Gifted Learner Annotated Bibliographies
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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.
Gifted Learner Annotated Bibliographies
- 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?
- 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.
- 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