You will do research on a topic that you are interested in as a result of what you are learning in this course and complete an evaluative annotated bibliography for
You will do research on a topic that you are interested in as a result of what you are learning in this course and complete an evaluative annotated bibliography for five resources.
Topic: DYSLEXIA
Your topic should address a current issue under the broad topic of the education of students with disabilities (ages K-22).*.
An annotated bibliography is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a Works Cited page but includes an annotation after each source cited. An annotation is a short summary and/or critical evaluation of a source. Annotated bibliographies can be part of a larger research project, or can be a stand-alone report in itself.
An evaluative annotation includes a summary as listed above but also critically assesses the work for accuracy, relevance, and quality. Evaluative annotations can help you learn about your topic, develop a thesis statement, decide if a specific source will be useful for your assignment, and determine if there is enough valid information available to complete your project. The focus is on description and evaluation.
Writing an Evaluative Annotation
- Cite the source using APA style.
- Describe the main ideas, arguments, themes, theses, or methodology, and identify the intended audience.
- Explain the author’s expertise, point of view, and any bias he/she may have.
- Compare to other sources on the same topic that you have also cited to show similarities and differences.
- Explain why each source is useful for your research topic and how it relates to your topic.
- Evaluate the strengths and weaknesses of each source.
- Identify the observations or conclusions of the author.
Remember: Annotations are original descriptions that you create after reading the document. When researching, you may find journal articles that provide a short summary at the beginning of the text. This article abstract is similar to a summary annotation. You may consult the abstract when creating your evaluative annotation, but never simply copy it as that would be considered plagiarism.
Basic Tips for Writing and Formatting
- Each annotation should be three paragraphs, between three to six sentences long (about 150- 200 words).
- Start with the same format as a regular Works Cited list.
- All lines should be double-spaced. Do not add an extra line between the citations.
- If your list of citations is especially long, you can organize it by topic.
- Try to be objective, and give explanations if you state any opinions.
- Use the third person (e.g., he, she, the author) instead of the first person (e.g., I, my, me)
One of the goals is to make sure you are using VALID RESOURCES.
- If you are not sure if you are using a valid resource, go to Critical Evaluation Of Sources-https://libguides.msvu.ca/help/evaluation for more information
- Only research-based articles, books, and peer-reviewed journals are to be used – no blogs, wikis, or opinion sources are appropriate.
1
Annotated bibliography
Tobias-Green, K. (2020). Stories from an art institution: The writing lives of students with Dyslexia. Sheffield Hallam University (United Kingdom).
The topic of Karen Tobias-Green's doctoral dissertation, “Stories from an Art Institution: The Writing Lives of Students with dyslexia,” investigates the dynamic and intricate links that exist between writing, the art institution, and many conceptions of Dyslexia (Tobias-Green, 2020) In this study, qualitative research methods are utilized to analyze the obstacles faced by six art students who have been diagnosed with Dyslexia throughout an academic year and the tactics they employed to overcome those challenges. This thesis addresses the notion that Dyslexia is a fixed and medicalized paradigm by engaging with the writing experiences of students with Dyslexia who are enrolled in an art college. Tobias-Green extensively uses concepts revolving around locations, things, and materials as influential variables in the formation, development, and concealment of Dyslexia. This research examines disability, writing, and active and radical pedagogies via the lens of post-humanism as its theoretical foundation. This research offers educators techniques to help students with Dyslexia in their writing development and provides insights into the writing experiences of students who attend an art institution.
Nevill, T. P., & Forsey, M. (2022). " We are all thrown into one basket": Dyslexia, schools, and the (non) enactment of inclusion policies. Disability Studies Quarterly, 42(1).
In the study "We are all thrown into one basket": Dyslexia, schools and the (non) adoption of policies of inclusion, Nevill and Forsey investigate the experiences of children who have Dyslexia while they are attending school as well as the implementation of policies of inclusion (Nevill et al., 2022). The study uses a qualitative method to investigate the views of students, parents, and instructors about the efficacy of inclusion policies for kids who have Dyslexia. The authors contend that despite the existence of regulations that promote inclusion, kids who have Dyslexia continue to experience obstacles in schools. These challenges include a lack of knowledge and support from teachers, insufficient resources, and unfavorable attitudes about Dyslexia. The article underlines the necessity for a more complete method of inclusion, one that not only offers satisfactory assistance and resources but also takes into deliberation the specific requirements of kids who have Dyslexia. The outcomes of the study shed light on the problems encountered by children with Dyslexia in school settings and highlight the necessity of adopting an educational plan that is more inclusive.
Gant, V., & Hewson, M. (2022). Social work students and Dyslexia: outcomes from an empirical study and some implications for practice. Social Work Education, pp. 1–13.
Gant and Hewson's study “Social work students and dyslexia: outcomes from an empirical study and some implications for practice” investigates the lives of students in the field of social work who struggle with Dyslexia and the consequences this has for the profession. This study used a mixed-approaches strategy to inquire into the difficulties encountered by social work students who also have Dyslexia, as well as the methods they employ to conquer such difficulties (Gant, 2022). Authors contend that social work teachers should be cognizant of the difficulties experienced by students with Dyslexia and give suitable assistance and adjustments to help these students succeed. This research sheds light on the challenges faced by those studying social work who also have Dyslexia and suggests ways instructors may help these students thrive. To debunk widespread stigmatizing beliefs and promote strengths-based practice, advocacy, and attitudes, this article uses translational research methodologies to present a positive framing. The authors believe that professionals in the field of social work should be cognizant of the benefits connected with Dyslexia and offer suitable assistance and adjustments to those with learning disabilities. The research not only explains what Dyslexia is but also suggests ways social workers may help those who have it.
References
Tobias-Green, K. (2020). Stories from an art institution: The writing lives of students with Dyslexia. Sheffield Hallam University (United Kingdom).
Nevill, T. P., & Forsey, M. (2022). " We are all thrown into one basket": Dyslexia, schools, and the (non) enactment of inclusion policies. Disability Studies Quarterly, 42(1).
Gant, V., & Hewson, M. (2022). Social work students and Dyslexia: outcomes from an empirical study and some implications for practice. Social Work Education, pp. 1–13.
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