annotated bibliographies 1, fall 2015

AnnotatedBibliographies

Liz Johns emjohns@jhu.eduSara Oestreich soestre1@jhu.edu

Please answer the

poll at: pollev.com/

emjohns

Liz Johns| emjohns@jhu.edu

Sara Oestreich | soestre1@jhu.edu

POLL

pollev.com/emjohns

Where are you in the process of creating your annotated bib?

Abstract vs. Annotation

Examples

Practice

Resources

ABSTRACT VS. ANNOTATION

POLL

pollev.com/emjohns

What is the difference between an abstract an an annotation?

AbstractDescriptive

summary often found at the beginning of

scholarly journal articles or in

periodical indices.

AnnotationAnnotations are descriptive and

critical; they expose the author's point of view, clarity and appropriateness of

expression, and authority.

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 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

pollev.com/emjohns

How do you know that a source is “important”?

WHAT TO INCLUDE?

• Peer reviewed, empirical research studies 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.

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

pollev.com/emjohns

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)

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?

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.

tinyurl.com/q23cpab

PRACTICE

POLL

pollev.com/emjohns

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?

STEP 6: PUT IT TOGETHER

Start with a statement of your POP.

DIVIDE SOURCES

• Split your sources between your two courses.

• Clearly and explicitly indicate which annotations are being submitted for each course.

CATEGORIZE SOURCES

Within each group categorize sources into themes.

Focus on different causes and underlying factors of your POP.

NUMBER SOURCES

Number each source 1-40

List each source only once. You have to choose.

PURPOSE OF AN AB

POLL

pollev.com/emjohns

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

FINAL THOUGHTS

http://bit.ly/dsplvq

What will you do differently?

cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00

QUESTIONS?

Liz: emjohns@jhu.eduSara: soestre1@jhu.edu