Write an annotated bibliography that (a) critically analyzes the context, relevance, and authority of information sources, particularly in light of new perspectives, additional voices, and changes in schools of thought.
The annotated bibliography brings in the evaluation and use portions of the information literacy objectives. It allows the students to analyze and synthesize the information resources they found.
Annotated bibliographies typically contain:
Evaluation
There are several methods that can be used to evaluate information, including:
New and Diverse Voices
The Association of College and Research Libraries notes that it is important for scholarly researchers and writers to "understand how and why some individuals or groups of individuals may be underrepresented or systematically marginalized within the systems that produce and disseminate information." Scholars can lift up these underrepresented and marginalized voices by intentionally seeking them out and including them in their work. Find more on this at the Anti-Racism Resources Guide from Forsyth Library.
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Write an annotated bibliography that (a) critically analyzes the context, relevance, and authority of information sources, particularly in light of new perspectives, additional voices, and changes in schools of thought.
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Sources and Annotations do not summarize sources clearly, and/or annotations are plagiarized |
Sources and Annotations include at least 2 to the following: A) Summarize sources but are less clear about the important ideas. Many quotes or paraphrasing are used B) Include a limited analyses of the context of the sources C) Do not clearly articulate how sources relate to the topic and/or why those sources were chosen D) Use irrelevant or inaccurate information to address source authority and/or credibility. Few sources cited can be considered reliable and/or trustworthy
E) Include a limited awareness of other viewpoints, diverse voices, influences, and/or schools of thought |
Sources and Annotations include all of the following: A) Clearly summarize the important ideas, data, and/ or results of each source. Few quotes or paraphrasing are used B) Clearly include an analyses of the context of the sources, (e.g. author, publisher, date and/or place of creation, the purpose of creation, publishing format and/or potential biases) C) Clearly articulate how sources relate to the topic and why they selected as a source D) Clearly address source authority and/or credibility by discussing expertise, but may not sufficiently relate expertise to the particular topic. Majority of sources cited can be considered reliable and/or trustworthy E) Clearly include other viewpoints, diverse voices, influences, and/or schools of thought |
Sources and Annotations show a deeper analysis, including, but not limited to: A) Clearly summarize the important ideas, data, and/ or results of each source. No quotes or paraphrasing are used, summaries are in their own words
B) Clearly include a deeper analyses of the context of the sources, such as external factors that may have influenced the initial creation of the source and the work’s impact on the discipline and society at large, both at the time of publication and after
C) Clearly articulate how sources relate to the topic, each other, and the larger body of work and/or scholarship in the field or discipline
D) Clearly addresses authority and credibility by examining how author expertise affects their qualifications to write on a specific topic. All sources cited can be considered reliable and/or trustworthy E) Clearly include a rich diversity of viewpoints, voices, influences, and/or schools of thought |
If inspired by this rubric, please acknowledge the work done by Forsyth Library for the UNIV 301 Information Literacy course in your documentation.
CC BY-NC This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator
CC BY-NC Forsyth Library UNIV 301 Information Literacy
Annotated Bibliographies can be assignments that stand on their own, such as in UNIV 301, or be part of other scholarly projects, such as:
If inspired by this assignment, please acknowledge the work done by Forsyth Library for the UNIV 301 Information Literacy course in your documentation.
CC BY-NC This license allows reusers to distribute, remix, adapt, and build upon the material in any medium or format for noncommercial purposes only, and only so long as attribution is given to the creator
CC BY-NC Forsyth Library UNIV 301 Information Literacy
Introduction to Information Literacy for Students by 
Concise Guide to Information Literacy by 
Information Literacy in the Digital Age by