English 1301: Aguilar, Liz Ann
Dear Stephen and Celita:
Thank you for all of your help with my library class request and thank you for all you do for our students!
I am Blessed!
Writing Project-Annotated Bibliography (SLOs 1, 3, 5)
For this assignment, you will turn in four (4) annotated bibliographies. The following four steps will instruct you on how to complete the assignment.
Step I: You will need to research four (4) peer-reviewed journal articles. Of the four articles, two articles will focus on sustainability and college/university students and two articles will focus on any topic of your choice.
Step II: You must print out the articles, read the articles completely, and take notes. As you are reading, you must ask yourself if the article does focus its attention on the topic or stray away from the topic.
Step III: After reading the articles, you will write the article’s bibliographic information [author, title, journal, etc.] at the top of the page and follow with your annotation of the source.
Step IV: The annotated bibliography summary will consist of a discussion of the article’s content and to what extent does the article explore the topic and its meaning.
*NOTE: No wikipedia or other encyclopedias, book reviews, or magazines for this assignment may be used. You must select those journal articles located within our library’s databases. Please follow MLA documentation guidelines.
Annotated bibliography example:
Roberson, Donald N. & Sharan Merriam. “The Self-Directed Learning Process of Older,
Rural Adults.” Adult Education Quarterly, vol. 55, no. 4, 2005, pp. 269-287.
In this article, both Roberson and Merriam are trying to understand how self-directed learning is perceived through a random selection of older, rural participants. The participants ranged from the ages of 75-87 with a minimum age requirement of 70, and the sample of people was drawn from a rural population of South Georgia. The result of the study emphasized the notion that older adults do not learn to do something just to keep their minds off things, but that they choose to learn about something based on how that particular “something” has affected their lives. One example that was discussed in the study was the scenario of one of the participants having been given the news that his wife was diagnosed with a terminal illness. This life-change caused him to learn as much as he could about the disease. The study also proves that there is a desire for a person to learn when given the motivation or influence of something to cause them to want to learn.
- article presented a thorough overview of the history of Self-Directed Learning (SDL), and it also gave a good description of the different types of models that are applied with SDL. The topic was a positive strength for the study of SDL because this study has the opportunity to develop into a greater project by evaluating urban versus rural populations and evaluating the nuances that exist within both populations. The only weakness that I am able to critique is that the article did not choose a larger sample number. The study had ten participants which could have been increased to fifteen or twenty considering that it is a qualitative study and the increased number of participants could have added some more valuable information and even benefited the study even more. With the given strengths and weakness, the article was useful in three ways: 1) It gave a critical view of the background of SDL, 2) It focused on an older, rural population that is an interesting component to the study, and 3) It articulates the significance of SDL in older adult learners.
This article contributes to our knowledge of SDL and how qualitative research helps us understand the multidimensional levels of learning. This article gives us an opportunity to evaluate how resources play an integral part in the process of learning and how people in their elder years respond to learning through various life changes.
- Wednesday, May 16, 2018
- 10:45am - 12:00pm
- MLC 208