Annotated Bibliography

 

Purpose

The purpose of this assignment is to keep your group on-track for gathering and assessing sources relevant to your myth. It will help your group ensure that you are relying on sources of a sufficient quality. By writing this bibliography, your group will be forced to critically think about the sources you’re choosing and why you are choosing them. This will help your group determine which sources are the best and most important for ‘busting’ your myth. Hopefully this assignment will result in better final presentations.

About Annotated Bibliographies

What is an annotated bibliography? What distinguishes an annotated bibliography from other types of references is that after citing each source, the writer provides a brief (usually about a 150 word paragraph) description and evaluation, the annotation. The annotation informs the reader of the relevance, accuracy, and quality of the sources.

Why write an annotated bibliography? An annotated bibliography can be useful for several reasons. One, it proves you have done valid research informing your group’s final evaluation of your myth. This will improve the quality of your presentation as you will not just be using whatever sources you happen to come across first. Instead, you will be critically evaluating the information provided by your sources and making judgments about what will be most helpful in your endeavor. Specifically, this assignment will ask you to think about the content of your sources, how they fit within the developmental literature on your topic, and how they are relevant to your particular myth. Of course, the ability to do this requires that you have read and thought about the sources you are using.

What is included in an annotated bibliography? Although there are a variety of types of annotated bibliographies, for this class a good annotated bibliography will contain the following elements:

• Appropriate citation of the source using APA style (1 point)
• Explanation of the main points/purpose of the work, specifically those most relevant to your myth (1.5 pts)
• Evaluation of the quality or usefulness of the work as evidence related to your myth (2.5 pts)
• Comparison or contrast of this source with related sources (e.g., class material or other cited sources in your list). Make some links! Consider opposing views or converging evidence, for example. (2.5 pts)

Your bibliography should contain 4 sources. Each entry will be worth 7.5 points as delineated above.

Keep in mind, however, that your final presentations will draw from more sources than you present here (and I would recommend doing a similar evaluation for each). This bibliography should be thought of as a starting point, which highlights the most important or foundational sources for your mythbusting.

Instructions

Choose your group’s 4 best sources. Use the 4 bullet points above to type up your bibliography. Turn in only ONE copy per group. Submissions should be written, double-spaced, in 12 pt font and written in APA style. Bibliographies will most likely average 3 pages in length, assuming each entry is a paragraph about 200 words long. Please follow general grammar and mechanical guidelines. 

Tips

• If there have been any important or significant changes to your group’s project idea since turning in your project ideas, please include a paragraph or so updating me on the direction you plan on going.  This will help me in grading the bibliographies!
• Feeling unsure what to do for this assignment? Check out the overview page & video I posted last week.
• Use the feedback your group received from me on both the recent UGAs where you practiced summarizing & evaluating a journal article when writing your bibliography entries.
• Check out this example of a good annotated bibliography downloadsubmitted in one of my previous classes. 
• If you are unfamiliar with (or would just like a refresher of) either APA style or annotated bibliographies, here are some websites that provide you with information & examples.

  In my opinion, one of the best online resources for APA style writing can be found at Purdue University’s Online Writing Lab (OWL) (Links to an external site.). Their Formatting and Style Guide shows you how to cite pretty much any type of source of which you can think!
  Of course, feel free to ask me for some one-on-one assistance. I am more than happy to help you through the citation process!
  University of Illinois’s writing center (Links to an external site.) has a nice page explaining annotated bibliographies.
  The American Pyschological Association (APA) has an annotated bibliography on racism (Links to an external site.) intended as a resource for researchers working in this area. Specifically, check out Sections I – III. Keep in mind, though, that I am asking for some elements in your bibliography (e.g. evaluation of relevance to your project) that may not be present in these entries, given that APA’s purpose in providing these citations is slightly different from the purpose of this assignment. However, this will provide you with a sense of what your bibliography should look like.

Annotated Bibliography

McDermott, P., & Gormley, K. A. (2016). Teachers’ use of technology in elementary reading

lessons. Reading Psychology 37, 121-146. https://doi.org/10.1080/02702711.2015.1009592.

This study dissects the usefulness of technology in the classroom, specifically pertaining

to its ability to help elementary students learn how to read. The modes by which

researchers analyzed this question was through observational and self-report data.

Observations were recorded in a technology-equipped, urban school which had the

following implements in the classroom: 5 desktop computers, a Smartboard, a web-based

literacy program, and personal laptops (for select grades). In total, 25 hours of reading

instruction were observed. However, researchers found that it was predominantly used in

contexts which promoted lower level thinking, as opposed to teaching styles which

promoted true understanding. They did not feel that technology was a viable substitute

for any existing teaching modalities, and that the distinguishing factor in effective

knowledge transmission remained to be a thorough, competent, and attentive teacher.

This study is relevant to our Myth-busting assignment as it specifically addresses the

question we have set out to answer – is technology useful in education? The conclusion

which can be drawn from this study is that technology can be a helpful adjunct in

elementary classrooms in specific contexts, but its usefulness is limited. By comparison,

a 2013 study (Vernon-Feagens, et al.) explored the usefulness of using webcams in

classrooms to help students learn to read. They made similar findings which suggested

that technology could be a useful tool, but the distinguishing factor in effective

knowledge transmission was thorough, competent, and attentive teachers.

https://doi.org/10.1080/02702711.2015.1009592

Oswald, T. K., Rumbold, A. R., Kedzior, S. G. E., & Moore, V. M., (2020). Psychological

impacts of “screen time” and “green time” for children and adolescents: A systematic

scoping review. PLoS ONE 15(8). https://doi.org/10.1371/ journal.pone.

With the technological developments happening over the last decade, it has also

increased children and adolescents’ engagement with screen time (time on any

technology screen) and caused a decrease in their interactions with green time (time with

nature and the outdoors). This study analyzed the effects of screen time to psychological

outcomes such as mental health, cognitive functioning, and academic achievement. The

study measured young children, school children, early adolescents, and older adolescents.

The age range was younger than 5 years old to 18 years old. After sampling 186 studies,

high levels of screen time were associated with negative psychological outcomes

including mental health, cognitive functioning, and academic achievement. This study

shows relevance to our myth busting project because it shows the benefits of children

going outside and getting away from screen-time. A psychological benefit to stress from

green time from this study would be exposure to sunlight. This helps regulate circadian

rhythms and related to healthy sleep-cycles for children. It specifically goes in depth

about mental health for children and the effects of technology for these children as well.

While it does not highlight the outcomes in the classroom, it does state the effects of

technology in children in general which is an important and overall umbrella for our

theme. In a contrast piece, The Office of Educational Technology by the Department of

Education of America says that with guidance and appropriate use, technology can be a

useful source for children in a variety of ways. This is important for our myth because

there are two extremes when it comes to letting children use technology but if society

monitors it, it could be a great thing. While the first article being used stressed the

importance of green time and playing outside, the second piece allow readers to look into

the importance of technology being used in the classroom in America and does not

highlight the importance of being outdoors for children which will be a critical point to

be pointed out in the presentation. https://tech.ed.gov/earlylearning/principles/

Tyre, T. (1988). Technology gives kids with special needs the power to learn. T H E

Journal [Technological Horizons In Education], 15(10), 14+.

https://link.gale.com/apps/doc/A6745943/AONE?u=sain20269&sid=AONE&xid=2596d

This Literature review article discusses the benefits of technology for children with

learning disabilities through Reponses from teacher who work with disabled students.

Computers provide different software and programs that give teachers other ways to

teach material that are usually difficult for children with disabilities. The article

mentioned that visually impaired students can use braille software, and deaf students can

use language software that displays sign language on the screen which has improved

learning and teaching. The use of software like an Alpha project from Dunmais Inc and

Braille n’ speak has made teaching easier and learning better for the students. This article

states, technology has always been a part of special needs learning because it has helped

students with reading, language skills, and it is flexible for teachers. For example,

according to teachers they are able to display each book big enough that the students can

follow along as she reads. Even students that are blind can use software that talks to the

children using color, graphics, animations specific to the child’s needs. This is relevant to

https://tech.ed.gov/earlylearning/principles/

https://link.gale.com/apps/doc/A6745943/AONE?u=sain20269&sid=AONE&xid=2596d

the myth busting assignment because it proves that technology is beneficial to

educational learning. Although technology has evolved since the 1988, this article is still

relevant because teachers were still able to make a difference with the technology that

they had in the 80’s. Now that its 2020, technology has improved and can be much useful

to aid children with disabilities. I think it is important to address all types of students

when answering if technology is useful for learning. Based on the other research provided

in this annotated bibliography, the information does not discuss children with disabilities.

For example, the study done by McDermott and his colleagues (2016) discuss technology

in the elementary classroom but does not mention the type of elementary student. There

are different curriculums for a “regular” student compared to a student with disabilities.

So, providing my article can allow us too look at all different types of students to

determine if technology is useful or not.

Will, P., Bischof, W. F., & Kingston, A., (2020). The impact of classroom seating location and

computer use on student academic performance. PLoS ONE 15(8).

https://doi.org/10.1371/journal.pone.0236131

This study analyzes the two variables of seating position and computer usage in the

classroom being correlated to academic performance. After this study was done they also

did a separate study of just computer usage in the classroom on academic performance

and then another one of just seating position on academic performance. Computer usage

was defined as using a computer device in the classroom or for any sort of assignment.

Studying these two factors, the researchers analyzed the effect these variables have on

student performance. The results from this study indicated that a student would receive a

https://doi.org/10.1371/journal.pone.0236131

decline in grade performance when sitting further away from the instructor or using a

computer in the classroom. After sampling 1364 students, the researchers found that

using a computer or technology device in the classroom had the same harmful effect on

grade performance whether the student sat in the front of the classroom or the back. This

source would be extremely useful in our project due to the descriptions of the effects of

the technology on academic performance. Because our project evaluates the discussion of

technology being useful in education, we could specifically bring up points from this

study to prove how it affects academic performance in a seating location theme as well.

Regardless of seating arrangement, technology negatively affected academic

performance. It affected academic performance by decreasing initial grades by an average

of 3.88 percentage points. In contrast, the U.S. Department of Education says that 48

states and the District of Columbia support technology in the classroom due to

supplement instruction and other benefits for teachers and students. This points out why

this myth is hard to debunk because there are great points to both.

https://www.ed.gov/oii-news/use-technology-teaching-and-learning

https://www.ed.gov/oii-news/use-technology-teaching-and-learning