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