How to annotate a bibliograpy

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5. TODAY
History
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?

21. ANNOTATED BIBLIOGRAPHIES

22. TYPES OF SOURCES
Each source must be:
Peer Reviewed
Empirical Research
Primary Research

23. PEER REVIEWED

24. PEER REVIEWED
Check Ulrich’s Database
(refer to the Library Research Module for a refresher)

25. EMPIRICAL

26. 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

27. PRIMARY RESEARCH

28. 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.

29. POLL
Based on your assignment description,
what are the major components of an
annotation?

30. PARTS OF AN ANNOTATION
1. Summary/Description
(1-2 paragraphs)
2. Evaluation and
Commentary/Reflection
(1 paragraph)

31. 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.

32. SUMMARY
Highlight the main points or
findings.
Describe the relevance,
accuracy and quality of the
resource.

33. SUMMARY
Comment on the intended
audience.

34. 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

35. 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?

36. STUDY SUMMARIES
guides.library.jhu.edu/lit-review/summarize
Author/ti
tle
Purpose Framework
Sample/Po
pulation
Design/Met
hodology
Variables/
instrum-
ents
Results/Findi
ngs
Controver-
sies,
disagree-
ments with
other
authors
Limita-
tions
Implications
for practice,
research,
theory
Slytherin, S.
(2000)
Explore
potions
aptitude of
firth years
Theoretical
Fifth 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
populatio
n
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
Conceptual
Fourth-
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.

37. MORE DETAILS
Refer to the
resource
document you
received from
your professor.
!
Annotated Bibliography Resource
Note: This Resource has been prepared for use in multiple courses and includes information about several
kinds of resources (e.g., books as well as empirical research articles from peer-reviewed journals). Please
carefully review the directions for the course you are currently in for specific guidance about the kind of materials
that can be included for your required Annotated Bibliography.
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography at its most basic is an annotated list of citations to books, book chapters, peer-
reviewed journal articles, and other scholarly documents. Each citation is followed by a brief description of
1-2 paragraphs and then an evaluative paragraph. One purpose of the annotation is to inform the reader of
the relevance, accuracy, and quality of the resource. This is included in the initial description. Then, the
evaluative paragraph might indicate connections to other studies you have read, a critique of the research methods
or in some cases the conclusions drawn from the data or methods that may inform your work on your POP.
Together, these 2-3 paragraphs make up the annotation.
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise
exposition, succinct analysis, informed library research—and, specifically for the purposes of informing
your understanding of your POP and possible directions for your dissertation work—the ability to identify
and articulate the relationship between practical problems, theoretical constructs, the design of the
project, available measures and analysis tools, and conclusions drawn from the research findings.
ANNOTATIONS VS. ABSTRACTS
Abstracts are purely descriptive summaries often found at the beginning of scholarly journal articles or in
periodical indexes. In contrast, annotations are descriptive and critical; they expose the author's point of
view, clarity and appropriateness of expression, and authority. The first (1-2) descriptive paragraph(s) is
similar to the abstract provided in the article BUT your first (1-2) paragraph(s) should not be the abstract
copied verbatim. The evaluative paragraph, however, is more personal and the information included will be
idiosyncratic and may even change according to the features of the article and how it relates to your
thinking about your POP. Later, your focus might be related to other projects or activities, but you should be
thinking about how the information provided supports your understanding of the factors associated with or
potential underlying causes for your POP.
WHO IS THE PRIMARY AUDIENCE FOR MY ANNOTATED BIBLIOGRAPHY?
YOU ARE! The annotated bibliography will be a place where you organize your thoughts and document
patterns within the literature (e.g., articles that report similar findings, use similar scales/instruments, or
operationalize variables in a similar fashion). Later it will be an invaluable resource that you can use to
write your literature review. If you follow a few key steps, the annotated bibliography can become a
resource for you throughout your academic career, during and after this doctoral program.
TELL ME MORE ABOUT THE EVALUATIVE PARAGRAPH
There are some very practical uses of an annotated bibliography. If it hasn’t happened already, it won’t be
long before you find yourself wondering: “Where did I read about. . . ?”, “Did I read this article before, it
seems familiar. . .?” If you are diligent about keeping up with at least a cursory entry in your record keeping
in an annotated bibliography you’ll be able to quickly look up whether you read a paper and what you
thought about it.
More than being a simple memory support for these kinds of questions, your annotated bibliography can
be a place for you to record your emerging reactions to an article, the variables examined, the methods
used, the major conclusions, and your reflections about it over time. Some examples of the kinds of ideas
you can include in your evaluative paragraph are provided here:

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QUESTIONS?

39. LIBRARY RESOURCES
Guide for Education
guides.library.jhu.edu/education
Library Research Modules in Blackboard

40. CITATION RESOURCES
APA Resources
APA Manual
Patience you must have.

41. CITATION RESOURCES
Other APA Resources
APA Style Guide
apastyle.org
APA Blog
blog.apastyle.org/apastyle
Refworks
guides.library.jhu.edu/refworks
Purdue Owl
(Google it)

42. REFWORKS
RefWorks Guide
guides.library.jhu.edu/refworks
RefWorks Workshop
October 5 and 12
smore.com/8vgw2

44. FINAL THOUGHTS
http://bit.ly/dsplvq
What will you do differently?

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QUESTIONS?
Liz: emjohns@jhu.edu
Sara: soestre1@jhu.edu