SOE EdD History Reflection & Intro to Annotated Bibs

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TODAYHistory

Reflection•History brainstorm

•Searching•Checklist

Annotated Bibliography

• Types of sources• Citation

resources• Parts of an

annotation

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EXAMPLE PROCESS

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QUESTIONS?

ANNOTATED BIBLIOGRAPHIES

TYPES OF SOURCES

Each source must be:

Peer Reviewed

Empirical Research

Primary Research

PEER REVIEWED

PEER REVIEWED

Check Ulrich’s Database

(refer to the Library Research Module for a refresher)

EMPIRICAL

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

PRIMARY RESEARCH

PRIMARY RESEARCH

The article reports on a study conducted by the authors writing the article.

May include a lit review, but cannot only be a literature review article.

Will include hypothesis, methods, data, etc.

POLL

Based on your assignment description, what are the major components of an

annotation?

PARTS OF AN ANNOTATION

1. Summary/Description(1-2 paragraphs)

2. Evaluation and Commentary/Reflection(1 paragraph)

TACKLE YOUR ANNOTATION

1. Introduce subject of article.

2. Determine how it relates to your POP and/or your research.

3. Critique the article.

4. Defend its use in your research.

SUMMARY

Highlight the main points or findings.

Describe the relevance, accuracy and quality of the

resource.

SUMMARY

Comment on the intended audience.

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

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?

STUDY SUMMARIES

guides.library.jhu.edu/lit-review/summarize

Author/title Purpose Framework Sample/

PopulationDesign/

Methodology

Variables/ instrum-

entsResults/Findings

Controver-sies,

disagree-ments with

other authors

Limita-tions

Implications for practice,

research, theory

Slytherin, S. (2000)

Explore potions

aptitude of firth years

TheoreticalFifth 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

population

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

ConceptualFourth-

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.

MORE DETAILS

Refer to the resource

document you received from your professor.

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QUESTIONS?

LIBRARY RESOURCES

Guide for Educationguides.library.jhu.edu/education

Library Research Modules in Blackboard

CITATION RESOURCESAPA Resources

APA Manual

Patience you must have.

CITATION RESOURCESOther APA Resources

APA Style Guideapastyle.org

APA Blogblog.apastyle.org/apastyle

Refworksguides.library.jhu.edu/refworks

Purdue Owl(Google it)

REFWORKS

RefWorks Guideguides.library.jhu.edu/refworks

RefWorks WorkshopOctober 5 and 12

smore.com/8vgw2

FINAL THOUGHTS

http://bit.ly/dsplvq

What will you do differently?

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QUESTIONS?

Liz: [email protected]: [email protected]