This assignment has several purposes: 1) to better familiarize you with various information resources (the catalog, databases, e.g.) 2) to give you practice with APA style 3) to improve your ability to write effective annotations Choose one of the following topics:

Current and Developing Issues and Topics Found in

Library and Information Management |use of library space or library design |digital library collections and/or services | information literacy | management of libraries | library instruction | game-based learning | technology use or serving mobile library users | library services to new immigrants | information behavior

Locate FIVE peer-reviewed articles, FIVE books and FIVE web sources on the topic. You should use an academic library databases to find the articles accessible through the William Allen White library page (HINT: browse by discipline and find one relevant to Library & Info Science) Read all five articles and write 5-6 sentence annotations for each of the articles you read. Draw up an annotated bibliography listing all of your sources in APA style, along with the annotations for the articles listed after each article citation (NOTE: you do not need to write annotations fro the books and web sources, just the articles). This Assignment is due February 19, 2017

Here is a link to a helpful website that will give you a clear example of how both to cite an article in APA and a sense of how to write and effective annotation. Remember: annotations should convey at a minimum: the purpose of an article, what population/group was examined, and what the major findings were of a particular study. See URL for an example.

http://www.ou.edu/cls/reference/bibliography.html (Links to an external site.)

http://libguides.wmich.edu/c.php?g=40234&p=255953 Let's break it down. A bibliography is a list of citations of resources. An annotation means that there is descriptive text added to the citation.

So, an annotated bibliography is a list of resources that includes the full citation of each resource followed by a summary or evaluation of each resource. The length of the summary/evaluation can be as long or as short as you want. You can write 1-2 paragraphs or 1-2 pages depending on the level of information you are trying to gather about the resource. It can also vary depending on whether or not it is for an assignment. Ask your professor if he or she has a desired length.

Many times, you will want to include an introductory paragraph to your annotated bibliography. The purpose of this paragraph is to introduce the reader to your topic.

What should I include in my summary/evaluation?

When you write your summary or evaluation of the resource, you want to convey a few basic ideas: relevance, accuracy, and quality of the sources cited. You are trying to inform the reader of your annotated bibliography and why it is or is not a good resource for your research project.

Ask yourself/Reflect on these questions:

Is the author of the resource knowledgeable and authoritative? Is the resource written for your purposes? Is it an academic resource? Something more for the general public? For children? Does this resource help the argument I am presenting in my research paper or project? Where did you find this information? In the library? In a database or on the web?

How do I write an annotated bibliography?

One way to assess your resources is to SKIM, this is not a close reading. You are just trying to get a snapshot of what is in the resource. For an article, get clues from the title, headings, chapter titles, read the first few sentences of each paragraph. When assessing a book, get information from major divisions of the book, from chapter titles, or subheadings in a chapter. Read the introductions and conclusions of each chapter for information.

You may want to do a more in-depth annotation and do a close reading of the resources.

Is an annotated bibliography the same as including an abstract?

No, an annotated bibliography is a critical look at a resource. An abstract is only a description and summary of the content. You want to summarize and assess your resource. Below are two example annotated bibliographies, each containing only two references with an accompanying annotation.

CItations in the style of APA Publication Manual:

Aras, B., & Caha, O. (2000). Fethullah Gulen and his liberal “Turkish Islam” movement. Middle East Review of International Affairs Journal, 4(4). Retrieved on September 6, 2005, from http://www.biu.ac.il/SOC/besa/meria/journal/2000/issue4/ jv4n4a4.html

Fethullah Gulen has founded a movement that attempts to be modernist, nationalist, Islamic, and democratic all at the same time. The article is a brief survey of Gulen, covering his life and influences, the foundations of the movement, the relationship to the military and Islamic community. The secular elites are covered, but not in any great depth. The authors provide a well reasoned and insightful analysis of the significance of the movement, and conclude that Gulen's role will be an important one as a religious leader in modern Turkey, despite the multiple conflicting interests of his followers.

Babbitt, K. (2005). Mary Magdalene and the drama of saints: Theatre, gender, and religion in late Medieval England. Theatre Journal, 57(2), 331-332. Retrieved on September 6, 2005, from http://muse.jhu.edu/journals/theatre_journal/v057/ 57.2babbitt.html

The author provides an in-depth review of Theresa Coletti's book (ISBN-13: 978-0812238006) based on the Bodleian Library manuscript Digby 133 (the Digby Mary Magdalene). He is very favorable of the book, describing the author's analysis as knowledgeable, thorough, and cohesive. Babbitt highly recommends the text for anyone interested in looking at the performance of religion, especially in light of gender issues.

801xs | Brian Whitmer | 170219 | Technology Use - Discovery Systems

References

American Library Association. (2016, January 12). User-generated content in library discovery systems. [Position statement]. Retrieved from http://www.ala.org/advocacy/user-generated-content-library-discovery-systems

Breeding, M. (2015). The future of library resource discovery. [White paper]. Retrieved from http://www.niso.org/apps/group_public/download.php/14487/future_library_resource_discovery.pdf

Breeding, M. (2014, January 14). Web-scale discovery services: Finding the right balance. [Blog post]. Retrieved from https://americanlibrariesmagazine.org/2014/01/14/web-scale-discovery-services/

Djenno, M., Insua, G., Gregory, G. M., & Brantley, J. S. (2014). Discovering usability: Comparing two discovery systems at one academic library. Journal of Web Librarianship, 8(3), 263-285. doi:10.1080/19322909.2014.933690 The authors provide a unique usability testing situation in which two commercial discovery systems were both in place at the same university and available for use. The study was able to control for population and setting variables by using one college system sharing the same library systems and collections. Summon and WorldCat Local were compared to draw out inferences regarding interface design and its effect on discoverability of collection content. They were also able to offer insights into user’s feelings regarding the interface and the effect of those feelings in determining interface preferences. Even though WorldCat Local returned more results, Summon was preferred and this points to a critical factor in user’s evaluation and use preference based on criteria beyond absolute measures of results returned.

Levine-Clark, M., McDonald, J., & Price, J. S. (2014). The effect of discovery systems on online journal usage: a longitudinal study. Insights: The UKSG Journal, 27(3), 249-256. doi:10.1629/2048-7754.153 The authors examine the effect of discovery system implementation on the usability of publisher-hosted journal content in the first part of a larger examination of discovery systems in use at a sample of 33 institutions. They make the case that discovery systems generally increases use compared to older methods of discovery but that there is a variable rate of adoption depending on the discovery system implemented. The interface of the discovery system mediates usage patterns. This suggest the need to go into greater specificity on the elements of discovery system design to see which factors are more crucial in determining user adoption. Libraries and their vendors need to work closely on the details to maximize the benefits from the discovery system implementation.

Morville, P., & Callender, J. (2010). Search patterns. Sebastapol, CA: O’Reilly Media, Inc.

Musser, L. R., & Coopey, B. M. (2016). Impact of a discovery system on interlibrary loan. College & Research Libraries, 77(5), 643-653. The authors examine what impact the implementation of a discovery system (Summon) has on the usage of Interlibrary loan services by undergraduates, graduates, and faculty after implementation. The study examines data collected over a three-year period from Penn State. There was a decrease in ILL services following the implementation but general conclusions regarding ILL usage after DS (summon) implementation can’t be drawn because of the lack of similar studies at other universities. The study also makes an observation that user requests for locally available collection materials also decreased after implementation-decreasing the number of cancelled requests and freeing up ILL staff resources.

Nelson, D., & Turney, L. (2015). What's in a word? Rethinking facet headings in a discovery service. Information Technology & Libraries, 34(2), 76-91. doi:10.6017/ital.v34i2.5629 The authors examine the prevailing discovery system search model based around a Google-style single box search interface and argue for a search interface built instead around faceted search as is common among e-commerce sites. These hybrid faceted search discovery systems are more likely to improve information literacy skills among users. They explore in detail three elements of hybrid interfaces that vendors need to improve to increase usability: the importance of facets in interface design, personalization of instruction text, and intelligibility of facet labels (i.e., comprehensible labeling). The major research finding is that to meet the goal of enhanced information literacy in discovery systems, vendors, and libraries need to go beyond the model offered by Google and broaden their model of user search to the examples provided by faceted search offerings from major e-commerce websites while also reexamining confusing library terminological practices that has hindered appreciation and development of faceted discovery systems.

Race, T. M., & Makri, S. (2016). Accidental information discovery: Cultivating serendipity in the digital age. Cambridge, MA: Chandos Publishing.

Reidsrow, M. (2016, March 11). Algorithmic bias in library discovery systems. [Blog post]. Retrieved from https://matthew.reidsrow.com/articles/173

Rose-Wiles, L. M., & Hofmann, M. A. (2013). Still desperately seeking citations: Undergraduate research in the age of web-scale discovery. Journal of Library Administration, 53(2-3), 147-166. doi:10.1080/01930826.2013.853493 The authors examine information literacy among undergraduates following implementation of a discovery system, in this case one provided by EBSCO. A discussion of pre-discovery system research practice provides historical context for examining undergraduate information literacy. The authors point out that information literacy skills are not reinforced by the discovery system themselves and skills valued by professors and librarians must be inculcated outside the context of the discovery system. The takeaway from the article is mainly that discovery systems are not implemented in ways that reinforce information literacy practices suggesting that there is much room for improvement in interface design. Current research they conclude does not offer much if any evidence of how or if discovery system affect information literacy.

Spencer, J. S., & Millson-Martula, C. (2014). Discovery tools: The next generation of library research. London, England: Routledge/Taylor & Francis.

Tay, A. (2013, April 25). How are discovery systems similar to Google? How are they different? [Blog post]. Retrieved from http://musingsaboutlibrarianship.blogspot.com/2013/04/how-are-discovery-systems-similar-to.html#.WKm_XzsrIdV

Tramullas, J., & Garrido, P. (2013). Library automation and OPAC 2.0: Information access and services in the 2.0 landscape. Hershey, PA: Information Science Reference.

Varnum, K. J. (2016). Exploring discovery: The front door to your library's licensed and digitized content. Chicago, IL: ALA Editions.