WHAT IS AN ANNOTATED BIBLIOGRAPHY?

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

THE PROCESS

Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

First, 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.

Cite the book, article, or document using the appropriate style.

Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.

Sample Annotated Bibliography in APA style:

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA:

Association for Supervision and Curriculum Development.

  Armstrong describes each of seven intelligences identified by Howard Gardner. He offers an informal checklist for identifying personal strengths in the intelligences and suggests classroom applications. This book is a valuable tool for teachers at any level, with concrete suggestions for classroom applications.

Checkley, K. (1997, September). The first seven . . . and the eighth: A conversation

with Howard Gardner. Educational Leadership, 55, 8-13.

  In this interview, Gardner discusses criteria for determining the intelligences, highlights the Naturalist Intelligence, and explodes a number of myths about multiple intelligences theory. He distinguishes between learning styles and multiple intelligences. This distinction has helped me in my teaching, looking at how children respond to different learning situations.

Gardner, H. (Writer), & DiNozzi, R. (Producer/Director). (1996). MI: Intelligence,

understanding and the mind [Motion picture]. Los Angeles: Into the Classroom Media.

  Gardner presents his theory of multiple intelligences, outlining the original seven as well as the eighth, Addressing these intelligences in the classroom gives more students access to profound understandings rather than mere factual knowledge. I enjoyed seeing Gardner "in person" and found new insight into the issues of learning for understanding.