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Understanding Annotated Bibliographies: Purpose, Construction, and Evaluation Techniques

An annotated bibliography is a critical resource that lists citations to books, articles, and relevant documents, each accompanied by a descriptive and evaluative paragraph. This video discusses how to create an annotated bibliography, highlighting the importance of evaluating the relevance, accuracy, and quality of sources. It guides viewers through the structure of annotations, emphasizing APA citations, author credibility, audience, and comparative analysis. Essential for research, it showcases methodologies and theoretical contributions that bolster understanding of a topic, enhancing both academic writing and research efficiency.

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Understanding Annotated Bibliographies: Purpose, Construction, and Evaluation Techniques

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  1. Video 6: Annotating the Bibliography

  2. What is an annotated bibliography? List of citations to books, articles, and other pertinent documents. Each citation is accompanied by an approximately 100-word descriptive and evaluation paragraph or annotation.

  3. The annotated bibliography should inform the reader of the: Relevance of the source Accuracy of the source Quality of the source A B C

  4. The annotation should begin with your APA citation

  5. A series of sentences might: Constructing an annotated bibliography A Evaluate the authority or background of the author(s) Comment on the intended audience Compare and/or contrast with other works you have cited Explain how this work is relevant to your manageable question B C D

  6. Explain how this work is relevant to your manageable question Innovative methodology (e.g., first to use fMRI) Controversial finding (e.g., counter to prevailing thought) Important implication or application (e.g., clinical relevance) Major theoretical contribution (e.g., support or refute a prediction emanating from a current theoretical position) A B C D

  7. Floyer-Lea A., & Matthews, P.M. (2004). Changing brain networks for • visuomotor control with increased movement automaticity. Journal • of Neurophysiology, 92, 2405-2412. • The authors demonstrate that practice of a visuomotor task requiring continuous adaptation using a sensor pressure device produces dynamic shifts of activation within both the striatum (from caudate to putamen) and the cerebellum (cortex to dentate). In accordance with the results of several other studies, their findings contradict the notion that learning is merely associated with a more proficient cerebral subsystem than the one first recruited at the beginning of the learning process. They are consistent, however, with those of Doyon et al. [23] and Shadmehr and coworkers [28], who have also reported a shift in motor representation from the cerebellar cortex to the deep cerebellar nuclei. Annotated bibliography: An example Taken from: Doyon, J., & Benali, H. (2005). Reorganization and plasticity in the adult brain during learning of motor skills. Current Opinion in Neurobiology, 15, 161-167.

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