This document provides guidance on creating an annotated bibliography. It outlines a 5 step process: finding sources, reading sources, identifying the best sources, citing sources, and writing annotations. Each step is explained in detail, with tips provided on conducting searches, taking notes, determining source quality, and formatting citations and annotations. Examples of annotations are also included to demonstrate how to summarize and assess a source. The document aims to clearly explain the process of creating a high-quality annotated bibliography.

1. Annotated
Bibliographies
Liz Johns emjohns@jhu.edu

2. What is your selected
population?
POLL

5. 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.

6. STEP 1: FIND YOUR SOURCES

7. WHERE?
• Research Guide for Education:
guides.library.jhu.edu/education
• Databases used for other assignments
• Search Strategy Tips:
guides.library.jhu.edu/find/articles

8. STEP 2: READ YOUR SOURCES

9. STEP 2: READ YOUR SOURCES
Take notes as you are reading.

10. 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.

11. STEP 3: IDENTIFY THE BEST
SOURCES

12. HOW?
• Find more than what’s required, and narrow
down.
• Determine which are most relevant to your
research.
• Preferably peer reviewed, empirical research
studies.
• A variety of perspectives.

13. PEER REVIEWED

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

15. EMPIRICAL

16. 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

17. EXCEPTIONS? QUESTIONS?
Ask your professor.

18. STEP 4: CITE YOUR SOURCES
APA Resources
APA Manual
Patience you must
have.

19. STEP 4: CITE YOUR SOURCES
Other APA Resources
APA Style Guide
apastyle.org
APA Blog
blog.apastyle.org/apastyle
Refworks
guides.library.jhu.edu/refworks
Purdue Owl
(Google it)

20. STEP 5: WRITE YOUR
ANNOTATIONS
Conduct a review of the literature on your selected
population. You should review a minimum of 10 resources,
at least four of which must be from recent peer-reviewed
journals. Each annotation should include a summary (Brief
(150-200 words) descriptive and evaluative paragraph
summarizing the central theme and scope of the book or
article), and an assessment/reflection (Two or more
sentences that (a) evaluate the authority or background of
the author, (b) comment on the intended audience, (c)
compare or contrast this work with another you have cited,
or (d) explain how this work is relevant to your selected
special population topic.)

21. PARTS OF AN ANNOTATION
1. Summary/Description
2. Assessment and Reflection

23. SUMMARY
Highlight the main points or
arguments.

24. SUMMARY
What is the point of this
source?

25. SUMMARY: PARAPHRASE
Use your own words, do not
copy the abstract.
Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/

26. ASSESS AND REFLECT
Is this source CRAAP?

27. CRAAP TEST
Currency
Relevance
Authority
Accuracy
Purpose

28. ASSESS AND REFLECT
Comment on the intended
audience.

29. EVALUATE, COMMENT,
REFLECT
• Identify connections to other studies
• Consider:
• Conclusions drawn from the data
• Methods that may inform your work on the
topic
• How does this add to or inform your topic?

30. USE OF THE FIRST PERSON
• Allowed by APA
• Encouraged to avoid awkwardness
• Use sparingly
See APA Manual pp. 69-70

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

32. Example A
Rubin, 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.

33. Example A
Rubin, 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.

34. Example B
Cusatis, 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.

35. Example B
Cusatis, 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.

36. Example C
Starks, 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 topic.

37. Example C
Starks, 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 topic.

38. tinyurl.com/y882927b
PRACTICE

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

40. LIBRARY RESOURCES
Guide for Education
guides.library.jhu.edu/education
Library Research Modules in Blackboard
Lit Review Guide
guides.library.jhu.edu/lit-review

41. ONLINE WORKSHOPS
10/3 Synthesis of Literature
jhu.libcal.com/event/3527931
10/17 RefWorks
11/7 Presentation Basics
smore.com/d35a4

42. tinyurl.com/zcoad68
FEEDBACK