Special Topics in Brain Science
Download as PPTX, PDF1 like223 views
This document provides guidance on creating an annotated bibliography. It begins by outlining the key steps, which include finding relevant sources, reading them thoroughly, identifying the top 10 sources, citing them properly, and writing annotations. It then discusses each step in more detail. For writing annotations, it emphasizes including a summary of the source followed by evaluation, commentary or reflection. Examples of strong annotations are provided. The document aims to give a strategic approach to tackling the assignment and understanding what qualities make for a high quality annotation.
Special Topics in Brain Science
- 3. POLL Where are you in the process of creating your annotated bib?
- 4. TONIGHT’S GOAL Take a strategic approach to tackling the annotated bibliography and better understand the qualities of a strong annotation.
- 5. WHAT ARE WE NOT DOING TONIGHT? Mechanics Formatting Writing style Instructor-specific guidelines
- 7. DISCLAIMER This session has been prepared using the assignment guidelines, rubric and resource provided to us by the EdD program. If your instructor has additional or different guidelines, always defer to the rules of the person grading you.
- 8. 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.
- 9. STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY Find Your Sources Read your Sources Identify Most Relevant Sources Cite Your Sources Write Annotations Put it Together
- 10. STEP 1: FIND YOUR SOURCES
- 11. WHERE? • Research Guide for Education: guides.library.jhu.edu/education • Databases used for other assignments
- 12. STEP 2: READ YOUR SOURCES
- 13. STEP 2: READ YOUR SOURCES Take notes as you are reading.
- 14. 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.
- 15. STEP 3: IDENTIFY THE 10 BEST SOURCES
- 16. HOW? • You’ll need to find more than 10, and narrow down. • Determine which are most relevant to your research.
- 17. POLL How do you know that a source is the “best”?
- 18. WHAT TO INCLUDE? • Peer reviewed, empirical research studies that use primary data ONLY. • A variety of perspectives. • Articles that focus on your topic. • Qualitative, quantitative, or mixed methods.
- 19. Photo by JD Hancock - Creative Commons Attribution License https://www.flickr.com/photos/83346641@N00 Created with Haiku Deck
- 20. Photo by JD Hancock - Creative Commons Attribution License https://www.flickr.com/photos/83346641@N00 Created with Haiku Deck
- 21. Photo by Julio Rivera - Creative Commons No known copyright restrictions https://unsplash.com/@julioariverajr?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-creditCreated with Haiku Deck
- 22. Photo by Julio Rivera - Creative Commons No known copyright restrictions https://unsplash.com/@julioariverajr?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-creditCreated with Haiku Deck
- 23. WHAT NOT TO INCLUDE? • Books and book chapters • Reports • Non-peer reviewed sources • Anything not related to your topic
- 24. EXCEPTIONS? QUESTIONS? Ask your professor.
- 25. CITATION RESOURCES APA Resources APA Manual Patience you must have.
- 26. 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)
- 27. REFWORKS RefWorks Guide guides.library.jhu.edu/refworks RefWorks Workshop October 17 jhu.libcal.com/event/3527787
- 28. STEP 5: WRITE YOUR ANNOTATIONS Write a concise annotation (150-200 words) summarizing the central theme and scope of the article. Following the summary sentences, include one 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 illuminates your bibliography topic.
- 29. Photo by @lattefarsan - Creative Commons Attribution-ShareAlike License https://www.flickr.com/photos/99312118@N07 Created with Haiku Deck
- 30. PARTS OF AN ANNOTATION 1. Summary 2. Evaluation/Commentary/Reflection
- 31. Photo by Quino Al - Creative Commons No known copyright restrictions https://unsplash.com/@quinoal?utm_source=haikudeck&utm_medium=referral&utm_campaign=api-creditCreated with Haiku Deck
- 32. Photo by Dey - Creative Commons Attribution-NonCommercial-ShareAlike License https://www.flickr.com/photos/45966355@N00 Created with Haiku Deck
- 33. Photo by push 1 - Creative Commons Attribution License https://www.flickr.com/photos/66884811@N08 Created with Haiku Deck
- 34. SUMMARY: PARAPHRASE Use your own words, do not copy the abstract. Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/
- 35. 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
- 36. 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?
- 37. USE OF THE FIRST PERSON • Allowed by APA • Encouraged to avoid awkwardness • Use sparingly See APA Manual pp. 69-70
- 38. cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00 QUESTIONS?
- 39. 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.
- 40. 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.
- 41. 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.
- 42. 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.
- 43. 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 POP.
- 44. 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 POP.
- 46. POLL Do you feel more confident in creating your annotated bibliography after participating in this workshop?
- 47. cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00 QUESTIONS?
- 48. STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY Find Your Sources Read your Sources Identify Most Relevant Sources Cite Your Sources Write Annotations Put it Together
- 49. MORE RESEARCH SYNC SESSIONS Synthesis Tues. Oct. 3, 6:30pm http://jhu.libcal.com/event/3527931 Annotated Bibs Part 2 Thurs. Nov. 16, 6:30pm jhu.libcal.com/event/3527947
- 50. FINAL THOUGHTS tinyurl.com/zcoad68 Give us your feedback.
- 51. cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00 QUESTIONS? Liz: emjohns@jhu.edu
Editor's Notes
- #9: From the assignment
- #10: Focusing on Step 5 today, writing annotations.
- #29: Write a concise annotation (150-200 words) summarizing the central theme and scope of the article. Following the summary sentences, include one 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 illuminates your bibliography topic.
- #49: Focusing on Step 5 today, writing annotations.