InstructionsCreate: Annotated BibliographyEvaluation Title: The Annotated BibliographyBy now you have established a topic, formulated research questions, crafted a thesis statement, and identified possible search terms and useful databases for your research. Now you will be putting all those parts of the process together as you create an annotated bibliography of sources related to your topic. An annotated bibliography provides a list of references in APA style along with a summary of key points in each article related to your focus on the topic. Creating an annotated bibliography is excellent preparation for writing a research paper. Once a student has completed one, they have a much better understanding of the different ideas, viewpoints, and policies that are involved with their topic. This helps the student write the essay with authority and confidence. For the annotated bibliography:Locate 6 sources that are related to your topic, then create an APA reference for each one.Under each reference entry, write a short annotation that summarizes the source, includes information regarding its credibility, and shares how it relates to your topic. You will do this for all 6 sources. Provide a title page in APA formatReview the sample below for guidance with specific formatting expectations, as well as models of annotations. Notice that this sample annotated bibliography starts with a correctly formatted title page.
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Assignment Purpose:
The first part of this assignment will assist you in identifying a topic which you will work with for
subsequent activities in the course. The second part of the assignment helps you articulate what
constitutes plagiarism.
Part 1:
In this course you will be using a variety of resources and research tools. This activity will guide you in
formulating a topic to use for later assignments in this course.
1. What is something you are curious about? What is something you see out in the world that you
want to know more about? Perhaps think of health, business, or socio-cultural issues. Write it here:
Something that I’m curious about would be astrology. I want to know more about physics. I say this
because, how do a person feel as though the can tell you want your going through and you not even
tell them. Unless you they ask questions and you relay the answers.
(Need help selecting a topic? Review the Research Topic Starting Points for EN 104, EN 106, EN 111,
and EN 116 guide from the Herzing University Library. Browse some of the resources linked there for
generating topic ideas.
2. Create a Mind Map for your topic in the Credo Reference Database available through the Herzing
University Library. You can access the link to that database and view a brief tutorial in the Research
Topics Starting Points guide at If you
need assistance using this tool, contact the Herzing University Librarians using the contact
information in that guide. You might need to play around with how you word your topic.
Did the Mind Map help you narrow your topic? Describe your experience with the Mind Map
feature and indicate your narrowed topic:
3. Write at least three research questions related to your topic and circle or somehow indicate the one
you are most interested in answering:
1. Do you prefer to talk with physics over the phone?
2. Do you prefer to be sit face to face?
3. Are physics and prophets the same?
4. Create a thesis statement for your research project. Be sure it meets the characteristics of a “strong”
thesis statement as described in the reading for this unit.
Characteristics of a Strong Thesis Statement

Answers the research question and is adequate for the assignment.
Takes a position – doesn’t just state facts.
It is specific and provable.
It passes the “so what?” test.
Include your thesis statement here:
As we come into this world we are all born with a date given and by that date we are born under
different zodiac signs.
Part 2:
The following paragraph is from this source:
Spiranec, S., & Mihaela, B. Z. (2010). Information literacy 2.0: Hype or discourse refinement? Journal of
Documentation, 66(1), 140-153. doi:
Web 2.0 is currently changing what it means to be an information literate person or
community…. The erosion did not begin with Web 2.0 but had started considerably
earlier and became evident with the first web document without an identifiable author
or indication of origin. Generally, this erosion comes naturally with the advancement
towards electronic environments. In the era of print culture the information context was
based on textual permanence, unity and identifiable authorship, and was therefore
stable. The appearance of Web 1.0 has already undermined that stability by the very
nature of digital information which may be easily modified, copied and duplicated. Web
2.0 with its collaborative model of knowledge production and mash-up philosophy
finally brought an end to the stability of information context by creating flat and fluid
information spaces. (Spiranec & Mihaela, 2010, p. 147)
Below are four examples that display usage of this content. For each one, please determine whether or
not plagiarism is present. If you feel a passage is plagiarized, explain why. If you feel it was not
plagiarized, explain what necessary details are present that show correct usage.
a. Before computers, books and articles had textual permanence and identifiable authorship. This meant
that readers could verify the truthfulness of sources more easily than they can now.
Plagirism is not present I say this because it states in the passage it states “In the era of print culture
information context was based on textual permanence, unity and identifiable authorship, and therefore
was stable”. In the letter a it states something different, but uses two words which are textual
permanence and identifiable authorship.
b. Spiranec and Mihaela (2010) argue that the Internet has “brought an end to the stability of
information context” (p. 147).
Not Plagiarism I say this because it states in the passage” Web 2.0 with its collaborative model of
knowledge production and mash-up philosophy finally brought an end to the stability of information
context by creating flat and fluid information spaces.” With letter b it says “argue that the internet has
“brought an end to stability of information context”.
c. The idea of information literacy began to radically change as soon as text began to be published on
the Internet (Spiranec & Mihaela, 2010).
d. Web 2.0 is currently changing what it means to be an information literate person or community.
In the beginning if the passage it states the same exact thing letter d states.
This activity is adapted from page 85 of Hosier, A., Bullis, D., Bernnard, D., Bobish, G., Holden, I., Hecker,
J., . . . Jacobson, T. (2014). The information literacy user’s guide: An open, online textbook. Retrieved
from ,
Licensed under Creative Commons BY-NC-SA 3.0
Annotated Bibliography
Student McStudent
Herzing University
Annotated Bibliography
Buzzetto-Hollywood, N., Wang, H., & Elobeid, M. (2018). Addressing information literacy and
the digital divide in higher education. Interdisciplinary Journal of e-Skills and Lifelong
Learning, 14, 77-93.
The authors share a variety of experience in education and technology. In their article, the
problem of disparities to access to technology among students in post-secondary settings is
explored. They studied the effect of a course created at their university on digital information
literacy. Findings show a lack of preparation for minority students in the area of digital literacy,
as well as positive results after completion of the course. They conclude the study by urging for
further research and funding to bridge this digital divide. This article supports the area of my
thesis that is concerned with the lack of information literacy skills among college students.
Cohen, J. D., Renken, M., & Calandra, B. (2017). Urban middle school students, twenty-first
century skills, and STEM-ICT careers: Selected findings from a front-end
analysis. TechTrends, 61(4), 380-385. doi:
The authors, all members of the College of Education and Human Development program at
Georgia University, created a skills test meant to gauge STEM and information literacy
proficiency. The test was administered to professional currently working in STEM careers, as
well as a group of middle-schoolers. While the adults displayed high ability with critical
thinking, communication, and problem solving, the middle-schoolers underestimated the value of
these cognitive tasks. The authors conclude the study by recommending improvements to
existing information literacy curriculum among younger students. This study reinforces my claim
that information literacy skills should be taught to students prior to their entry into a
postsecondary environment.
Krysiewski, R. (2018). Using an information literacy program to increase student retention.
Academy of Educational Leadership Journal, 22(1), 66-89. Retrieved from
The author, a college librarian, conducted a study measuring the effects of formal information
literacy instruction on student retention rates. This instruction was provided by the librarians at
her institution over two semesters. Librarians were embedded within an English composition
class, and an Anatomy and Physiology class. Though the sample group was relatively small,
preliminary findings confirmed that this type of directed instruction had a positive effect on
retention rates for first-year students. The source provides support for my idea that formal
information literacy instruction should be mandated for all first-year students.
Levain, A., Best, M., & Dulac, J. L. (2019). Critical thinking in the college classroom. Reference
& User Services Quarterly, 37(8), 143-156. doi:10.1002/0989641558kclu
Levain, Best, and Dulac are all former college presidents. This article was produced after they
met at a leadership conference in 2016. The article discusses their shared concerns about the
aptitude for critical thinking displayed by the average college student. They share anecdotal
stories from their time as upper-level education administrators, as well as refer to a number of
studies that evaluate assessment outcome tests for critical thinking skills. The authors conclude
by describing their shared belief that the academic library remains an essential element of student
success. This article supports my thesis primarily due to the experience and credibility of the
SCONUL Working Group on Information Literacy. (2011, April). The SCONUL seven pillars of
information literacy: Core model for higher education [PDF]. Retrieved from
This document is an update of the 2009 version. The audience for this model is primarily
educators and librarians, and it was written by a team of educators and librarians. It offers a
framework for information literacy instruction. The authors use the idea of “lenses” for target
groups and types of information (for example, digital, visual, and academic literacy). This
document is very useful for my purpose as it describes the foundation of information literacy, as
well as explaining how to develop the various skills that contribute to it.
Thompson, S. (2016). Why information literacy matters. Looking at Pop Culture 12(3), 34-46.
Retrieved from
The author has written extensively on how certain forms of media influence young children.
Previous work, for example, examines the effects of television programming marketed to
children under the age of 5. In this article, Thompson offers an explanation for how information
literacy can help young people navigate their world. Intended for a general audience, this article
provides an overview of what information literacy is, and why it matters. I can use this
information in the section of my paper that defines terms.

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