dissertations , etc. are identified and read. Bloom’s second category understanding occurs as the scholar comprehends the material they have collected and read. This step is critical because no one can write clearly about something they do not understand. Understanding may be challenging because the literature could introduce the scholar to new terminology, conceptual framework and methodology . Comprehension (particularly for new scholars) is often improved by taking careful notes. In Bloom’s third category applying the scholar is able to make connections between the literature and his or her larger research project. This is particularly true if the literature review is to be a chapter in a future empirical study. The literature review begins to inform the research question, and methodological approaches. When scholars analyze (fourth category in Bloom's taxonomy) they are able to separate material into parts and figure out how the parts fit together. Analysis of the literature allows the scholar to develop frameworks for analysis and the ability to see the big picture and know how details from the literature fit within the big picture. Analysis facilitates the development of an outline (list) . The books, articles and monographs read will be of different quality and value. When scholars use Bloom’s fifth category evaluating they are able to see the strengths and weaknesses of the theories, arguments, methodology and findings of the literature they have collected and read.  When scholars engage in creating the final category in Bloom's taxonomy, they bring creativity to the process of doing a literature review. In other words, they draw new and original insights from the literature. They may be able to find a fresh and original research question, identify a heretofore, unknown gap in the literature or make surprising connections. By understanding how ways of thinking connect to tasks of a literature review, a scholar is able to be self-reflective and bring metacognition to the process of reviewing the literature. 
Imagine this scenario. You have written a research paper, an original paper in your area of specialization, without a literature review. When you are about to publish the paper, you soon learn that someone has already published a paper on a topic very similar to yours. Of course, you have not plagiarized anything from that publication; however, if and when you publish your work, people will be suspicious of your authenticity. They will ask further about the significance of repeating similar research. In short, you could have utilized the time, money, and other resources you have wasted on your research on something else. Had you prepared a literature review at the onset of your research, you could have easily avoided such mishap. During the compilation of your review, you could have noticed how someone else has done similar research on your topic. By knowing this fact, you can tailor or tweak your own research in such a way that it is not a mere rehashing of someone else’s original or old idea.