Evaluation Title: The Annotated Bibliography
Instructions
Create: Annotated Bibliography
Evaluation Title: The Annotated Bibliography
By now you have established a topic, formulated research questions, crafted a thesis statement, and identified possible search terms and useful databases for your research.
Now you will be putting all those parts of the process together as you create an annotated bibliography of sources related to your topic. An annotated bibliography provides a list of references in APA style along with a summary of key points in each article related to your focus on the topic. Creating an annotated bibliography is an excellent preparation for writing a research paper. Once a student has completed one, they have a much better understanding of the different ideas, viewpoints, and policies that are involved with their topic. This helps the student write the essay with authority and confidence.
For the annotated bibliography:
- Locate 6 sources that are related to your topic, then create an APA reference for each one.
- Under each reference entry, write a short annotation that summarizes the source, includes information regarding its credibility, and shares how it relates to your topic. You will do this for all 6 sources.
- Provide a title page in APA format
Review the sample below for guidance with specific formatting expectations, as well as models of annotations. Notice that this sample annotated bibliography starts with a correctly formatted title page.
Sample Annotated Bibliography
[Word Doc]
Your assignment submission should be a Word document that fully adheres to the instructions listed above. Be sure to proofread your assignment. This assignment is worth a possible 90 points.
Estimated time to complete: 3 hours
Running head: ANNOTATED BIBLIOGRAPHY 1
Annotated Bibliography
Student McStudent
Herzing University
ANNOTATED BIBLIOGRAPHY 2
Annotated Bibliography
Buzzetto-Hollywood, N., Wang, H., & Elobeid, M. (2018). Addressing information literacy and
the digital divide in higher education. Interdisciplinary Journal of e-Skills and Lifelong
Learning, 14, 77-93. https://doi.org/10.28945/4029
The authors share a variety of experience in education and technology. In their article, the
problem of disparities to access to technology among students in post-secondary settings is
explored. They studied the effect of a course created at their university on digital information
literacy. Findings show a lack of preparation for minority students in the area of digital literacy,
as well as positive results after completion of the course. They conclude the study by urging for
further research and funding to bridge this digital divide. This article supports the area of my
thesis that is concerned with the lack of information literacy skills among college students.
Cohen, J. D., Renken, M., & Calandra, B. (2017). Urban middle school students, twenty-first
century skills, and STEM-ICT careers: Selected findings from a front-end
analysis. TechTrends, 61(4), 380-385. doi:http://dx.doi.org/10.1007/s11528-017-0170-8
The authors, all members of the College of Education and Human Development program at
Georgia University, created a skills test meant to gauge STEM and information literacy
proficiency. The test was administered to professional currently working in STEM careers, as
well as a group of middle-schoolers. While the adults displayed high ability with critical
thinking, communication, and problem solving, the middle-schoolers underestimated the value of
these cognitive tasks. The authors conclude the study by recommending improvements to
existing information literacy curriculum among younger students. This study reinforces my claim
ANNOTATED BIBLIOGRAPHY 3
that information literacy skills should be taught to students prior to their entry into a
postsecondary environment.
Krysiewski, R. (2018). Using an information literacy program to increase student retention.
Academy of Educational Leadership Journal, 22(1), 66-89. Retrieved from
https://link.galegroup.com/apps/doc/A541786977/PROF?u=lirn50909&sid=PROF&xid=
074851a9
The author, a college librarian, conducted a study measuring the effects of formal information
literacy instruction on student retention rates. This instruction was provided by the librarians at
her institution over two semesters. Librarians were embedded within an English composition
class, and an Anatomy and Physiology class. Though the sample group was relatively small,
preliminary findings confirmed that this type of directed instruction had a positive effect on
retention rates for first-year students. The source provides support for my idea that formal
information literacy instruction should be mandated for all first-year students.
Levain, A., Best, M., & Dulac, J. L. (2019). Critical thinking in the college classroom. Reference
& User Services Quarterly, 37(8), 143-156. doi:10.1002/0989641558kclu
Levain, Best, and Dulac are all former college presidents. This article was produced after they
met at a leadership conference in 2016. The article discusses their shared concerns about the
aptitude for critical thinking displayed by the average college student. They share anecdotal
stories from their time as upper-level education administrators, as well as refer to a number of
studies that evaluate assessment outcome tests for critical thinking skills. The authors conclude
by describing their shared belief that the academic library remains an essential element of student
ANNOTATED BIBLIOGRAPHY 4
success. This article supports my thesis primarily due to the experience and credibility of the
authors.
SCONUL Working Group on Information Literacy. (2011, April). The SCONUL seven pillars of
information literacy: Core model for higher education [PDF]. Retrieved from
https://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf
This document is an update of the 2009 version. The audience for this model is primarily
educators and librarians, and it was written by a team of educators and librarians. It offers a
framework for information literacy instruction. The authors use the idea of “lenses” for target
groups and types of information (for example, digital, visual, and academic literacy). This
document is very useful for my purpose as it describes the foundation of information literacy, as
well as explaining how to develop the various skills that contribute to it.
Thompson, S. (2016). Why information literacy matters. Looking at Pop Culture 12(3), 34-46.
Retrieved from
https://link.gale.com/apps/doc/A274791960/AONE?u=lirn50909&sid=AONE&xid=4403
fca9
The author has written extensively on how certain forms of media influence young children.
Previous work, for example, examines the effects of television programming marketed to
children under the age of 5. In this article, Thompson offers an explanation for how information
literacy can help young people navigate their world. Intended for a general audience, this article
provides an overview of what information literacy is, and why it matters. I can use this
information in the section of my paper that defines terms.