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 BibliographyPreview the document [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.

“Get 15% discount on your first 3 orders with us”
Use the following coupon
FIRST15

Order Now