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These conversations often stretch back decades and can involve the participation of dozens of authors.\u00a0Traditional approaches to systematic reviews\u00a0are ill-equipped to\u00a0make sense of the sheer volume of relevant\u00a0literature\u00a0when exploring the emergence and evolution of ambiguous ideas across large knowledge communities. This article presents three\u00a0innovative applications of Social Network Analysis (SNA) methods to explore the emergence and evolution of accountability in higher education across a collection of 450 peer-reviewed articles published from 1974-2017 and their corresponding\u00a012,270 references. First, qualitative data from articles and references\u00a0were integrated into new\u00a0interactive joint displays called Narrated Network Diagrams, creating\u00a0opportunities to more accurately\u00a0assess themes and meanings in literature by connecting structures in co-citation networks\u00a0with relevant relational stories. Second, time was elevated in the analysis procedure to capture the dynamism of knowledge formation. Third, underutilized\u00a0descriptive network statistics were applied to the co-citation network analysis to generate new insights such as different mechanisms for authors gaining influence in a knowledge community. 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