Teaching > RWU
Preservation Research Fall 2002 >
Annotated Bibliography
Assignment Terms
Purpose Process
Checklist Examples
Select Resources
Assignment
Develop an annotated bibliography based on the specific subject
you have selected. Become familiar with the services and resources
of the following, in the process of research.
Include a three-page synopsis, to serve as a preface to the
Annotated Bibliography.
In addition to the Annotated Bibliography, include a list of
research resources employed in the process.
Services
- Employ resources address through trips to the RWU Architecture
Library and RWU main Library.
- Obtain books through the HELIN consortium at: http://library.uri.edu/screens/opacmenu.html
- Obtain books through Interlibrary Loan (ILL) at: http://library.rwu.edu/eforms/illrequest.html
- Visit and use one of the HELIN libraries; or another off-campus,
large library
- Visit and use an archive (such as the Rhode Island arch's;
Providence City Archive; Rhode Island Historical Society;
Newport Historical Society)
Resources
- Primary sources, best found in archives;
- Peer-reviewed professional articles, using RWU subscription
databases and other resources at: http://library.rwu.edu/articles/articles.html.
Articles in a periodical index may include an abstract or
summary of the article that may help in selecting the most
appropriate articles to read and possibly include.
- Books, in the library, through HELIN, ILL; e-books through
http://library.rwu.edu/books/books.html
- Web resources (limit these resources) with some links at
http://library.rwu.edu/webresources/webres.html
Reading
Marius, Richard and Melvin E. Page. A Short Guide to Writing
About History, New York: Longman, fourth edition, 2002,
Chapter 4: Gathering information, 85-114; Chapter 5: Taking
notes and writing drafts, 115-134; Chapter 6: Suggestions
about style, 135-153; Chapter 7: Writing conventions, 154-175;
Chapter 8: Documenting sources, 175-192. Use these chapters
as reference material to develop your methodology, style,
and format. While the assignment does not involve writing
a research paper, Marius and Page is helpful in developing
research skills and preparing an annotated bibliography. [buy
at Amazon]
Other readings and resources are cited throughout the assignment.
Citation Systems
Turabian, Kate L. A Manual for Writers of Term Papers,
Theses, and Dissertations, Chicago: University of Chicago
Press, Sixth Edition, 1996 [buy at Amazon;
online edition at Bartleby.com]
The Chicago Manual of Style: The Essential Guide for Writers,
Editors, and Publishers, 14th Edition, 1993 [buy at Amazon;
FAQs answered by The
University of Chicago]
Terms
Annotated Bibliography
An annotated bibliography includes a list of citations to books,
articles, and documents (primary and secondary). Each citation
is followed by a brief descriptive and evaluative paragraph
(the annotation), which provides a review of the literature
on a particular subject. The purpose of the annotation is to
inform the reader of the relevance, accuracy, and quality of
the sources cited.
Annotation
An "abstract" is just descriptive; an "annotation"
is descriptive and critical. Many periodical indexes include
a summary with most citations. This summary is labeled "annotation",
but it is not critical.
Bibliography
A bibliography is a full reference list to all the sources which
an author has used or referred to in preparing a particular
piece of work. Under the Harvard system the bibliography should
be arranged alphabetically by author. A bibliography is judged
by its content and form: it is also the basis upon which a work
is substantiated. Bibliographies used to be lists of written
resources. Today, however, they often include information on
other resources such as the following:
Interviews
- Video and audio tapes
- Computer resources
- Speeches
A bibliographic work usually includes information such as
the following:
- Author
- Title
- Place of publication or interview
- Name of publisher, resource, repository
- Date
Abstracts (as contrasted with Annotated Bibliographies)
Abstracts are the purely descriptive summaries often found at
the beginning of scholarly journal articles or in periodical
indexes. Annotations are descriptive and critical; they expose
the author's point of view, clarity and appropriateness of expression,
and authority.
Spitzer, Kathleen L.; Eisenberg, Michael B.; Lowe, Carrie
A. (1998) Information Literacy: Essential Skills for the Information
Age. Web republication retrieved 29 October 2002 from ERIC
Clearinghouse on Information & Technology at Syracuse
University. Web site: http://www.ericit.org/toc/infoliteracytoc.shtml
ABSTRACT: This monograph traces the history and development
of the term "information literacy." It examines
the economic necessity of being information literate, and
explores the research related to the concept. Included are
reports on the National Educational Goals (1991) and on the
report of the Secretary's Commission on Achieving Necessary
Skills (SCANS, 1991). Also examined are recent revisions in
national subject matter standards that imply a recognition
of the process skills included in information literacy. The
book outlines the impact information literacy has on K-12
and higher education, and provides examples of information
literacy in various contexts. Appendices include: Information
Literacy Standards for Student Learning (prepared by the American
Association of School Librarians and the Association for Educational
Communications and Technology); definitions of SCANS components;
a chronology of the development of information literacy; correlation
of information literacy skills with selected National Subject
Matter Standards; Dalbotten's Correlation of Inquiry Skills
to National Content Standards; and an explanation of rubrics
and their application in standards education. Contains an
extensive annotated ERIC (Educational Resources Information
Center) bibliography and information about ERIC.
Book Reviews
"Book reviews are both descriptive and evaluative. It is
the reviewer's job to summarize the book and to judge its merit
or significance. A reviewer will often place the book in its
larger context by comparing it to others on the topic, or by
noting how it fills a gap in the subject area. Reviews, therefore,
often go far beyond discussing what a particular book is "about".
They can be a valuable source of insight into the intellectual
debates on a topic." Source: How to find
book reviews, Queen Elizabeth II Library, Memorial University
of Newfoundland. Web site: http://www.mun.ca/library/research_help/qeii/find_book_reviews.html,
which has additional resources.
Purpose
The purpose of an annotation is to describe, critically, the
cited material, with reference to a specific subject. The annotation
provides sufficient synthesis and critical evaluation so a reader
can readily determine if the source is credible, accurate and
relevant (with reference to the specific subject), and whether
it warrants full consideration.
Creating an annotated bibliography calls for the application
of a variety of intellectual skills: concise exposition, succinct
analysis, and informed library research.
It begins with a citation of the work. It is important to use
a consistent, standard format (MLA,
Turabian, etc.) as you would for a "Reference" page.
An Annotated Bibliography will have a similar format to a Bibliography
page, but with three differences:
- it includes works (references) useful to the reader, but
that might not have used (cited) in the writing of a particular
paper or article;
- the references may be organized into categories, which are
arranged to guide the user;
- it includes a commentary (critical annotation) to the references,
telling the reader of particular virtues (or, as necessary,
the shortcomings) of the resource, at times in the context
of other references.
Annotations are concise, economical summaries, written in sentence
fragments (if necessary); if related, fragments are connected
with semicolons. The commentary begins on a new line, indented
slightly from the preceding line.
Annotations can be any length, but they are typically about
100 to 150 words.
There are at least three types of annotations:
- Informative: Written in the tone of the book or article,
an informative annotation presents the original material in
a shorter form.
- Descriptive: Provides a description of the text,
avoiding the addition of any evaluative commentary on its
quality.
- Evaluative: In addition to the information included
in the previous annotation types, includes an evaluate judgment
of the material as well.
For some works, it may be important to indicate a location
(library, archive, Internet site), or means of obtaining the
citation; some documents especially primary sources in
archives may be difficult to find.
Locate and record citations to books, periodicals, and documents
that may contain useful information and ideas on your topic.
Briefly examine and review the actual items. Then choose those
works that provide a variety of perspectives on your topic.
Process
Critically evaluate each work to determine if it is suitable
for your topic. For guidelines on this process, see:
Savage Library (2000) "Is This Information Any Good?"
from Western State College of Colorado. Web site: http://www.western.edu/lib/instruction/goodinfo.html
Ormondroyd, Joan. Critically Analyzing Information Sources.
Updated, edited and Webified by Michael Engle, and Tony Cosgrave,
Reference Services Division, Olin Kroch Uris Libraries, Cornell
University Library. Web site: http://www.library.cornell.edu/okuref/research/skill26.htm
Bibliographic entries (citations) may be arranged just as
in any other bibliography. This is usually arranged alphabetically
by the first word, which is typically the authors last
name. Some Annotated Bibliographies are divided in to sections,
by topic.
Cite the book, article, or report using an appropriate style:
Turabian, MLA, APA, Chicago, CBE, others. Consistent with the
style you are employing, note the edition or if a publication
has been reprinted.
The annotation may then immediately follow the bibliographic
information or may skip one or two lines depending on the style
manual that is used. Remember to be brief and include only directly
significant information and write in an efficient manner.
Checklist
Preparation
- First, define and refine the scope of the subject.
- Determine the methodology, style and format, with reference
to reading and other resources.
- Examine and review the actual text and illustrations of
each work. Do not rely on the opinion (through book reviews,
third-party abstracts, evaluations in other publications,
etc.)
- Do not include irrelevant books, which may only have a few
pages of information found elsewhere.
- Selectively include a major publication, which does not
include pertinent information, only to advise a reader that
the source is irrelevant.
- Be considerate of the readers, knowing they want a range
of the most pertinent works available.
- Consider your own biases, and adjust your research and writing
accordingly.
- Choose those works that provide a variety of perspectives
and ideas on your topic.
Author
- Note the author.
- Describe is his/her occupation, position, education, experience,
etc.
- Evaluate the authority or background of the author,
Purpose
- Assess the purpose for writing the article or doing the
research.
Intended Audience (of work, not the Annotated Bibliography)
- Determine the intended audience.
- Is it intended for the general public, for scholars, policy
makers, teachers, professionals, practitioners, etc.?
- Is this reflected in the author's style of writing or presentation?
Author Bias
- Determine if the author has a bias or makes assumptions
upon which the rationale of the article or research rests.
- What are the biases?
Information Source
- Determine the method of obtaining the data, or conducting
the research employed by the author.
- Determine if the article (or book) based on personal opinion
or experience, interviews, library research, questionnaires,
laboratory experiments, standardized personality tests, etc.
- Evaluate reliability.
- Evaluate the methods (research) used.
- Evaluate the resources cited.
Author Conclusion
- Describe the author's conclusion.
- Does the author satisfactorily justify the conclusion from
the research or experience? Why or why not?
Significant Attachments
- Are there significant attachments or appendices such as
charts, maps, bibliographies, photographs, documents, tests
or questionnaires? If not, should there be?
Relate to Subject and Other Works
- Explain how this work illuminates the bibliography topic.
How is it useful?
- Compare or contrast this work with another (or others) cited.
- Is the work, or its date or view, out-of-date, yet a valid
historical reference?
- Describe "your" reaction to the item. Use technical
writing format: not "I" or "my".
Examples
Brandt, D. Scott. Evaluating information on the Internet.
Computers in Libraries. May 1996.
In the context of describing the components of a bibliographic
instruction course at the Purdue University Libraries, this
article deals with the adaptation of traditional print evaluation
techniques to the Internet environment. One intriguing part
of the article includes a discussion of the relationship between
searching for information, the evaluation of sources, and
the lack of correlation between the two.
Schrock, Kathleen (August 1998), Evaluation of World Wide
Web Sites: An Annotated Bibliography. Retrieved 16 October
2002 from Web site: http://ericit.org/digests/EDO-IR-1998-02.shtml
Bridging the Gap: Using Findings in Local Land Use Decisions,
2nd edition (March 1989); $9.00 from the Governor's Office of
Planning and Research, 1400 Tenth St., Sacramento, CA 95814,
(916) 322-3170. Available on the Internet at http://ceres.ca.gov/planning/
This popular booklet outlines what findings are, why they
are necessary, and when local agencies should prepare them.
It also suggests guidelines for preparing findings based on
principles founded in case law. Included in the second edition
is an expanded table listing the types of land use decisions
requiring findings, examples of staff reports showing how
findings are used, and an index of statutes requiring local
findings.
Sources: An Annotated Bibliography for California Planners.
Retrieved 16 October 2002 from California Planning, Governor's
Office of Planning and Research, State of California. Web
site: http://ceres.ca.gov/planning/sources/cal_planning.html#calplan_anchor
Buchsweiler, M. Volksdeutsche in der Ukraine am Vorabend
und Beginn des Zweiten Weltskrlegs: Ein Fall Doppolter Loyaltat?
[Ethnic Germans in the Ukraine before and at the Beginning of
the Second World War: A Case of Double Loyalty?]. Tel Aviv,
Israel: Bleicher Universitait, 1984.
A history of the Germans living in Ukraine from the 1920s
to the 1940s. This book provides a great deal of information
on the cultural life of the Ukrainian Germans during the era
of korenzatslia. It provides statistics and lists on German
language publications, education, and other official expressions
of culture in the USSR. The book then details the policies
of the Nazis towards the Soviet Germans in Ukraine during
World War II.
Pohl, J. Otto. Ethnic Cleansing in the USSR, 1937-1949
. Westport, CT: Greenwood Press, 1999, Selected Annotated
Bibliography, pp. 171-176. Retrieved 16 October 2002 from
Research Centre for Turkestan and Azerbaijan (SOTA). Web site:
http://www.euronet.nl/users/sota/pohlbiblio.html
Buckstead, Richard C. "Eros, Aesthetics and Fate: Kawabata's
Beauty and Sadness.In Proceedings of the Fourth International
Symposium on Asian Studies,v.2, 1982: 237-268.
This examination discusses how aesthetic art and life are
intertwined, with art being a representation of human existence.
In order to best represent life, the artist must draw upon
their own intuition and those traditions of the past which
enhance the artwork and understanding of nature. According
to Buckstead, the artists represented in Beauty and Sadness
fail to understand and represent nature, which lead to unfortunate
consequences. Likewise, Kawabata shows that the role of art
is to enhance the artist's perception of the aesthetic beauty,
while recognizing the impermanence of this beauty.
Yasunari Kawabata Bibliography (last updated 5/1999). Retrieved
29 October 2002 from Allen Reichert. Web site: http://www.otterbein.edu/home/fac/plarchr/kawaa-g.htm
Doe, J. T. and Williams, W. R. "Parental supervision of
television viewing and aggressive behavior in children."
Journal of Television and Violence 51 (1996), 534-540.
The authors, researchers at Western State College, collected
data from a group of 8-year-olds to test their hypothesis
that the amount of violence children saw on television relates
to the aggressiveness of their behavior. They found that children
who were allowed to watch evening police dramas and "made
for TV" specials with abusive situations demonstrated
increased aggressive behavior over children who were not permitted
to watch these programs. The researchers did not find a connection
between aggression in children and television violence as
displayed in cartoons and news programs. Another study, conducted
by Smith and Wesson, showed that the amount of television
violence viewed by children does correlate with aggressive
behavior. Smith and Wesson, however, do not consider the type
of program viewed. The article by Doe and Williams is one
of the few studies that examines aggressive behavior as it
relates to different types of television programs.
How to Prepare an Annotated Bibliography (October
2000). Retrieved 16 October 2002 from Guide to Research @
Savage Library, Leslie J. Savage Library, Western State College
of Colorado. Web site:
http://www.western.edu/lib/instruction/bibliography.html
Elias MF, Elias PK, Cobb J, D'Agostino R, White, L. R., Wolf,
PA. Blood pressure affects cognitive functioning: The Framingham
Studies Revisited. In J Dimsdale, A Baum (eds.), Quality
of Life in Behavioral Medicine Research. Hillsdale NJ: Erlbaum,
in press.
In this excellent chapter, data from the Framingham Heart
Study is analyzed with more traditional psychometric approaches
(multiple regression with continuous outcomes) and compared
to previous publications where similar data have been analyzed
with more traditional epidemiologic methods (logistic regression
models). The authors point out the strengths and weaknesses
of each approach and provide an excellent synthesis of their
findings. This is a model of excellent collaboration between
behavioral and epidemiologic approaches.
Siegler, Ilene C. (Last modified October 1995.) Cardiovascular
Disease Annotated Bibliography, CVD Endpoint Criteria
Chapter 20: Psycosocial Factor Measurement Methodology.
Retrieved 16 October 2002 from Fred Hutchinson Cancer Research
Center. Web site: http://www.fhcrc.org/phs/cvdeab/chpt20.html
Gass, Patrick. A Journal of the Voyages and Travels of a
Corps of Discovery, Under the Command of Captain Lewis and Captain
Clarke . . . Pittsburgh, 1807.
Although Gasss journal is not the Lewis and Clark journals,
his was the first account of the expedition to get published.
The name of Patrick Gass is mentioned by Lewis and Clark more
than any other member of the expedition. After Lewis, Clark,
and Sacagawea, Gass is the best known of the men. Also, he
was the first to get his account of the expedition into print.
His journal was purchased by a publisher who took great liberty
in editing it. Cutright says the publisher "manipulated
the language of the tough, untutored, tobacco-chewing army
sergeant into the resolutely correct, preceptorial prose of
the early-nineteenth-century schoolmaster."
Gillette, Lance (n.d.). Primary Source Materials: Bibliography
of the Lewis and Clark Expedition. Retrieved 29 October
2002 from Lance Gillette. Web site: http://www.olypen.com/gillde/lance/bibliographies/lewis.htm
Graybosch, Anthony, Gregory M. Scott and Stephen Garrison.
The Philosophy Student Writer's Manual. Upper Saddle River,
NJ: Prentice Hall, 1998.
Designed to serve as either as a writing guide or as a primary
textbook for teaching philosophy through writing, the Manual
is an excellent resource for students new to philosophy. Like
other books in this area, the Manual contains sections on
grammar, writing strategies, introductory informal logic and
the different types of writing encountered in various areas
of philosophy. Of particular note, however, is the section
on conducting research in philosophy. The research strategies
and sources of information described there are very much up-to-date,
including not only directories and periodical indexes, but
also research institutes, interest groups and Internet resources.
Buschert, Will. "Examples of What Your Bibliography
Should Look Like," Retrieved on 29 October 2001 from
Philosophical Writing: An Annotated Bibliography, Writing
in Philosophy, University of Toronto . Web site: http://www.chass.utoronto.ca/philosophy/phlwrite/phlbib.html
Hutchings, Pat. 1996. Making Teaching Community Property:
A Menu for Peer Collaboration and Peer Review. Washington,
DC: American Association for Higher Education.
This volume describes nine strategies through which faculty
can make their work as teachers available to one anotherbe
it for individual improvement, for building the collective
wisdom of practice in the field, or for personnel decision
making. Illustrated by reports from faculty who have used
them, these strategies include, among others, teaching circles,
reciprocal classroom observations, team teaching, and external
peer review. All of these are predicated, as the opening chapter
points out, on a view of teaching as scholarly work. Three
corollaries unify this vision: teaching as a process of ongoing
reflection and inquiry; the need for collegial exchange and
publicness; and facultys professional responsibility
for the quality of their work as teachers.
Hutchings, Pat and Chris Bjork (Spring 1999 ). An Annotated
Bibliography of the Scholarship of Teaching and Learning in
Higher Education. Retrieved 16 October 2002 from The Carnegie
Academy for the Scholarship of Teaching and Learning, The
Carnegie Foundation for the Advancement of Teaching. Web site:
http://www.carnegiefoundation.org/CASTL/highered/docs/bibliography.htm
Knirk, F.G. (1987), Instructional Facilities for the Information
Age, 1987, Retrieved 16 October 2002 from ERIC Clearinghouse
on Information Resources, Syracuse, NY, ERIC Reproduction
Service No. ED 296 734
Knirk is a professor in the Department of Educational Psychology
and Technology at the University of Southern California, Los
Angeles, and a well-published author in the field of educational
facilities design. In order to inform educators so that they
in turn can communicate effectively with architects and school
administrators about necessary educational facilities design
requirements, Knirk summarizes the research on six design
issues relating to the optimization of a technology-rich teaching/learning
environment: (1) light and color, (2) heating, ventilation
and air conditioning, (3) acoustical and background noise,
(4) furniture and ergonomics, (5) electrical wiring and conduit
requirements, and (6) computer requirements. Additional sections
discuss grouped and individualized learning environments and
audiovisual media. Many specific measurements and recommendations
are given, including viewing angles, light levels, workstation
requirements and classroom space configurations. Although
the focus is on elementary and secondary educational buildings,
the majority of the content is applicable to higher education
settings as well and, given its easily accessible nature as
an ERIC Information Analysis Product, this text should be
read by any librarian planning an electronic classroom.
Hinchliffe, Lisa Janicke (1994). Planning an Electronic
Library Classroom: An Annotated Bibliography, Retrieved
16 October 2002 from Coordinator of Information Literacy Services
and Instruction, University of Illinois Library at Urbana-Champaign.
Web site: http://alexia.lis.uiuc.edu/~janicke/Abstracts.html
Martinich, A. P. Philosophical Writing: An Introduction.
Englewood Cliffs, NJ: Prentice Hall, 1989.
An excellent introduction to the peculiarities of philosophical
writing, ranging in difficulty from elementary to moderately
advanced. Martinich maintains that half of good philosophy
is good grammar and the other half is good thinking and his
book is geared toward helping students to write clear, precise
and concise philosophical prose. The book includes a crash
course on basic concepts in logic, a catalogue of the types
of arguments typically found in philosophical writing, and
an examination of the structure of a philosophical essay.
Of particular interest is Martinich's discussion of the concepts
of author and audience as they apply to academic writing.
Buschert, Will. "Examples of What Your Bibliography
Should Look Like," Retrieved on 29 October 2001 from
Philosophical Writing: An Annotated Bibliography, Writing
in Philosophy, University of Toronto . Web site: http://www.chass.utoronto.ca/philosophy/phlwrite/phlbib.html
McWhorter, Kathleen, Study and Thinking Skills in College,
Little Brown, Boston, Mass. 1996
Kathleen McWhorter's goal in this book is to approach study
and thinking as active learning processes; consequently, she
includes many opportunities for students to interact with
her material and offers techniques for students to think and
interact with lectures and other means of conveying information.
She also helps students develop a positive attitude toward
learning, organize themselves effectively, take responsibility
for their own learning, improve time management skills, and
prepare for exams.
Study Skill Annotated Bibliography (2002). Retrieved
16 October 2002 from Student Handbook, University of Minnesota
Duluth, MN. Web site: http://www.d.umn.edu/student/loon/acad/strat/bibliography.html
Rosenberg, Jay F. The Practice of Philosophy: A Handbook
for Beginners, 2nd Edition. Englewood Cliffs, NJ: Prentice
Hall, 1984.
Intended as a general-purpose introduction to the practice
of philosophy in the "analytic" style, Rosenberg's
book includes quite a lot on philosophical writing. In effect,
Rosenberg divides the class of philosophical essays into four
main types: critical, adjudicatory, problem-solving and essays
expositing an original thesis. A variety of critical and argumentative
strategies are provided in connection with the first three
types. Examples of What Your
Buschert, Will. "Examples of What Your Bibliography
Should Look Like," Retrieved on 29 October 2001 from
Philosophical Writing: An Annotated Bibliography, Writing
in Philosophy, University of Toronto . Web site: http://www.chass.utoronto.ca/philosophy/phlwrite/phlbib.html
Select Resources
Michael Engle, Amy Blumenthal, and Tony Cosgrave (Revised 3
March 1998). How to Prepare an Annotated Bibliography.
Reference Services, IRIS, Cornell University Library. Web site:
http://www.library.cornell.edu/okuref/research/skill28.htm
Savage Library (2000) Is This Information Any Good?
Retreived 29 October 2002 from Western State College of Colorado.
Web site: http://www.western.edu/lib/instruction/goodinfo.html
Ormondroyd, Joan. Critically Analyzing Information Sources.
Updated, edited and Webified by Michael Engle, and Tony Cosgrave.
Retreived 29 October 2002 from Reference Services Division,
Olin Kroch Uris Libraries, Cornell University Library. Web site:
http://www.library.cornell.edu/okuref/research/skill26.htm
Research Guide: Writing an Annotated Bibliography (1999).
Retrieved 29 October 2002 from RWU Libraries, Roger Williams
University. Web site: http://library.rwu.edu/researchhelp/annotatedbib.html
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