Go through the steps to creating an annotated bibliography. Originally designed for first-semester Ed.D. students.

1. Annotated
Bibliographies
Liz Johns
Librarian for Education
emjohns@jhu.edu

2. Liz Johns
emjohns@jhu.edu
Office hours and more resources:
guides.library.jhu.edu/emjohns
Your Librarians

3. Sara Oestriech
soestre1@jhu.edu
Your Librarians

4. Today…
Annotated Bibliographies…what are they
and how do I make one?
Including Expectations of Your Assignment
Examples
Practice
Resources

5. 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.

6. A summary and/or evaluation of each
source in your bibliography.

7. STEPS TO CREATING AN ANNOTATED
BIBLIOGRAPHY
Find Your
Sources
Read your
Sources
Identify
Most
Relevant
Sources
Cite Your
Sources
Write
Annotations
Write Intro
Essay

8. Step 1: Find your Sources
• You should have most
already from other
assignments.
• Start with the Research
Guide for Education:
guides.library.jhu.edu/education
• Struggling to find
more? Set up a
consultation with a
librarian.

9. Step 2: Read Your Sources

10. Step 3: Identify the Most
Important Sources
• Peer-reviewed articles only for this
assignment.
Talk to your professor about exceptions.
• Only use those most relevant for your
research.
If the source is not adding to the dialog of
your POP, it is not appropriate to include.

11. Step 4: Cite your Sources
APA Resources
Refworks
guides.library.jhu.edu/refworks
Purdue Owl
(Google it)
APA Style Guide
apastyle.org
APA Blog
blog.apastyle.org/apastyle

12. Step 5. Write your Annotations
Write an annotation for each source. These
annotations should be single-spaced and should
include an overview of the study and succinctly
evaluate the source’s argument, sources of
evidence, methodology, and conclusions
specifically focused on the underlying causes and
factors associated with your POP and their relation
to the POP. The annotation should also indicate
the primary audience of the work and the
constructs used.

13. Quick Poll:
http://tinyurl.com/mmj342z

14. Session A

15. Session B

16. Parts of an Annotation
1. Summary
2. Evaluation
3. Commentary or Reflection

17. Summary
Highlight the
main points or
findings.

18. Summary: Paraphrase
Use your own words, do not
copy the abstract.
Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/

19. Evaluation
• Authority of author
• Strength of argument
• Strength of author’s evidence/sources
• Strength of author’s methodology
• Strength of author’s conclusions

20. Evaluation: CRAAP Test
Currency
Relevance
Authority
Accuracy
Purpose
csuchico.edu/lins/handouts/eval_websites.pdf

21. Commentary/Reflection
• Comment on the
intended audience
• How does this add to or
inform other works you
have cited?
• How does this add to or
inform your POP?

22. Questions?

23. Example A
Davidson, Hilda Ellis. Roles of the Northern Goddess.
London: Routledge, 1998.
Davidson's book provides a thorough examination of the
major roles filled by the numerous pagan goddesses of
Northern Europe in everyday life, including their roles in
hunting, agriculture, domestic arts like weaving, the
household, and death. The author discusses relevant
archaeological evidence, patterns of symbol and ritual,
and previous research. The book includes a number of
black and white photographs of relevant artifacts.

24. Example B
Bruckman, A. S. (1993). Gender swapping on the Internet. Proceedings of
INET '93. Retrieved from
http://www.cc.gatech.edu/elc/papers/bruckman/gender-swapping
bruckman.pdf
In this brief analysis, Bruckman investigates the perceptions of males
and females in electronic environments. She argues that females (or
those posing as females) receive an inordinate amount of unwanted
sexual attention and offers of assistance from males. She also suggests
that females (and sexually unthreatening males) are welcomed more
willingly than dominant males into virtual communities. She concludes
that behavior in electronic forums is an exaggerated reflection of
gender stereotypes in real-life communication. The article cites other
studies also included in this bibliography. The article is interesting and
accessible, but it is quite old, and it relies almost entirely on
quotations from four anonymous forum participants.

25. Example B
Bruckman, A. S. (1993). Gender swapping on the Internet. Proceedings of
INET '93. Retrieved from
http://www.cc.gatech.edu/elc/papers/bruckman/gender-swapping
bruckman.pdf
In this brief analysis, Bruckman investigates the perceptions of males
and females in electronic environments. She argues that females (or
those posing as females) receive an inordinate amount of unwanted
sexual attention and offers of assistance from males. She also suggests
that females (and sexually unthreatening males) are welcomed more
willingly than dominant males into virtual communities. She concludes
that behavior in electronic forums is an exaggerated reflection of
gender stereotypes in real-life communication. The article cites other
studies also included in this bibliography. The article is interesting and
accessible, but it is quite old, and it relies almost entirely on
quotations from four anonymous forum participants.

26. Example C
Starks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 22(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.

27. Example C
Starks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 22(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.

28. Practice
http://tinyurl.com/ke94sb4

29. Questions?

30. Step 6. Write Intro Essay
• No more than 5 pgs., double spaced
• Orients the reader to the bibliography
Questions to answer in the essay:
• How has the literature analyzed in the bibliography
impacted your understanding of your POP?
• What aspects of your POP does it illuminate?
• What drivers of your POP does it push you to look at?
• Which of these drivers are actionable?

31. Annotated Bibliography
Resources
Purdue Owl:
owl.english.purdue.edu/owl/resource/614/01/
Cornell Library Guide:
guides.library.cornell.edu/annotatedbibliography

32. Purpose of an AB
• Explore POP
• Appraise issues or factors
associated with your
professional practice and
POP.
• Help you get started with
the literature review for
your dissertation.
• Think critically about your
POP, and the literature

33. Remember…
• You need 40 peer-reviewed sources.
• You need to read, evaluate, cite, and annotate
each of these sources.
• These are the 40 most relevant sources, not the
first 40 you’ve found, so…
• You will need to find and read many more than
just 40 sources.

34. Library Resources
Your librarian:
SOE Librarian: Liz Johns
Office hours and more resources:
guides.library.jhu.edu/emjohns
Online Research Guides:
Guide for Education
guides.library.jhu.edu/education
Library Research Modules:
Your Orientation Checklist in the ELC
RefWorks Guide:
guides.library.jhu.edu/refworks
Librarians on every campus:
guides.library.jhu.edu/dcregional
Annotated Bibliography Help:
Purdue Owl:
owl.english.purdue.edu/owl/resource/614/01/
Cornell Library Guide:
guides.library.cornell.edu/annotatedbibliography
Presentation Tools Workshop: Tuesday, Nov. 18 at 6pm.
Register at tinyurl.com/nnho49m

35. Quick Poll:
http://tinyurl.com/n2thm9k

36. Session A

37. Session B

39. Quick Poll: What will you do
differently?
http://bit.ly/dsplvq

40. Questions?
Liz: emjohns@jhu.edu
Sara: soestre1@jhu.edu