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TODAYHistory
Reflection•History brainstorm
•Searching•Checklist
Annotated Bibliography
• Types of sources• Citation
resources• Parts of an
annotation
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EXAMPLE PROCESS
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QUESTIONS?
ANNOTATED BIBLIOGRAPHIES
TYPES OF SOURCES
Each source must be:
Peer Reviewed
Empirical Research
Primary Research
PEER REVIEWED
PEER REVIEWED
Check Ulrich’s Database
(refer to the Library Research Module for a refresher)
EMPIRICAL
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
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.
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.
Describe the relevance, accuracy and quality of the
resource.
SUMMARY
Comment on the intended audience.
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?
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.
MORE DETAILS
Refer to the resource
document you received from your professor.
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QUESTIONS?
LIBRARY RESOURCES
Guide for Educationguides.library.jhu.edu/education
Library Research Modules in Blackboard
CITATION RESOURCESAPA Resources
APA Manual
Patience you must have.
CITATION RESOURCESOther APA Resources
APA Style Guideapastyle.org
APA Blogblog.apastyle.org/apastyle
Refworksguides.library.jhu.edu/refworks
Purdue Owl(Google it)
REFWORKS
RefWorks Guideguides.library.jhu.edu/refworks
RefWorks WorkshopOctober 5 and 12
smore.com/8vgw2
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
