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AnnotatedBibliographies
Liz Johns emjohns@jhu.eduSara Oestreich soestre1@jhu.edu
Please answer the
poll
Liz Johns| emjohns@jhu.edu
Sara Oestreich | soestre1@jhu.edu
POLL
Where are you in the process of creating your annotated bib?
TONIGHT’S GOAL
Take a strategic approach to tackling the annotated bibliography and better
understand the qualities of a strong annotation.
WHAT ARE WE NOT DOING TONIGHT?
Mechanics
Formatting
Writing style
Instructor-specific guidelines
Annotation Break Down
Examples
Practice
Resources
DISCLAIMER
This session has been prepared using the assignment guidelines, rubric and
resource provided to us by the EdD program. If your instructor has
additional or different guidelines, always defer to the rules of the person
grading you.
An annotated bibliography is a list of citations on a particular topic followed by an evaluation of the source’s argument and other relevant
material including its intended audience, sources of evidence and methodology.
STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY
Find Your Sources
Read your Sources
Identify Most Relevant Sources
Cite Your Sources
Write Annotations
Put it Together
STEP 1: FIND YOUR SOURCES
WHERE?
• Research Guide for Education: guides.library.jhu.edu/education
• Databases used for other assignments
• Sources you found for other assignments. Not sources you were given by your professor.
STEP 2: READ YOUR SOURCES
STEP 2: READ YOUR SOURCES
Take notes as you are reading.
STUDY SUMMARIES
guides.library.jhu.edu/lit-review/summarize
Author/title Purpose Framework Sample/
PopulationDesign/
Methodology
Variables/ instrum-
entsResults/Findings
Controver-sies,
disagree-ments with
other authors
Limita-tions
Implications for practice,
research, theory
Slytherin, S. (2000)
Explore potions
aptitude of firth years
TheoreticalFifth year Hogwarts students
(pure-bloods)Naturalistic O.W.L.s
Slytherin and Ravenclaw
students are more apt at
potions by the fifth year, other houses even out
in sixth.
Findings are different from
Gryffindor (1998)
Author left out
Muggles from
population
New practices and efforts
should be made with Hufflepuff and Gryffindor houses earlier to help them
keep up.
Gryffindor, G. &
Ravenclaw, R. (2009)
Examine course
scheduling and blocks
ConceptualFourth-
seventh year Hogwarts students
Emergent
Sleep patterns,
alertness in class,
observing student
behavior
Older students tend to stay up
later doing homework, and typically don’t
even begin their work until 10pm
None so far.
Although all
teenagers, fourth
years are very
different from
seventh years.
Older students should have courses on a shifted (later)
schedule.
STEP 3: IDENTIFY THE 40 MOST IMPORTANT SOURCES
HOW?
• You’ll need to find more than 40, and narrow down.
• Split them between your two courses - about 20 for each.
• Determine which are most relevant to your research.
POLL
How do you know that a source is “important”?
WHAT TO INCLUDE?
• Peer reviewed, empirical research studies that use primary data ONLY.
• A variety of perspectives.
• Articles that focus on the underlying causes and factors associated with your POP
• Sources that are affiliated with the perspectives covered in your two courses.
TYPES OF SOURCES
Each source must be:
Peer Reviewed
Empirical Research
Primary Research
PEER REVIEWED
Check Ulrich’s Database
(refer to the Library Research Module for a refresher)
EMPIRICAL
•Data is derived from a scientific method
•Data comes from something that the author experienced, i.e. observation or
measurement
• Includes an experimental design
More info: guides.libraries.psu.edu/emp
PRIMARY RESEARCH
The article reports on a study conducted by the authors writing the article.
May include a lit review, but cannot only be a literature review article.
Will include hypothesis, methods, data, etc.
WHAT NOT TO INCLUDE?
• Books and book chapters
• Reports
• Non-peer reviewed sources
• Anything not related to your POP
• Anything that was listed in your course reserves or syllabus
• Anything that does not add to the dialog of your POP
EXCEPTIONS? QUESTIONS?
Ask your professor.
STEP 4: CITE YOUR SOURCESAPA Resources
APA Manual
Patience you must have.
STEP 4: CITE YOUR SOURCESOther APA Resources
APA Style Guideapastyle.org
APA Blogblog.apastyle.org/apastyle
Refworksguides.library.jhu.edu/refworks
Purdue Owl(Google it)
STEP 5: WRITE YOUR ANNOTATIONS
Write an annotation for each source. These annotations should be single-spaced and should include an overview of the study and succinctly
evaluate the source’s argument, sources of evidence, methodology, and conclusions specifically
focused on the underlying causes and factors associated with your POP and their relation to the
POP. The annotation should also indicate the primary audience of the work and the constructs
used.
POLL
Based on your assignment description, what are the major components of an
annotation?
PARTS OF AN ANNOTATION
1. Summary/Description(1-2 paragraphs)
2. Evaluation and Commentary/Reflection(1 paragraph)
TACKLE YOUR ANNOTATION
1. Introduce subject of article.
2. Determine how it relates to your POP and/or your research.
3. Critique the article.
4. Defend its use in your research.
SUMMARY
Highlight the main points or findings.
SUMMARY
Describe the relevance, accuracy and quality of the
resource.
SUMMARY
Comment on the intended audience.
SUMMARY: PARAPHRASE
Use your own words, do not copy the abstract.
Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/
EVALUATE, COMMENT, REFLECT
• Authority of author
• Strength of argument
• Strength of author’s evidence/sources
• Strength of author’s methodology
• Strength of author’s conclusions
EVALUATE, COMMENT, REFLECT
• Identify connections to other studies
• Consider:• Conclusions drawn from the data• Methods that may inform your work on the
POP
• How does this add to or inform your POP?
TACKLE YOUR ANNOTATION
1. Introduce subject of article.
2. Determine how it relates to your POP and/or your research.
3. Critique the article.
4. Defend its use in your research.
USE OF THE FIRST PERSON
• Allowed by APA
• Encouraged to avoid awkwardness
• Use sparingly
See APA Manual pp. 69-70
MORE DETAILS
Refer to the resource
document you received from your professor.
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
Example ARubin, A. (1999). Technology Meets Math Education: Envisioning a
Practical Future Forum on the Future of Technology in Education.
Journal of Math Education 3, 301-322.
This article looks at computers from the perspective of mathematics education instead of looking at mathematics education from the perspective of the computer. Several categories of technology use are discussed, noting the present situation and future possibilities.Five powerful uses of technology in mathematics education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of technology into mathematics education are also included as well as a brief closing restatement of the dilemma.
Example ARubin, A. (1999). Technology Meets Math Education: Envisioning a
Practical Future Forum on the Future of Technology in Education.
Journal of Math Education 3, 301-322.
This article looks at computers from the perspective of mathematics education instead of looking at mathematics education from the perspective of the computer. Several categories of technology use are discussed, noting the present situation and future possibilities.Five powerful uses of technology in mathematics education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of technology into mathematics education are also included as well as a brief closing restatement of the dilemma.
Example BCusatis, C., & Martin-Kratzer, R. (2010). Assessing the state of math education
in ACEJMC-accredited and non-accredited undergraduate journalism
programs. Journalism & Mass Communication Educator, 64, 356-372.
Through surveys, the authors assessed journalists' math education in the United States, from both ACEJMC-accredited and non-accredited journalism. Results indicated that few programs offered a math course specifically for the journalism major. Instead, most relied on general education requirements and segments of core journalism courses to provide students with math skills. The average journalism student's mathematical skills were rated as "poor" or "fair" by 70.2% of journalism chairs.A lack of room in the curriculum was the most commonly cited constraint to the implementation of math education, although others, such as conflicts with the math department and the limiting effect of accreditation standards on the curriculum, were also documented. The article cites other studies also included in this bibliography. The article is interesting and accessible, but it relies almost entirely on self-reporting in the surveys, it is subject to bias and dishonesty in the responses.
Example BCusatis, C., & Martin-Kratzer, R. (2010). Assessing the state of math education
in ACEJMC-accredited and non-accredited undergraduate journalism
programs. Journalism & Mass Communication Educator, 64, 356-372.
Through surveys, the authors assessed journalists' math education in the United States, from both ACEJMC-accredited and non-accredited journalism. Results indicated that few programs offered a math course specifically for the journalism major. Instead, most relied on general education requirements and segments of core journalism courses to provide students with math skills. The average journalism student's mathematical skills were rated as "poor" or "fair" by 70.2% of journalism chairs.A lack of room in the curriculum was the most commonly cited constraint to the implementation of math education, although others, such as conflicts with the math department and the limiting effect of accreditation standards on the curriculum, were also documented. The article cites other studies also included in this bibliography. The article is interesting and accessible, but it relies almost entirely on self-reporting in the surveys, it is subject to bias and dishonesty in the responses.
Example CStarks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 2, 203-225.
doi:10.1080/10511253.2010.517773
This paper explains how service learning can be a valuable part of a student’s academic career. Service can be tied into a course and takes students outside of the classroom for a non-traditional, active learning experience that can impact not only their education, but their personal and professional lives. Examples are provided for other teachers to encourage them to explore service learning projects in their own classrooms.
The authors are practitioners who have used service projects to enhance their courses, and their experiences are also supported by previous research done on this topic. Their examples demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. Their argument for active learning is supported by many of the other articles in this bibliography, which stress that active learning is the most effective method for retaining life-long skills. The examples and background in this article describe how teaching and learning has changed over time, and provides important perspective and context to inform my POP.
Example CStarks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 2, 203-225.
doi:10.1080/10511253.2010.517773
This paper explains how service learning can be a valuable part of a student’s academic career. Service can be tied into a course and takes students outside of the classroom for a non-traditional, active learning experience that can impact not only their education, but their personal and professional lives. Examples are provided for other teachers to encourage them to explore service learning projects in their own classrooms.
The authors are practitioners who have used service projects to enhance their courses, and their experiences are also supported by previous research done on this topic. Their examples demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. Their argument for active learning is supported by many of the other articles in this bibliography, which stress that active learning is the most effective method for retaining life-long skills. The examples and background in this article describe how teaching and learning has changed over time, and provides important perspective and context to inform my POP.
POLL
Do you feel more confident in creating your annotated bibliography after
participating in this workshop?
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY
Find Your Sources
Read your Sources
Identify Most Relevant Sources
Cite Your Sources
Write Annotations
Put it Together
STEP 6: PUT IT TOGETHER
Start with a statement of your POP.
ORGANIZE SOURCES
Group resources into categories that reflect similar causes and
factors. Use your study summary to help you.
Clearly indicate the course to which each source is most closely
related.
NUMBER SOURCES
Number each source 1-40
List each source only once. You have to choose to which course it
applies.
STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY
Find Your Sources
Read your Sources
Identify Most Relevant Sources
Cite Your Sources
Write Annotations
Put it Together
PURPOSE OF AN AB
POLL
What’s the point?
PURPOSE OF AN AB
• Explore POP
• Appraise issues or factors associated with your professional practice and POP.
• Help you get started with the literature review for your dissertation.
• Think critically about your POP, and the literature.
PURPOSE OF AN AB
Identify and articulate:• Relationships between practical problems,• theoretical constructs,• design of the project,• available measures and analysis tools, and• conclusions drawn from the research
findings.
REMEMBER…
• You need 40 peer-reviewed sources.
• You need to read, evaluate, cite, and annotate each of these sources.
• These are the 40 most relevant sources, not the first 40 you’ve found, so…
• You will need to find and read many more than just 40 sources.
LIBRARY RESOURCES
Guide for Educationguides.library.jhu.edu/education
Library Research Modules in Blackboard
Lit Review Guideguides.library.jhu.edu/lit-review
REFWORKS
RefWorks Guideguides.library.jhu.edu/refworks
RefWorks WorkshopThursday, Nov. 19, 6:30pm
http://tinyurl.com/p5dw7w7
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
Liz: emjohns@jhu.eduSara: soestre1@jhu.edu
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