Minimal Annotated Bibliograpy
Essay 3: Minimal Annotated Bibliography
1. Selecting and narrowing a research topic.
Upon selecting your topic, do the following to help you and the reader to get acquainted with the topic:
1. Introduce the topic
2. Provide a statement of the problem or issue on the topic (what did you observe?)
3. State the scope or how much you want to do on the topic
4. State your position on the topic
5. Find one or two research questions which may guide the investigation
The following subject areas have been overused or exhausted in past semesters. Hence, you should avoid selecting from these areas for the research paper, unless you suggest a unique and new view on any of these subjects.
- Global Warming
- War: Iraq, etc.
- Teen pregnancy
- Parenting Issues
- Tuition related issues
- Crime and penitentiary
- Drugs and addiction
- Sports and steroids
- Economy and Finance
- Marriage: same sex, polygamy, etc.
- Slavery/Slave trade
- Child abuse
- Police related issues
- Social welfare
- Abortion issues
- Domestic violence
The following areas may be explored for research topic:
- Medical related issues
- Career related issues, consider a unique topic around your job
- Affirmative action
- Human trafficking issues(selected topic)
- Foreign cultures and rituals
- Health and illnesses
- Genocide, the Holocaust, etc.
- Communities and identities
- Environmental related issues, except global warming
- Animal issues
- Cosmetics, including surgery
- Endangered species, including languages
- Race related issues
- Religious conflicts: Christian vs. Jews or Muslims
20. Etc. Etc.
After selecting a topic from the above list of suggested topics posted for this assignment, complete your minimal annotated bibliography. Below are guidelines for completing the assignment:
Discovering the best sources is an important part of the research process. The quality
and authority of your sources influence the quality and authority of your final written
product. To choose the best references, you need to read critically and assess the sources quickly. As your read, you need to summarize the main points of the source to determine whether the source presents sufficient, representative, relevant, and accurate evidence to support your argument in your writing. For this assignment you will write a Minimal Annotated Bibliography (also called an AnnotatedList of Works Cited which follows the MLA format for this class) of the sources you plan to use for your essay. A minimal annotated bibliography contains ONLY summary and descriptive comments on each source in one or a few paragraphs following the citation of the source in MLA.
The commentary paragraph must include the following aspects:
1. Give a summary of the source and state the main point, position of the author, or perspectives in the source,
2. The relevance of the source to your research topic,
3. Whether the source is new or old and the type of information it provides (charts, graphs, pictures, concrete objects, videos, etc.),
4. How you plan to use the source in your research.
For your essay 3, you will select TEN sources from the UMD Library database (BSU is a member) and critically review them to show that you master the scholarly literature that exists on the research topic you have chosen to research.
1. Provide an issue statement at the top of paper.
2. Provide a short summary paragraph of five lines below the issue statement to give readers a general idea of the topic for which the annotated bibliography is written (be sure to highlight perspectives on the topic).
3. List all sources in alphabetical order and use the MLA style manual.
4. Make sure that your commentary paragraph is at least 8 – 10 lines long.
Types of Annotated Bibliography
A. Minimal (Descriptive) Annotated Bibliography – This is the one you should complete!
The annotation paragraph includes the following aspects:
1. The main point and perspectives in the source,
2. The relevance of the source to your research topic,
3. Whether the source is new or old and the type of information it provides,
4. How you plan to use the source in your research.
See student sample on page 66-70 of your Handbook, The Little Seagull Handbook, and the other student sample annotated bibliography shown in class.
Please note: It is NOT acceptable to simply copy the brief description [abstract]
that is available in the library computer search. I expect you to carefully read
the source and describe it (in other words, write a brief summary in your own
B. An Expanded or Evaluative or Critical Annotated Bibliography
It completes the above 4 aspects, but it includes a critical evaluation or assessment which shows gaps remaining to be filled by new research in the discipline. You are not academically equipped to do this yet! Also, the level of the students is higher, so they are required to write longer annotations
See Student Sample below: The sample is in APA style; you will use the MLA style in your Handbook, p. 119.
Colbert, A., Yee, N., & George, G. (2016). The Digital Workforce and The Workplace of the Future. Academy of Management Journal.Jun2016, Vol. 59 Issue 3, p731-739. 9p.
The focus of the study is to convey the significant increase of technology in the workplace and the influence of such technology use among digital natives entering the workplace. The authors discussed the competencies of the digital workforce and suggested that both digital natives and digital immigrants have the skillset required to utilize technology for manipulating data, problem-solving, and new product creation. The authors presented the point that “a digital workforce may develop new ways of working that leverage the full capabilities of technology.” (Colbert, Yee, & George, 2016).
The authors did not convey a specific conclusion. Their goal was to open an academic discussion and further research on the subject. In their words, “research is needed not only to examine the effects of the growing use of technology by a digital workforce, but also to provide guidance about how best to utilize technology in the service of organizational goals.” The authors continue, “we encourage management scholars to delve deeper into the world of digital natives in order to guide the nature of future work itself.” Colbert, Yee, & George, (2016).
For such a current article one would expect more details regarding the interaction style of the “digital natives” versus the “digital immigrants.” The article gives information on the competencies of the digital workforce. However, it neglected to point out how these sharply opposing factions can effectively collaborate and share information in the workplace. The critical point of how the use of technology impacts the development of a deep level of self-awareness opens additional questions on whether an individual can have authentic self-awareness. The chasm expands even further when emotional issues of empathy decreases. According to the authors, “Specifically, empathic concern, or other-oriented feelings of sympathy (Davis, 1983), decreased by 48%,” all because of technology usage.
This article sets the president on technology usage in the workplace and the interaction between digital natives and digital immigrants with workplace technology. It plays a critical part of in laying the foundation for understanding workplace relationship with technology and would be crucial for inclusion on the subject.
Delbourg-Delphis, M. (2015). Will You Attract the Leaders of the Future with Moth-eaten Practices? That’s Risky Business!. Workforce Solutions Review, 6(4), 27-29.
This article provides direction to the reader regarding the risky outcomes of the trying to attract digital natives with the tools used to attract digital immigrants. Considering such method moth-eaten practices. The article by Marlene Delbourg-Delphis, of TalentCircle, focuses on techniques for targeting digital natives as a digital immigrant. This article sits on the precipice of an ongoing dialogue among entrepreneur regarding finding skilled, qualified workers in today’s workforce. The article presents statistical data representing information regarding emerging digital native workforce and how beneficial it would be to target these natives. The article is an excellent discussion on the subject of natives in the workforce and set a foundation on what attracts these natives to work with digital immigrant managers.
Firat, M. (2013). Multitasking or Continuous Partial Attention: A Critical Bottleneck for Digital Natives. Turkish Online Journal Of Distance Education, 14(1), 266-272.
This article discusses the difference between generations regarding everyday life and lifestyle, where two groups emerged: digital natives growing up with technology and immigrants who attempt to keep pace with technology. The article refines the idea that though the term multitasking is not a new concept, the pattern of behavior seems to be predominant among digital natives. Dr. Mehmet Firat of the Department of Distance Education at Anadolu Universtiy in Eskisehir, Turkey, the author of this article, reinforces the term Continuous Partial Attention (CPA), initially presented by Linda Stone, former manager of Apple Microsoft, as a characteristic of the digital natives. Dr. Firat confers Stone’s idea that “continuous partial attention and multitasking are two different attention strategies in that the former refers to the desire to miss nothing and the latter to the desire to be more successful and effective.” He emphasizes that multitasking and continuous partial attention are very opposite situations and concludes that “digital natives should enhance their multitasking experiences instead of continuous partial attention regarding technology use.” The article will be helpful in completing the paper because of its comparative analysis of these two skill sets.
Gobel, P., & Kano, M. (2013). STUDENT AND TEACHER USE OF TECHNOLOGY AT THE UNIVERSITY LEVEL. Proceedings Of The IADIS International Conference On Cognition & Exploratory Learning In Digital Age, 17-24.
This academic journal article by authors Peter Gobel and Makimi Kano, “examines Japanese university teacher and student use of digital technology in academic settings, as well as their preferences for digital or paper-based educational practices” (Gobel and Kano 2013). The article describes a distinction between digital natives and their immigrant teachers, resulting in a gap in communication. The article further suggests that not all digital natives are alike. Per its position regarding Li and Raniery’s report in 2010, not all Chinese digital natives are digitally competent. The article adds to the discussion that competency depends on education. The article is substantially narrow. However, it broadens the insight regarding the impact geography has on the digital natives.