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Ed Scholarship Annotated Bibliography Session
This document provides guidance on creating an annotated bibliography. It begins with an overview of the annotated bibliography assignment and its requirements. It then breaks down the process into 5 steps: finding sources, reading sources, identifying relevant sources, citing sources, and writing annotations. Examples of full annotations are provided following the APA and MLA formats. Key aspects of the summary and relevance sections of annotations are explained. The document aims to help students better understand how to strategically approach an annotated bibliography and write high-quality annotations.
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Ed Scholarship Annotated Bibliography Session
- 1.
- 2. POLL What is yourproposed question for this assignment/course?
- 4. TONIGHT’S GOAL Take astrategic approach to tackling the annotated bibliography and better understand the qualities of a strong annotation.
- 5. Steps to theAnnotated Bibliography Annotation Break Down Examples Practice Resources
- 6.
- 7. ANNOTATED BIBLIOGRAPHIES In 3pages or less include: 1. Your proposed question from Session 3 (revised as necessary) 2. A list of at least four articles that directly relate to your area of interest. 1. For each article, list it’s full APA or MLA citation format 2. After each citation write a 3-4 sentence summary and then a 3-4 sentence statement explaining the relevance of the article to your area of interest and proposed question.
- 8. STEPS TO CREATINGAN ANNOTATED BIBLIOGRAPHY Find Your Sources Read your Sources Identify Most Relevant Sources Cite Your Sources Write Annotations Put it Together
- 9. STEP 1: FINDYOUR SOURCES
- 10. POLL Where do youtypically go first when searching for peer-reviewed literature?
- 11. POLL Where do youthink is the best place to start your literature searches for this assignment?
- 12. WHERE? • Research Guidefor Education: guides.library.jhu.edu/education • Research Guide for MEHP guides.library.jhu.edu/ed-health
- 13. cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS?
- 14.
- 15. PEER REVIEWED Check Ulrich’sDatabase (refer to the Library Research Module for a refresher)
- 16. STEP 2: READYOUR SOURCES
- 17. STEP 2: READYOUR SOURCES Take notes as you are reading.
- 18. STEP 3: IDENTIFYTHE MOST IMPORTANT SOURCES
- 19. STEP 4: CITEYOUR SOURCES APA Resources APA Style Guide APA Blog blog.apastyle.org/apastyle Refworks guides.library.jhu.edu/refworks Purdue Owl (Google it)
- 20. STEP 4: CITEYOUR SOURCES MLA Resources MLA Handbook JHU Citing Help guides.library.jhu.edu/citin g/mla Refworks guides.library.jhu.edu/refworks Purdue Owl (Google it)
- 21. STEP 5: WRITEYOUR ANNOTATIONS In 3 pages or less include: 1. Your proposed question from Session 3 (revised as necessary) 2. A list of at least four articles that directly relate to your area of interest. 1. For each article, list it’s full APA or MLA citation format 2. After each citation write a 3-4 sentence summary and then a 3-4 sentence statement explaining the relevance of the article to your area of interest and proposed question.
- 22. PARTS OF ANANNOTATION 1. Summary/Evaluation (3-4 sentences) 2. Relevance/Evaluation (3-4 sentences)
- 23. SUMMARY Highlight the mainpoints or findings. Describe the accuracy and quality of the resource. Review the sample/population.
- 24. SUMMARY: PARAPHRASE Use yourown words, do not copy the abstract. Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/
- 25. RELEVANCE • Consider: • Conclusionsdrawn from the data that relate to your work • Methods/design that may inform your work on the topic • Limitations of the source • How does this add to or inform your topic?
- 26. cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS?
- 27. Example A Rubin, A.(2012). Technology Meets Medical Education: Envisioning a Practical Future Forum on the Future of Technology in Education. Journal of Medical Education 3, 301-322. This article looks at online learning from the perspective of graduate level medical education instead of looking at medical education from the perspective of online learning. Several categories of technology use are discussed, noting the present situation and future possibilities. Most prominently discussed is the idea of using interactive medical diagrams using new programs and technology. Five other powerful uses of technology in medical education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of online learning into medical education are also included as well as a brief closing restatement of the dilemma. The study examines pilot programs across five different medical schools in the U.S. and Canada.
- 28. Example A Rubin, A.(2012). Technology Meets Medical Education: Envisioning a Practical Future Forum on the Future of Technology in Education. Journal of Medical Education 3, 301-322. This article looks at online learning from the perspective of graduate level medical education instead of looking at medical education from the perspective of online learning. Several categories of technology use are discussed, noting the present situation and future possibilities. Most prominently discussed is the idea of using interactive medical diagrams using new programs and technology. Five other powerful uses of technology in medical education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of online learning into medical education are also included as well as a brief closing restatement of the dilemma. The study examines pilot programs across five different medical schools in the U.S. and Canada.
- 29. Example B Cusatis, C.,& Martin-Kratzer, R. (2010). Assessing the state of medical education in AAMC-accredited and non-accredited medical programs. Medical Educators, 64, 356-372. Through surveys, the authors assessed medical education in the United States, from both AAMC-accredited and non-accredited programs. Results indicated that few programs offered a grant-writing course specifically for the novice researcher. Instead, most relied on general education requirements and segments of core medical writing courses to provide students with grant writing and research skills. The average medical student's grant-writing skills were rated as "poor" or "fair" by 70.2% of school deans. A lack of room in the curriculum was the most commonly cited constraint to the implementation of grant-writing courses, although others, such as conflicts with the scheduling and logistics, and the limiting effect of accreditation standards on the curriculum, were also documented. 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. This is useful in seeing an example of survey methodology to guide my own project.
- 30. Example B Cusatis, C.,& Martin-Kratzer, R. (2010). Assessing the state of medical education in AAMC-accredited and non-accredited medical programs. Medical Educators, 64, 356-372. Through surveys, the authors assessed medical education in the United States, from both AAMC-accredited and non-accredited programs. Results indicated that few programs offered a grant-writing course specifically for the novice researcher. Instead, most relied on general education requirements and segments of core medical writing courses to provide students with grant writing and research skills. The average medical student's grant-writing skills were rated as "poor" or "fair" by 70.2% of school deans. A lack of room in the curriculum was the most commonly cited constraint to the implementation of grant-writing courses, although others, such as conflicts with the scheduling and logistics, and the limiting effect of accreditation standards on the curriculum, were also documented. 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. This is useful in seeing an example of survey methodology to guide my own project.
- 31. Example C Starks, B.C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the classroom. Journal of Nursing 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 of service learning in a nursing context are provided for other educators to encourage them to explore service learning projects in their own courses. Their examples support my proposal to demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. 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 topic. Their method of implementing service learning in their nursing program can serve as a model for me to design a service learning course in my institution.
- 32. Example C Starks, B.C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the classroom. Journal of Nursing 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 of service learning in a nursing context are provided for other educators to encourage them to explore service learning projects in their own courses. Their examples support my proposal to demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. 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 topic. Their method of implementing service learning in their nursing program can serve as a model for me to design a service learning course in my institution.
- 33. cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS?
- 34.
- 35. POLL Do you feelmore confident in creating your annotated bibliography after participating in this workshop?
- 36. cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS?
- 37. STEP 6: PUTIT TOGETHER Start with your proposed question. List citations. Put annotations directly underneath each citation.
- 38. STEPS TO CREATINGAN ANNOTATED BIBLIOGRAPHY Find Your Sources Read your Sources Identify Most Relevant Sources Cite Your Sources Write Annotations Put it Together
- 39. LIBRARY RESOURCES Guide forEducation guides.library.jhu.edu/education Research Guide for MEHP guides.library.jhu.edu/ed-health Library Research Modules in Blackboard
- 40. REFWORKS & CITING RefWorksGuide guides.library.jhu.edu/refworks JHU Citing Help guides.library.jhu.edu/citing/mla
- 42. FINAL THOUGHTS http://bit.ly/dsplvq What willyou do differently?
- 43. cc: Valerie Everett- https://www.flickr.com/photos/66742614@N00 QUESTIONS? Liz: emjohns@jhu.edu
Editor's Notes
- #8 From the assignment: 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.
- #9 Focusing on Step 5 today, writing annotations.
- #22 From the assignment: 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.
- #39 Focusing on Step 5 today, writing annotations.