ed scholarship annotated bibliography session
TRANSCRIPT
POLL
What is your proposed question for this assignment/course?
TONIGHT’S GOAL
Take a strategic approach to tackling the annotated bibliography and better
understand the qualities of a strong annotation.
Steps to the Annotated BibliographyAnnotation Break DownExamplesPracticeResources
ANNOTATED BIBLIOGRAPHIES
ANNOTATED BIBLIOGRAPHIES
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
format2. 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.
STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY
Find Your Sources
Read your Sources
Identify Most Relevant Sources
Cite Your Sources
Write Annotations
Put it Together
STEP 1: FIND YOUR SOURCES
POLL
Where do you typically go first when searching for peer-reviewed literature?
POLL
Where do you think is the best place to start your literature searches for this
assignment?
WHERE?
• Research Guide for Education: guides.library.jhu.edu/education
• Research Guide for MEHPguides.library.jhu.edu/ed-health
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
PEER REVIEWED
PEER REVIEWED
Check Ulrich’s Database
(refer to the Library Research Module for a refresher)
STEP 2: READ YOUR SOURCES
STEP 2: READ YOUR SOURCES
Take notes as you are reading.
STEP 3: IDENTIFY THE MOST IMPORTANT SOURCES
STEP 4: CITE YOUR SOURCESAPA Resources
APA Style Guide
APA Blogblog.apastyle.org/apastyle
Refworksguides.library.jhu.edu/refworks
Purdue Owl(Google it)
STEP 4: CITE YOUR SOURCESMLA Resources
MLA Handbook
JHU Citing Helpguides.library.jhu.edu/citing/mla
Refworksguides.library.jhu.edu/refworks
Purdue Owl(Google it)
STEP 5: WRITE YOUR 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
format2. 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.
PARTS OF AN ANNOTATION
1. Summary/Evaluation(3-4 sentences)
2. Relevance/Evaluation(3-4 sentences)
SUMMARY
Highlight the main points or findings.
Describe the accuracy and quality of the resource.
Review the sample/population.
SUMMARY: PARAPHRASE
Use your own words, do not copy the abstract.
Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/
RELEVANCE
• Consider:• Conclusions drawn 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?
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
Example ARubin, 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.
Example ARubin, 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.
Example BCusatis, 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.
Example BCusatis, 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.
Example CStarks, 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.
Example CStarks, 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.
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
POLL
Do you feel more confident in creating your annotated bibliography after
participating in this workshop?
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
STEP 6: PUT IT TOGETHER
Start with your proposed question.
List citations.
Put annotations directly underneath each citation.
STEPS TO CREATING AN ANNOTATED BIBLIOGRAPHY
Find Your Sources
Read your Sources
Identify Most Relevant Sources
Cite Your Sources
Write Annotations
Put it Together
LIBRARY RESOURCES
Guide for Educationguides.library.jhu.edu/education
Research Guide for MEHPguides.library.jhu.edu/ed-health
Library Research Modules in Blackboard
REFWORKS & CITING
RefWorks Guideguides.library.jhu.edu/refworks
JHU Citing Helpguides.library.jhu.edu/citing/mla
