Annotated Bibliographies: Step by Step Guide
40
description
Go through the steps to creating an annotated bibliography. Originally designed for first-semester Ed.D. students.
Transcript of Annotated Bibliographies: Step by Step Guide
Annotated BibliographiesLiz Johns
Librarian for Education
Office hours and more resources: guides.library.jhu.edu/emjohns
Your Librarians
Today…
Annotated Bibliographies…what are they and how do I make one?Including Expectations of Your Assignment
Examples
Practice
Resources
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.
A summary and/or evaluation of each source in your bibliography.
STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY
Find Your Sources
Read your Sources
Identify Most Relevant Sources
Cite Your Sources
Write Annotations
Write Intro Essay
Step 1: Find your Sources
• You should have most already from other assignments.
• Start with the Research Guide for Education: guides.library.jhu.edu/education
• Struggling to find more? Set up a consultation with a librarian.
Step 2: Read Your Sources
Step 3: Identify the Most Important Sources
• Peer-reviewed articles only for this assignment.
Talk to your professor about exceptions.
• Only use those most relevant for your research.
If the source is not adding to the dialog of your POP, it is not appropriate to include.
Step 4: Cite your Sources
APA Resources
Refworksguides.library.jhu.edu/refworks
Purdue Owl(Google it)
APA Style Guideapastyle.org
APA Blogblog.apastyle.org/apastyle
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.
Session A
Session B
Parts of an Annotation
1. Summary
2. Evaluation
3. Commentary or Reflection
Summary
Highlight the main points or
findings.
Summary: Paraphrase
Use your own words, do not copy the abstract.
Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/
Evaluation• Authority of author
• Strength of argument
• Strength of author’s evidence/sources
• Strength of author’s methodology
• Strength of author’s conclusions
Evaluation: CRAAP Test
Currency
Relevance
Authority
Accuracy
Purpose
csuchico.edu/lins/handouts/eval_websites.pdf
Commentary/Reflection
• Comment on the intended audience
• How does this add to or inform other works you have cited?
• How does this add to or inform your POP?
Questions?
Example A
Davidson, Hilda Ellis. Roles of the Northern Goddess.
London: Routledge, 1998.
Davidson's book provides a thorough examination of the major roles filled by the numerous pagan goddesses of Northern Europe in everyday life, including their roles in hunting, agriculture, domestic arts like weaving, the household, and death. The author discusses relevant archaeological evidence, patterns of symbol and ritual, and previous research. The book includes a number of black and white photographs of relevant artifacts.
Example BBruckman, A. S. (1993). Gender swapping on the Internet. Proceedings of
INET '93. Retrieved from
http://www.cc.gatech.edu/elc/papers/bruckman/gender-swapping
bruckman.pdf
In this brief analysis, Bruckman investigates the perceptions of males and females in electronic environments. She argues that females (or those posing as females) receive an inordinate amount of unwanted sexual attention and offers of assistance from males. She also suggests that females (and sexually unthreatening males) are welcomed more willingly than dominant males into virtual communities. She concludes that behavior in electronic forums is an exaggerated reflection of gender stereotypes in real-life communication. The article cites other studies also included in this bibliography. The article is interesting and accessible, but it is quite old, and it relies almost entirely on quotations from four anonymous forum participants.
Example BBruckman, A. S. (1993). Gender swapping on the Internet. Proceedings of
INET '93. Retrieved from
http://www.cc.gatech.edu/elc/papers/bruckman/gender-swapping
bruckman.pdf
In this brief analysis, Bruckman investigates the perceptions of males and females in electronic environments. She argues that females (or those posing as females) receive an inordinate amount of unwanted sexual attention and offers of assistance from males. She also suggests that females (and sexually unthreatening males) are welcomed more willingly than dominant males into virtual communities. She concludes that behavior in electronic forums is an exaggerated reflection of gender stereotypes in real-life communication. The article cites other studies also included in this bibliography. The article is interesting and accessible, but it is quite old, and it relies almost entirely on quotations from four anonymous forum participants.
Example CStarks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 22(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, 22(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.
Questions?
Step 6. Write Intro Essay
• No more than 5 pgs., double spaced
• Orients the reader to the bibliography
Questions to answer in the essay:
• How has the literature analyzed in the bibliography impacted your understanding of your POP?
• What aspects of your POP does it illuminate?
• What drivers of your POP does it push you to look at?
• Which of these drivers are actionable?
Annotated Bibliography Resources
Purdue Owl:owl.english.purdue.edu/owl/resource/614/01/
Cornell Library Guide: guides.library.cornell.edu/annotatedbibliography
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
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.
Your librarian:SOE Librarian: Liz Johns
Office hours and more resources: guides.library.jhu.edu/emjohns
Online Research Guides:Guide for Education
guides.library.jhu.edu/education
Library Research Modules:Your Orientation Checklist in the ELC
Library Resources
RefWorks Guide:guides.library.jhu.edu/refworks
Librarians on every campus:guides.library.jhu.edu/dcregional
Annotated Bibliography Help:Purdue Owl: owl.english.purdue.edu/owl/resource/614/01/
Cornell Library Guide: guides.library.cornell.edu/annotatedbibliography
Presentation Tools Workshop: Tuesday, Nov. 18 at 6pm.Register at tinyurl.com/nnho49m
Session A
Session B
