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REVIEW FROM LAST WEEK
EVALUATION: CRAAP TEST
Currency
Relevance
Authority
Accuracy
Purpose
csuchico.edu/lins/handouts/eval_websites.pdf
Pick an article, use the CRAAP Test to evaluate.
PRACTICE: EVALUATE
Will you keep this article for the assignment after evaluating it?
DISCUSS: EVALUATE
An annotated bibliography is a list of citations on a particular topic followed by an evaluation of the source’s argument and other relevant
material including its intended audience, sources of evidence and methodology.
PARTS OF AN ANNOTATION
1. Summary/Description
2. Evaluation and Commentary/Reflection
TACKLE YOUR ANNOTATION
1. Introduce subject of article.
2. Determine how it relates to your your research.
3. Critique the article.
4. Defend its use in your research.
SUMMARY
Highlight the main points or findings.
SUMMARY
Describe the relevance, accuracy and quality of the
resource.
SUMMARY
Comment on the intended audience.
SUMMARY: PARAPHRASE
Use your own words, do not copy the abstract.
Paraphrasing advice: owl.english.purdue.edu/owl/resource/563/02/
EVALUATE, COMMENT, REFLECT
• Authority of author
• Strength of argument
• Strength of author’s evidence/sources
• Strength of author’s methodology
• Strength of author’s conclusions
EVALUATE, COMMENT, REFLECT
• Identify connections to other studies
• Consider:• Conclusions drawn from the data• Methods that may inform your work on the
topic
• How does this add to or inform your topic?
USE OF THE FIRST PERSON
• Allowed by APA
• Encouraged to avoid awkwardness
• Use sparingly
See APA Manual pp. 69-70
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
Example ARubin, A. (1999). Technology Meets Math Education: Envisioning a
Practical Future Forum on the Future of Technology in Education.
Journal of Math Education 3, 301-322.
This article looks at computers from the perspective of mathematics education instead of looking at mathematics education from the perspective of the computer. Several categories of technology use are discussed, noting the present situation and future possibilities.Five powerful uses of technology in mathematics education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of technology into mathematics education are also included as well as a brief closing restatement of the dilemma.
Example ARubin, A. (1999). Technology Meets Math Education: Envisioning a
Practical Future Forum on the Future of Technology in Education.
Journal of Math Education 3, 301-322.
This article looks at computers from the perspective of mathematics education instead of looking at mathematics education from the perspective of the computer. Several categories of technology use are discussed, noting the present situation and future possibilities.Five powerful uses of technology in mathematics education are listed, and factors that are necessary to fulfill the potential of technology are considered. Some concerns about the integration of technology into mathematics education are also included as well as a brief closing restatement of the dilemma.
Example BCusatis, C., & Martin-Kratzer, R. (2010). Assessing the state of math education in
ACEJMC-accredited and non-accredited undergraduate journalism
programs. Journalism & Mass Communication Educator, 64, 356-372.
Through surveys, the authors assessed journalists' math education in the United States, from both ACEJMC-accredited and non-accredited journalism. Results indicated that few programs offered a math course specifically for the journalism major. Instead, most relied on general education requirements and segments of core journalism courses to provide students with math skills. The average journalism student's mathematical skills were rated as "poor" or "fair" by 70.2% of journalism chairs.A lack of room in the curriculum was the most commonly cited constraint to the implementation of math education, although others, such as conflicts with the math department and the limiting effect of accreditation standards on the curriculum, were also documented. The article cites other studies also included in this bibliography. The article is interesting and accessible, but it relies almost entirely on self-reporting in the surveys, it is subject to bias and dishonesty in the responses.
Example BCusatis, C., & Martin-Kratzer, R. (2010). Assessing the state of math education in
ACEJMC-accredited and non-accredited undergraduate journalism
programs. Journalism & Mass Communication Educator, 64, 356-372.
Through surveys, the authors assessed journalists' math education in the United States, from both ACEJMC-accredited and non-accredited journalism. Results indicated that few programs offered a math course specifically for the journalism major. Instead, most relied on general education requirements and segments of core journalism courses to provide students with math skills. The average journalism student's mathematical skills were rated as "poor" or "fair" by 70.2% of journalism chairs.A lack of room in the curriculum was the most commonly cited constraint to the implementation of math education, although others, such as conflicts with the math department and the limiting effect of accreditation standards on the curriculum, were also documented. The article cites other studies also included in this bibliography. The article is interesting and accessible, but it relies almost entirely on self-reporting in the surveys, it is subject to bias and dishonesty in the responses.
Example CStarks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 2, 203-225.
doi:10.1080/10511253.2010.517773
This paper explains how service learning can be a valuable part of a student’s academic career. Service can be tied into a course and takes students outside of the classroom for a non-traditional, active learning experience that can impact not only their education, but their personal and professional lives. Examples are provided for other teachers to encourage them to explore service learning projects in their own classrooms.
The authors are practitioners who have used service projects to enhance their courses, and their experiences are also supported by previous research done on this topic. Their examples demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. Their argument for active learning is supported by many of the other articles in this bibliography, which stress that active learning is the most effective method for retaining life-long skills. The examples and background in this article describe how teaching and learning has changed over time, and provides important perspective and context to inform my topic.
Example CStarks, B. C., Harrison, L., & Denhardt, K. (2011). Outside the comfort zone of the
classroom. Journal of Criminal Justice Education, 2, 203-225.
doi:10.1080/10511253.2010.517773
This paper explains how service learning can be a valuable part of a student’s academic career. Service can be tied into a course and takes students outside of the classroom for a non-traditional, active learning experience that can impact not only their education, but their personal and professional lives. Examples are provided for other teachers to encourage them to explore service learning projects in their own classrooms.
The authors are practitioners who have used service projects to enhance their courses, and their experiences are also supported by previous research done on this topic. Their examples demonstrate that learning can be achieved in non-traditional ways, and service learning can have a larger impact that regular classroom study. Their argument for active learning is supported by many of the other articles in this bibliography, which stress that active learning is the most effective method for retaining life-long skills. The examples and background in this article describe how teaching and learning has changed over time, and provides important perspective and context to inform my topic.
cc: Valerie Everett - https://www.flickr.com/photos/66742614@N00
QUESTIONS?
LIBRARY RESOURCES
Guide for Educationguides.library.jhu.edu/education
Library Research Modules in Blackboard
Lit Review Guideguides.library.jhu.edu/lit-review
REFWORKS
RefWorks Guideguides.library.jhu.edu/refworks
RefWorks Workshops10/5: 6:30pm10/12: noon
ONLINE Workshops
9/13 Just Google It: Using Google Scholar Effectively in Your
Research
9/22 Research Workflows - How to tame the digital tsunami
9/27 Research Tools
9/28 Advanced Search Tips
11/14 Presentation Basics
smore.com/pnjr4
