SS 283
Annotated Bibliography Exercise
Purpose of Exercise
• Introduce students/candidates to issues pertinent
to their field of study.
• Introduce students/candidates to issues that
place their field of study in wider social,
economic, and political contexts.
• Introduce students/candidates to issues of ethnic
and cultural diversity.
• Introduce students/candidates to research
sources pertinent to diversity.
• Develop critical and analytical skills.
• Develop presentation skills.
• Field peer questions
• Create database of diversity material relevant to
profession.
Directions
I. Annotated Bibliography
Each group will produce an annotated bibliography on
their assigned topic. An annotated bibliography
arranges items in alphabetical order (like a standard
bibliography) so that they are easily located, but it also
includes a description or critical evaluation of each
source.
Example:
Bollin, Gail G. Preparing Teachers for Hispanic
Immigrant Children: A Service Learning Approach.
Journal of Latinos & Education; 2007, Vol. 6 Issue 2,
p177-189 (print journal)
Bollin addresses the need to prepare future teachers
for a multicultural classroom and focuses on the
example of Hispanic students. Bollin states that there
is an urgent need for teachers to understand their
Hispanic students. Her research states that diversity
in schools is growing. In order for teachers to
effectively instruct and educate their students, they
must be aware of the students’ background. The
author points out several important things a teacher
must be able to do, such as being able to recognize
one’s own stereotypical views, to take multiple
perspectives on education, to appreciate other
cultures and ethnicities, and to recognize and prevent
social injustice. Bollin presents these things through a
case study in which 110 students of different
ethnicities wrote reflective journals while enrolled in
tutoring with students different than themselves. The
author feels that the “real” experience teaches one
the most and will teach students and teachers alike to
overcome misconceptions in order to create a positive
learning environment in a multicultural classroom.
(BMD)
II. Format (Using Wiki)
• Go to http://history.misu.nodak.edu/ and click
on Current Course Resources and then the link
for Fall 2009 SS 283 (8 AM or 11 AM class).
• Click on Annotated Bibliography link, then on
your particular group (Group One, Group Two,
etc.).
• On the menu bar at the side of the page, click on
“edit.” This will allow you to add/subtract
material from your page.
• In the space indicated, type the names of the
members of your group.
• Under “statement of topic,” indicate your
assigned topic.
• Under “statement of problem,” you should define
and describe your topic. Make it clear to a reader
why this particular issue is important to study.
Also, discuss what the research seems to indicate
about your topic. This will be a good, solid
paragraph in length (This is something you
should do after having completed some research,
near the end of the project).
• Under “bibliographic style,” indicate what style
you are using (Chicago Manual of Style, APA,
etc.) Bibliographic citations should be given in
one standard format (Chicago Manual of Style,
APA, MLA, etc.) to be decided upon by each
group. The following links may be of assistance:
On-line: various formats:
http://www.bedfordstmartins.com/online/citex
.html
http://library.webster.edu/guides/citation.html
• Under “annotated bibliography,” begin to add
your bibliographic entries and annotations.
Following each bibliographic entry, the student
should identify in parentheses what kind of
source was listed. For example, book, journal,
internet (also include type, if journal or
newspaper accessed through internet), database,
newspaper (also include type, if accessed through
print, microfilm, etc.) Each group member should
also identify his or her annotation by following it
with his or her initials in parentheses. Refer to the
examples below:
Graham, M. & Avent, J. (2004). A discipline- wide
approach to group treatment. Topics in Language
Disorders, 24(2). (Retrieved from the Academic
Search Premier on March 11, 2009.)
Graham and Avent discuss the importance of a speech
pathologist and special education teacher working
together to facilitate success with multicultural groups
of students. The authors also discuss the pertinence
of developing pragmatic or social skills with these
students, such as eye contact and turn-taking. English
speaking students could assist the multicultural
students by serving as role models of preferred
speech. The authors insist that the most natural
settings work best for the students and many
opportunities to socialize with one another can be
advantageous as well. The authors also stress the
importance of teaching some of the multicultural
students to use functional speech as well as social
speech, to get needs and wants met, even if this
doesn’t involve speech. It is important to increase the
students’ confidence and self esteem so the students
can do their best to control their environment. (SK)
Bollin, Gail G. Preparing Teachers for Hispanic
Immigrant Children: A Service Learning Approach.
Journal of Latinos & Education; 2007, Vol. 6 Issue 2,
p177-189 (print journal)
Bollin addresses the need to prepare future teachers
for a multicultural classroom and focuses on the
example of Hispanic students. Bollin states that there
is an urgent need for teachers to understand their
Hispanic students. Her research states that diversity
in schools is growing. In order for teachers to
effectively instruct and educate their students, they
must be aware of the students’ background. The
author points out several important things a teacher
must be able to do, such as being able to recognize
one’s own stereotypical views, to take multiple
perspectives on education, to appreciate other
cultures and ethnicities, and to recognize and prevent
social injustice. Bollin presents these things through a
case study in which 110 students of different
ethnicities wrote reflective journals while enrolled in
tutoring with students different than themselves. The
author feels that the “real” experience teaches one
the most and will teach students and teachers alike to
overcome misconceptions in order to create a positive
learning environment in a multicultural classroom.
(BMD)
III. Starting the Project
On February 16 and 18, the librarians will introduce
students/candidates to research techniques and
relevant databases. Students/Candidates will also
learn to evaluate resources.
The librarians will furnish each student/candidate
with evaluation sheets to use when examining
resources for possible inclusion in the annotated
bibliography.
Students/Candidates should begin posting annotated
bibliographic entries the week of March 1-March 6.
Each group member will post one entry each week for
five weeks. In total, then, each group member should
have a minimum of 5 separate entries by the end of the
project. Group members cannot duplicate entries. Each
group member will submit an evaluation sheet each
week to the instructor (to be picked up on the Tuesday
following each posting week). The instructor will
monitor postings weekly. Refer to the posting calendar
below:
o Week One: March 1-March 6: one entry.
Turn in evaluation sheet on March 9
o Week Two: March 8-March 13: one entry.
Turn in evaluation sheets on March 16.
o Week Three: March 29-April 3: one entry.
Turn in evaluation sheets on April 6.
o Week Four: April 5- April 10: one entry.
Turn in evaluation sheets on April 13.
o Week Five: April 12-April 17: one entry.
Turn in evaluation sheets on April 27.
All bibliographic postings should be completed by
April 17. Entire project (description, proofreading,
editing, etc.) must be complete by the end of the day,
April 29.
IV. Hints
• Always leave space between each annotated
bibliography entry.
• Make sure that you “save” after each entry that
you make to your group site.
• Don’t worry about indenting your entries. Wiki
won’t indent.
• You can also add commentary, under
“commentary,” to your page. For example, if a
particular group member is not using the proper
bibliographic style, you can point that out so that
he or she can make necessary corrections. If a
particular group member has not posted any
entries in a while, you can leave a query as to
why. I will also occasionally post messages as I
monitor each group’s progress. Always add your
comments to the beginning of the
“Commentary” and date and initial them (JCJ,
5/3/10, for example). That way, the most recent
comment appears first. Again, made sure that
you “save” after each entry that you make to the
group site.
V. Presentation Open House
Groups will make brief professional presentations
introducing, defining, and explaining their topics.
Groups will also address questions during their
presentation times. Groups may want to use visual
aids; power point, etc. although this is not required.
Students/candidates not presenting must come to class
with the pre-printed evaluation sheet prepared by the
instructor as well as one question prepared for each
group. Students need to preview each group’s site in
order to prepare questions. These evaluation sheets
will be turned in the day of presentations.
Refer to the course calendar for presentation dates.
Scoring Rubric:
Each annotated bibliography will be assessed in the
following areas:
• Postings (Were all annotations posted in a timely
manner? Did the candidate make good use of his
or her time?)
• Statement of Problem (Did the statement of
problem adequately explain the topic? Was the
problem laid out coherently and succinctly? Were
the issues identified and briefly
described/discussed?)
• Relevance (Were the sources thoroughly
evaluated? Were a variety of sources consulted
and cited?)
• Content (Was information from the sources
presented accurately and objectively? Were the
author(s) key ideas noted? Were annotations
written in the students/candidates’ own words?)
• Presentation (Was the presentation effective?
Were issues and ideas clearly identified and
discussed? Were questions adequately
addressed?)
Postings
Statement of Problem
Relevance
Content
Presentation
10 points
10 points
20 points
40 points
20 points
Note to Education Majors
Education Majors will also be individually assessed on a four-point scale
as to how their project meets INTASC standard III (Adapting Instruction
for Individual Needs). This information is forwarded to the Education
Dept. following the course for the purposes of program and candidate
assessment.
The rubric is as follows:
Teacher Education Unit (TEU) Outcomes
Based on the Interstate New Teacher Assessment and Support Consortium (INTASC)
Principles
Scale
Understandi
ng
1
Shows little apparent
understanding of the relevant
ideas or processes. The concepts,
evidence, arguments, and
methods used are inadequate for
addressing the issues or
problems. Response reveals
major misunderstandings of key
ideas or methods.
2
Shows a somewhat naïve or
limited understanding of the
relevant ideas or processes. The
concepts, evidence, arguments,
and methods used are
somewhat simple, crude, or
inadequate for addressing the
issues or problems. Response
may reveal some
3
Shows a solid
understanding of the
relevant ideas or processes.
The concepts, evidence,
arguments, and methods
used are appropriate for
addressing the issues or
problems. Response shows
no misunderstandings of key
Sho
und
rele
The
argu
mad
met
goin
of t
Performanc
e
The performance or product is
ineffective. One of two situations
is evident: The performance is
unpolished, providing little
evidence of planning, practice,
and consideration of purpose and
audience; or the presentation is so
unclear and confusing that the
key points are difficult to
determine.
misunderstandings of key ideas
or methods.
The performance or product is
somewhat effective. Some
problems with clarity,
thoroughness, delivery, and
polish are evident. It is unclear
whether the audience, context,
and purpose have been
considered.
ideas or overly simplistic
approaches.
The performance or product
is effective. The ideas are
presented in a clear and
thorough manner, showing
awareness of the audience,
context, and purpose.
Annotated Bibliography Exercise
Sources/Annotations (Knowledge/Reflection/Action)
Understanding
Did the description adequately explain the topic? Was the problem laid
out coherently and succinctly? Were the issues identified and briefly
described/discussed?
1
2
3
description unclear
clear/coherent
issues not addressed
identified
4
description
main issues briefly
and addressed
Were the sources relevant to the topic; did the sources refer to the topic
or some aspect of the topic?
1
sources show little
topic
relation to topic
2
3
4
sources accurately reflect
at th
The
is h
are
poli
man
the
purp
perf
qua
Performance
Were all annotations posted in a timely manner?
1
2
not posted or too late
manner
3
4
all annotations posted in a timely
Was information from the sources represented accurately and
objectively in the annotations; were the author(s) key ideas noted?
1
2
3
information not clear
objective,
author’s key ideas not noted
4
information accurate,
complete
Was the presentation effective? Were issues and ideas clearly identified
and discussed? Were questions adequately addressed?
1
ideas/issues not
presented;
adequately explained;
a high level
questions unanswered
aspects of topic
2
3
4
ideas/issues clearly
answers demonstrate
of familiarity with all