Practice using the CRAAP Test and critiquing example annotated bibliographies.

1. Annotated
Bibliographies
Liz Johns emjohns@jhu.edu

2. REVIEW FROM LAST WEEK

6. EVALUATION: CRAAP TEST
Currency
Relevance
Authority
Accuracy
Purpose
csuchico.edu/lins/handouts/eval_websites.pdf

7. Pick an article, use the CRAAP
Test to evaluate.
PRACTICE: EVALUATE

8. Will you keep this article for the
assignment after evaluating it?
DISCUSS: EVALUATE

9. 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.

10. PARTS OF AN ANNOTATION
1. Summary/Description
2. Evaluation and
Commentary/Reflection

11. TACKLE YOUR ANNOTATION
1. Introduce subject of article.
2. Determine how it relates to your
your research.
3. Critique the article.
4. Defend its use in your research.

13. SUMMARY
Highlight the main points or
findings.

14. SUMMARY
Describe the relevance,
accuracy and quality of the
resource.

15. SUMMARY
Comment on the intended
audience.

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

17. 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

18. 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?

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

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

21. 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.

22. 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.

23. 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.

24. 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.

25. 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.

26. 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.

27. tinyurl.com/z9ey7fb
PRACTICE

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

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

30. REFWORKS
RefWorks Guide
guides.library.jhu.edu/refworks
RefWorks Workshops
10/5: 6:30pm
10/12: noon

31. ONLINE Workshops
9/13 Just Google It: Using Google Scholar Effectively in Your
Research
9/22 Research Workflows - How to tame the digital tsunami
9/27 Research Tools
9/28 Advanced Search Tips
11/14 Presentation Basics
smore.com/pnjr4