bibliographic research university

Annotated Bibliographies

What Is An Annotated Bibliography?

What is an annotated bibliography.

An annotated bibliography is a list of citations (references) to books, articles, and documents followed by a brief summary, analysis or evaluation, usually between 100-300 words, of the sources that are cited in the paper.  This summary provides a description of the contents of the source and may also include evaluative comments, such as the relevance, accuracy and quality of the source.  These summaries are known as annotations. 

• Annotated bibliographies are completed before a paper is written
• They can be stand-along assignments
• They can be used as a reference tool as a person works on their paper

Annotations vs. Abstracts

Abstracts are the descriptive summaries of article contents found at the beginning of scholarly journal articles that are written by the article author(s) or editor. Their purpose is to inform a reader about the topic, methodology, results and conclusion of the research of the article's author(s).  The summaries are provided so that a researcher can determine whether or not the article may have information of interest to them.  Abstracts do not serve an evaluative purpose.

Annotations found in bibliographies are evaluations of sources cited in a paper.  They describe a work, but also critique the source by examining the author’s point of view, the strengths and weakness of the research or article hypothesis or how well the author presented their research or findings.

How to write an annotated bibliography

The creation of an annotated bibliography is a three-step process. It starts with finding and evaluating sources for your paper. Next is choosing the type or category of annotation, then writing the annotation for each different source. The final step is to choose a citation style for the bibliography.

Types of Annotated Bibliographies

Types of Annotations

Annotations come in different types, the one to use depends on the instructor’s assignment.  Annotations can be descriptive, a summary, or an  evaluation or a combination of descriptive and evaluation.

Descriptive/Summarizing Annotations

There are two kinds of descriptive or summarizing annotations, informative or indicative, depending on what is most important for a reader to learn about a source.  Descriptive/summarizing annotations provide a brief overview or summary of the source. This can include a description of the contents and a statement of the main argument or position of the article as well as a summary of the main points.  It may also describe why the source would be useful for the paper’s topic or question. 

Indicative annotations provide a quick overview of the source, the kinds of questions/topics/issues or main points that are addressed by the source, but do not include information from the argument or position itself.

Informative annotations, like indicative annotations, provide a brief summary of the source.   In addition, an informative annotation identifies the hypothesis, results, and conclusions presented by the source.  When appropriate, they describe the author’s methodology or approach to the topic under discussion.  However, they do not provide information about the sources usefulness to the paper or contains analytical or critical information about the source’s quality. 

Evaluative Annotations (also known as critical or analytical)

Evaluative annotations go beyond just summarizing the source and listing out it’s key points, but also analyzes the content. It looks at the strengths and weaknesses of the article’s argument, the reliability of the presented information as well as any biases of the author. It talks about how the source may be useful to a particular field of study or the person’s research project.

Combination Annotations

Combination annotations “combine” aspects from indicative/informative and evaluative annotations and are the most common category of annotated bibliography.  Combination annotations include one to two sentences summarizing or describing content, in addition to one or more sentences providing an critical evaluation.

Writing Style for Annotations

Annotations typically follow three specific formats depending on how long they are.

• Phrases – Short phrases providing the information in a quick, concise manner.
• Sentences – Complete sentences with proper punctuation and grammar, but are short and concise.
• Paragraphs – Longer annotations break the information out into different paragraphs. This format is very effective for combination annotations.

To sum it up:

An annotation may include the following information:

• A brief summary or overview of the source content
• The source’s strengths and weaknesses in presenting the argument or position
• Its conclusions
• Why the source is relevant in to field of study of the paper
• Its relationships to other studies in the field
• An evaluation of the research methodology (if applicable)
• Information about the author’s background and potential biases
• Conclusions about the usefulness of the source for the paper

Critically Analyzing Articles

In order to write an annotation for a paper source, you need to first read and then critically analyze it:

• Try to identify the topic of the source -- what is it about and is it clearly stated.
• See if you can identify the purpose of the author(s) in doing the research or writing about the topic. Is it to survey and summarize research on a topic?  Is the author(s) presenting an argument based on previous research, or refuting previously published research?
• Identify the research methods used and try to identify whether they appear to be suitable or not for the stated purpose of the research.  
• Was the research reported in a consistent or clear manner?  Or, was the author's argument/position presented in a consistent or convincing manner? Did the author(s) fail to acknowledge and explain any limitations?
• Was the logic of the research/argument claims properly supported with convincing evidence/analysis/data? Did you spot any fallacies?
• Check whether the author(s) refers to other research and if similar studies have been done. 
• If illustrations or charts are used, are they effective in presenting information?
• Analyze the sources that were used by the author(s). Did the author(s) miss any important studies they should have considered?
• Your opinion of the source -- do you agree with or are convinced of the findings?  
• Your estimation of the source’s contribution to knowledge and its implications or applications to the field of study.

Worksheet for Taking Notes for Critical Analysis of Sources/Articles

Additional Resources:

Hofmann, B., Magelssen, M. In pursuit of goodness in bioethics: analysis of an exemplary article. BMC Med Ethics 19, 60 (2018). https://doi.org/10.1186/s12910-018-0299-9

Jansen, M., & Ellerton, P. (2018). How to read an ethics paper. Journal of Medical Ethics, 44(12), 810-813.  http://dx.doi.org/10.1136/medethics-2018-104997

Research & Learning Services, Olin Library, Cornell University Library  Critically Analyzing Information Sources: Critical Appraisal and Analysis

Formatting An Annotated Bibliography

How do I format my annotated bibliography?

An annotated bibliography entry consists of two components: the Citation and the Annotation.

The citation should be formatted in the bibliographic style that your instructor has requested for the paper. Some common citation styles include APA, MLA, and Chicago. For more information on citation styles, see Writing Guides, Style Manuals and the Publication Process in the Biological & Health Sciences .

Many databases (e.g., PubMed, Academic Search Premier, Library Search on library homepage, and Google Scholar) offer the option of creating your references in various citation styles. 

Look for the "cite" link -- see examples for the following resources:

University of Minnesota Library Search

Google Scholar

Sample Annotated Bibliography Entries

An example of an Evaluative Annotation , APA style (7th ed). (sample from University Libraries, University of Nevada ).

APA does not have specific formatting rules for annotations, just for the citation and bibliography.

Maak, T. (2007). Responsible leadership, stakeholder engagement, and the emergence of social capital. Journal of Business Ethics, 74, 329-343.  https://doi.org/10.1007/s10551-007-9510-5

This article focuses on the role of social capital in responsible leadership. It looks at both the social networks that a leader builds within an organization, and the links that a leader creates with external stakeholders. Maak’s main aim with this article seems to be to persuade people of the importance of continued research into the abilities that a leader requires and how they can be acquired. The focus on the world of multinational business means that for readers outside this world many of the conclusions seem rather obvious (be part of the solution not part of the problem). In spite of this, the article provides useful background information on the topic of responsible leadership and definitions of social capital which are relevant to an analysis of a public servant.

An example of an Evaluative Annotation , MLA Style (10th ed), (sample from Columbia College, Vancouver, Canada )

MLA style requires double-spacing (not shown here) and paragraph indentations.

London, Herbert. “Five Myths of the Television Age.” Television Quarterly, vol. 10, no. 1, Mar. 1982, pp. 81-69.

     Herbert London, the Dean of Journalism at New York University and author of several books and articles, explains how television contradicts five commonly believed ideas. He uses specific examples of events seen on television, such as the assassination of John Kennedy, to illustrate his points. His examples have been selected to contradict such truisms as: “seeing is believing”; “a picture is worth a thousand words”; and “satisfaction is its own reward.” London uses logical arguments to support his ideas which are his personal opinion. He does not refer to any previous works on the topic. London’s style and vocabulary would make the article of interest to any reader. The article clearly illustrates London’s points, but does not explore their implications leaving the reader with many unanswered questions.

Additional Resources

University Libraries Tutorial --  Tutorial: What are citations?  Completing this tutorial you will:

• Understand what citations are
• Recognize why they are important
• Create and use citations in your papers and other scholarly work

University of Minnesota Resources

Beatty, L., & Cochran, C. (2020). Writing the annotated bibliography : A guide for students & researchers . New York, NY: Routledge. [ebook] 

Efron, S., Ravid, R., & ProQuest. (2019). Writing the literature review : A practical guide . New York: The Guilford Press. [ebook -- see Chapter 6 on Evaluating Research Articles] 

Center for Writing: Student Writing Support

• Critical reading strategies
• Common Writing Projects (includes resources for literature reviews & analyzing research articles)

Resources from Other Libraries

Annotated Bibliographies (The Writing Center, University of North Carolina at Chapel Hill)

Writing An Annotated Bibliography (University of Toronto)

Annotated Bibliographies (Purdue Writing Lab, Purdue University)

Annotated Bibliography (UNSW Sydney)

What is an annotated bibliography? (Santiago Canyon College Library): Oct 17, 2017. 3:47 min.

Writing an annotated bibliography (EasyBib.com) Oct 22, 2020. 4:53 min.

Creating an annotated bibliography (Laurier University Library, Waterloo, Ontario)/ Apr 3, 2019, 3:32 min.

How to create an annotated bibliography: MLA (JamesTheDLC) Oct 23, 2019. 3:03 min.

Citing Sources

Introduction

Citations are brief notations in the body of a research paper that point to a source in the bibliography or references cited section.

If your paper quotes, paraphrases, summarizes the work of someone else, you need to use citations.

Citation style guides such as APA, Chicago and MLA provide detailed instructions on how citations and bibliographies should be formatted.

Health Sciences Research Toolkit

Resources, tips, and guidelines to help you through the research process., finding information.

Library Research Checklist Helpful hints for starting a library research project.

Search Strategy Checklist and Tips Helpful tips on how to develop a literature search strategy.

Boolean Operators: A Cheat Sheet Boolean logic (named after mathematician George Boole) is a system of logic to designed to yield optimal search results. The Boolean operators, AND, OR, and NOT, help you construct a logical search. Boolean operators act on sets -- groups of records containing a particular word or concept.

Literature Searching Overview and tips on how to conduct a literature search.

Health Statistics and Data Sources Health related statistics and data sources are increasingly available on the Internet. They can be found already neatly packaged, or as raw data sets. The most reliable data comes from governmental sources or health-care professional organizations.

Evaluating Information

Primary, Secondary and Tertiary Sources in the Health Sciences Understand what are considered primary, secondary and tertiary sources.

Scholarly vs Popular Journals/Magazines How to determine what are scholarly journals vs trade or popular magazines.

Identifying Peer-Reviewed Journals A “peer-reviewed” or “refereed” journal is one in which the articles it contains have been examined by people with credentials in the article’s field of study before it is published.

Evaluating Web  Resources When searching for information on the Internet, it is important to be aware of the quality of the information being presented to you. Keep in mind that anyone can host a web site. To be sure that the information you are looking at is credible and of value.

Conducting Research Through An Anti-Racism Lens This guide is for students, staff, and faculty who are incorporating an anti-racist lens at all stages of the research life cycle.

Understanding Research Study Designs Covers case studies, randomized control trials, systematic reviews and meta-analysis.

Qualitative Studies Overview of what is a qualitative study and how to recognize, find and critically appraise.

Writing and Publishing

Citing Sources Citations are brief notations in the body of a research paper that point to a source in the bibliography or references cited section.

Structure of a Research Paper Reports of research studies usually follow the IMRAD format. IMRAD (Introduction, Methods, Results, [and] Discussion) is a mnemonic for the major components of a scientific paper. These elements are included in the overall structure of a research paper.

Top Reasons for Non-Acceptance of Scientific Articles Avoid these mistakes when preparing an article for publication.

Annotated Bibliographies Guide on how to create an annotated bibliography.

Writing guides, Style Manuals and the Publication Process in the Biological and Health Sciences Style manuals, citation guides as well as information on public access policies, copyright and plagiarism.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Evaluating Bibliographic Citations

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Evaluating sources of information is an important step in any research activity. This section provides information on evaluating bibliographic citations, aspects of evaluation, reading evaluation, print vs. online sources, and evaluating Internet sources.

A bibliographic citation provides relevant information about the author and publication as well as a short summary of the text, usually known as the abstract. Depending on where you find your information, the bibliographic citation will vary.

Before you spend a lot of time reading a source, begin by looking at the following information in the citation to evaluate whether it's worth pursuing.

Consider the author, the title of the work, the summary, where it is (e.g., a book, an academic journal, a blog, a social media site), and the timeliness of the entry. You may also want to look at the keywords to see what other categories the work falls into. Evaluate this information to see if it is relevant and valid for your research.

Library Catalog

When searching for sources in a library catalog, the bibliographic citation will often include the author, the publisher, and the physical location of the source in the library (see image below). Using a library catalog is helpful if you are looking for print sources for your research.

Example of bibliographic citations in a library catalog.

Once you find the bibliographic citation, take a look at the author and the publisher. Has this author published other works? Does the publisher list other publications on their website? If you are still uncertain about the credibility, locate the physical source and read bits of it to see if it contains information that’s relevant to your research.

Online Databases

When searching for information in online databases such as  EbscoHost  or  ProQuest , you will most likely find a bibliographic citation entry beneath the title of the source.

Examples of bibliographic citations in an online database.

If a summary or abstract is not available in the preview, often you can click on the source and view more details (see image below).

Sample extended bibliographic citation and abstract.

Different websites contain different levels of bibliographic citations. Sometimes it’s possible to find complete author information, while other times you may simply have a username or an author’s initials.

Most websites list the available author information directly under the title of the article or at the bottom of the article.

Sometimes a website does not list an author. If this is the case, it’s important to determine whether the website itself seems credible. If the website is associated with a print publication, or is from a well-known organization, it is probably credible. However, you should read the article to determine whether the information seems valid. On the next page you will find more strategies for determining whether a source is credible.

Understanding the differences in bibliographic citations is an important step as you search for sources to include in your research.

Eight tips and questions for your bibliographic study in business and management research

• Open access
• Published: 18 May 2020
• Volume 70 , pages 307–312, ( 2020 )

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• Jörn H. Block 1 , 2 , 3 &
• Christian Fisch 1 , 2  

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Management Review Quarterly (MRQ) specializes in systematic literature reviews, meta analyses, replication studies, and bibliographic studies. Previous editorials published in MRQ provide authors with guidelines for performing systematic (narrative) literature reviews (Fisch and Block 2018 ) and replication studies (Block and Kuckertz 2018 ). In this editorial, we focus on bibliographic studies and outline eight tips that help authors to improve their bibliographic studies.

In contrast to systematic literature reviews, meta analyses, and replication studies, little information on best practices and guidelines exist on bibliographic studies (also known as bibliographic literature reviews). Over the last years, we saw a steady increase in the number of bibliographic studies submitted to MRQ. We attribute this rise to the better accessibility of bibliographic data and software packages that specialize in bibliographic analyses. Another antecedent of the increasing prevalence of bibliographic studies is the ongoing differentiation of business and management research into narrowly defined subdisciplines, which calls for studies that are interdisciplinary and ‘break the walls’. Well-conducted bibliographic studies can break those walls. They structure a field and detect links between disciplines, identify topic clusters, literature gaps and academic silos, and show the most impactful authors and their research. Yet, in contrast to narrative literature reviews, bibliographic literature reviews use quantitative and statistical methods to achieve this goal.

We currently observe a considerable heterogeneity in the type and quality of bibliographic studies submitted to MRQ. These submissions range from systematic narrative literature reviews erroneously labeled as bibliographic ones to purely technical citation analyses with little interpretation and discussion of the state of the art in the respective research field. Hence, there seems to be confusion in business and management research as to what a bibliographic study is and what defines its quality. The goal of this editorial is to reduce this confusion and help future authors of MRQ to craft bibliographic studies of high quality. In line with earlier MRQ editorials, we organize this editorial in eight tips and questions. Specifically, we outline suggestions that we perceive as crucial for every bibliographic study published in MRQ. Since bibliographic studies rely on a systematic collection of articles, this editorial shares many similarities with our editorial on systematic narrative literature reviews (Fisch and Block 2018 ) as well as as the editorial’s discussion and extension by Clark et al. ( 2020 ). We summarize the main commonalities and differences of the two forms of literature reviews in Table  1 .

Is your study really a bibliographic study? Although the term ‘bibliographic study’ is widely used in academic research, a clear definition is lacking. MRQ is interested in bibliographic studies, which we define as systematic literature reviews that analyze bibliographic data with bibliometric methods. Bibliographic data include, amongst others, author names, journal names, article titles, article keywords, article abstracts, and article publication years. These bibliographic data are collected and made available by bibliographic databases such as Web of Science (WoS) or Scopus. These databases also provide citation data. Bibliometric methods rely on statistical methods to analyze bibliographic and citation data. As noted above, many manuscripts submitted to MRQ are erroneously labeled as bibliographic studies as they do not use bibliometric (= statistical) methods and only provide lists of important and impactful studies, authors, topics, and journals. Compiling and providing such lists is an essential first step but does not qualify your study as a bibliographic study. Also, bibliographic studies should not be confused with annotated bibliographies, which comprise a list of references to important studies followed by a brief description of their content. MRQ sees annotated bibliographies as an important element of systematic narrative literature reviews.

Is your main research goal really to summarize the structure of a research field? Literature reviews can summarize the content and structure of a particular research field. While a narrative literature review aims to summarize the content of the studies of a particular research field, a bibliographic literature review focuses on assessing the structure of a particular research field. A description and summary of “simple” bibliographic data (e.g., authors, journal names) is too superficial to derive specific answers to particular research questions. Article titles, keywords, and abstracts are already more informative and can, for example, be used to identify topic clusters. Citation data helps to identify impactful articles, authors, and journals. Such data also facilitates the identification of topic clusters and allows the measurement of knowledge diffusion within and between disciplines.

Provide and motivate a research goal and explain why a bibliographic study is needed to achieve this goal. Your article’s abstract and introduction have an important motivational function. As such, carefully begin your study by delineating and motivating your research goal. In particular, carefully explain why you choose a bibliographic literature review to achieve this goal. In other words: inform the reader that the analysis of bibliographic data with bibliometric methods provides important insights regarding your research goal. In general, bibliographic studies are particularly useful to describe the structure of a research field (see tip 2 above) and its development over time because they help to identify topic clusters, author networks, literature gaps, and academic silos.

Identify the relevant literature in a broad, systematic, and reproducible way . A bibliographic study is a particular form of a systematic literature review. Hence, the literature search process should be transparent and reproducible. A detailed account of the search strategy is needed, which includes a description of the databases used, the search terms, and inclusion/exclusion criteria. Footnote 1 In particular, carefully choose your bibliographic database. For example, Scopus often has a broader coverage of journals than WoS and if you leave out some of the most important journals, that’s a problem. Note that the application of screening or inclusion criteria (e.g., only focusing on highly ranked journals) should be well-justified because the screening criteria can have crucial implications for the bibliographic data obtained and the results of the quantitative, bibliometric analysis that follows. Since bibliographic studies rely on a quantitative and objective approach to summarize the structure and trends of a field, the systematic approach to identifying the literature is, in our view, even more important than in interpretative and narrative forms of literature reviews. We also believe that the literature covered should be broader than in narrative literature reviews, for example, with regard to the journals or publication years considered.

Provide a map of the research field. While original empirical research articles typically begin their results section with descriptive statistics, bibliographic studies should commence with a description of the studies under investigation (i.e., a map of the field). For example, a good strategy is to provide a chronological view of the field (e.g., how has the number of studies evolved, how have the topics evolved, how have the outlets evolved), and to give an overview of the most influential authors, journals, and publications. The outline can be sorted by multiple criteria, such as the number of papers or different citation measures. Notice that different types of citation data exist and that you need to defend your approach and source of citation data. In our view, this map of the field is a critical part of any bibliographic study. Yet, a bibliographic study should not stop at that stage. Instead, you should use the map of the field as a starting point to dig deeper into your bibliographic data using bibliometric methods, as outlined in tip 6.

Clearly specify the methodological steps of your bibliometric analysis. As with most empirical and statistical analyses, performing a bibliometric analysis requires taking various methodological choices. For example, authors need to choose a software and need to carefully prepare the data to be used in the analysis, such as the keywords of articles used. Make a sensible choice about which keywords to include in the analysis. For example, including your original search terms as keywords may produce trivial results. While a lot of graphical illustrations exist in the field of bibliographic studies (e.g., to visualize citation clusters or links between authors), sometimes tables can be easier to understand and interpret than figures (which are also often in color and difficult to print). Carefully outline and motivate the choices made in this regard.

Use the full potential and range of bibliometric methods. A bibliographic study should rely on statistical tools to derive results. Hence, you should go beyond simple article and citation counts. Such measures can be used to provide a map of the field (see tip 5), but the main part of the bibliometric analysis should be build on more sophisticated, multivariate statistical analyses. Bibliometric or scientometric analysis has developed into a discipline itself and specialized journals exist, such as Scientometrics and the Journal of Informetrics. Some commonly applied bibliometric methods, which we would like to also see in MRQ manuscripts, include co-citation analysis, co-occurrence analysis, and bibliometric coupling. We require authors of bibliographic studies to use such methods as a basis for their statements about the structure as well as the thematic clusters and gaps in the field. Yet, try to use these tools in a meaningful way. Simply displaying sophisticated tables, figures, and graphs derived from bibliometric software tools can lead to an overly descriptive and confusing picture of the field. Try to identify a relevant and interesting “story” that is supported by your bibliographic data and bibliometric analyses. Good examples of articles that have followed this approach are Aliyev et al. ( 2019 ), Block et al. ( 2019 ), and Kumar et al. ( 2019 ).

The bibliometric analysis needs to serve a purpose and needs to contribute to your research goal. The bibliometric analysis is the core of a bibliographic study. The most common mistake we see in manuscripts submitted to MRQ is that authors perform bibliometric analyses for the sake of performing bibliometric analyses. We are not interested in such manuscripts because they do not structure the knowledge in our field, do not lead to a discussion of where we are and what we know, and do not provide an agenda for future research. Hence, make sure that your bibliometric analysis contributes to the overall goal of MRQ. Like a systematic narrative literature review, bibliographic studies must go beyond a mere descriptive summary of prior literature. They require the authors to interpret and discuss the development and state of the field and give suggestions for meaningful future research.

See Fisch and Block ( 2018 ) and the references cited therein for more tips on systematic literature search.

Aliyev F, Urkmez T, Wagner R (2019) A comprehensive look at luxury brand marketing research from 2000 to 2016: a bibliometric study and content analysis. Manag Rev Q 69(3):233–264

Article   Google Scholar  

Block J, Kuckertz A (2018) Seven principles of effective replication studies: strengthening the evidence base of management research. Manag Rev Q 68(4):355–359

Block J, Fisch C, Rehan F (2019) Religion and entrepreneurship: a map of the field and a bibliometric analysis. Manag Rev Q. https://doi.org/10.1007/s11301-019-00177-2 (forthcoming)

Clark WR, Clark LA, Raffo DM, Williams RI (2020) Extending Fisch and Block’s (2018) tips for a systematic review in management and business literature. Manag Rev Q. https://doi.org/10.1007/s11301-020-00184-8 (forthcoming)

Fisch C, Block J (2018) Six tips for your (systematic) literature review in business and management research. Manag Rev Q 68(2):103–106

Kumar S, Sureka R, Colombage S (2019) Capital structure of SMEs: a systematic literature review and bibliometric analysis. Manag Rev Q. https://doi.org/10.1007/s11301-019-00175-4E (forthcoming)

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Block, J.H., Fisch, C. Eight tips and questions for your bibliographic study in business and management research. Manag Rev Q 70 , 307–312 (2020). https://doi.org/10.1007/s11301-020-00188-4

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Bibliographic Research Skills

• Begin your research

Conduct your research

• Select and evaluate sources
• Other research tools
• Ask a Librarian

You have two options to carry out your research. By choosing both, you will have a better chance that your bibliographic search will be more exhaustive.  •    Search on SearchLib and bibliographic databases using the keywords you have defined •    Start from a relevant academic article, book or author and search for other related publications (citation search) 

In both cases, remember to log in to your Library account to be able to access online resources. 

• Citation search

SearchLib  is a search engine. By typing keywords into a Google like search box, this tool queries the majority of the Library print, electronic and digital collections. 

You can either use the  Simple search  or launch a more refined search using the  Advanced search  feature.  

Simple search 

• Type keywords, a title or an author's name in the search box. 
• Choose the search scope: Library Catalog, Electronic Resources, Course Reserves, Dissertations, IRIS, ASBOC Archives. 
• Filter your results using the left hand-side menu (availability, resource type, date, etc.) 

Advanced search 

Advanced search allows you to combine different keywords within specific search fields and set filters before lauching your search. 

Discover how to make the most out of SearchLib in our dedicated guide !

The Library also provides several databases that can be useful for bibliographic research:  Multidisciplinary

Specialized

Refer to the databases that you find in the Library guide for your subject area.

This is a type of advanced search that starts from a specific author, article, or academic book that you feel is important and interesting for your research (e.g., an author who is an expert in that area of research or a study recommended by your professor or selected from the results of your own literature search) and allows you to find related publications through the citation chain.  Web of Science , Scopus , Business Source Ultimate   offer you the opportunity to follow the chain of citations both forward in time (more recent publications citing in their bibliographies the author, article or book from which you started), and backward (previous publications cited in the bibliography of the author, article or book from which you started). The idea is that publications citing the same studies deal with the same or otherwise related topic. Citation search can be useful for:

• Expand and update your bibliographic research 
• Determine the impact of a study in a specific research field based on the number of times it has been cited by other researchers 
• Observe how an argument, an idea, a theory has developed
• Discover different insights and perspectives that examine your research topic 
• Discover relevant articles from unexpected disciplines
• Find other keywords to use for your bibliographic research  

Here are a few examples:

Web of Science

Citations : this is the list of the most recent publications in Web of Science that cite your source document Cited References : this is the list of previous publications cited in the bibliography of your source document View Related Records : it allows you to view documents within Web of Science that cite all or some of the publications included in the bibliography of your source document, and for this reason may be correlated through the same or similar topic

Cited by : this is the list of the most recent publications in Web of Science that cite your source document Related documents : it allows you to view documents within Scopus that cite all or some of the publications included in the bibliography of your source document, and for this reason may be correlated through the same or similar topic References : this is the list of previous publications cited in the bibliography of your source document

Business Source Ultimate

Times Cited in this Database : this is the list of the most recent publications in Business Source Ultimate that cite your source document Cited References : is the list of previous publications included in the bibliography of your source document

Google Scholar  

Google Scholar also allows you to search by citation, but only for the most recent publications that cite the paper you're starting from and for related ones.

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• Research in Bibliography, Textual Studies & Book History

Research in Bibliography, Textual Studies & Book History: Home

Definitions.

Reference Bibliography - The study of books as intellectual objects:

• Systematic or Enumerative Bibliography - Listing of books and/or other materials covering a specific time period, country, or topic; an inventory; can describe items focusing on a particular topic.

Physical Bibliography - The study of books as physical objects:

• Analytical or Descriptive Bibliography - The study of the materials (paper, binding, type, ink) and the processes of producing books; physical details that might be significant to those studying the text.
• Textual Bibliography - The study of the author's creative message as expressed in the physical object, and how this message might be distorted through the process of printing; the relationship between the printed text and the text as conceived by the author; comparison of texts and their transmission through various printings and editions.

Bibliography

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Frequently asked questions

I'm having problems with library research for a class. where can i get help.

The  guides and tutorials page  is a great place to start.

Looking for individual guidance? Our information experts provide  research help  via email, 24/7 chat, telephone, and in person.

Want to go into more depth? Cal undergrads can sign up online for a free 30-minute  Research Advisory Service  appointment.

Where can I find information on citation styles?

The  citing sources  page gives a rundown of the major citation styles, with links to detailed guides on the APA, MLA, and Chicago formats.

I'm an alum or a member of the public. Are there any online resources I can use for research from off campus?

The guide  Freely Available Resources for Research  is an introduction to some of the many free resources for research available online.

How can I find a librarian who specializes in my subject area?

Please see our list of  subject librarians .

Can I use Zotero to save citations from UC Library Search?

When you want to capture a reference in Zotero from a library catalog such as UC Library Search :

• After completing your search, click on the full record of the item so that it is fully displayed on the page as a single entity.
• Open Zotero.  Three large windows will appear.  The first at the far left contains your library collections (where you create and store file folders).  The second is where individual references or "titles" are displayed.  The third is where the elements of the citation are displayed, and also offers the opportunity to annotate citations.
• To add a citation, go to the URL box at the top of the page.  If it’s a book, you should notice a tiny blue book icon located after the URL.  Other icons appear for different media.
• Click on that icon and the citation will automatically appear in the far right field of Zotero.

Visit the  Zotero site  for documentation, support, and tutorials. Or check out the Zotero Library Guide .

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Bibliography and Historical Research

• Introduction
• National Bibliography
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Searching the Catalog for Bibliographies

• Browsing the Catalog for Bibliographies
• Other Tools for Finding Bibliographies
• Return to HPNL Website

Ask a Librarian

To find bibliographies in the catalog, you would begin by using the same search strategies you would use to find books on your topics: a combination of searching by keywords, and browsing by subject headings. As usual, you should use keywords and subject headings that are both more specific and more general than your exact topic.

Remember also to keep your search simple at first--if you retrieve more records than you have time to review, then you can always narrow your search to retrieve fewer records.

If you needed primary sources on the history of lynching in the United States, you could search the catalog to see if there were any bibliographies that would guide you to sources. Search for the words "lynching" and "bibliography" in the subject field:

This search retrieves records for 3 bibliographies, all of which list primary sources on lynching in the United States:

Use the same strategy for other subjects as well.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

An annotated bibliography is a list of cited resources related to a particular topic or arranged thematically that include a brief descriptive or evaluative summary. The annotated bibliography can be arranged chronologically by date of publication or alphabetically by author, with citations to print and/or digital materials, such as, books, newspaper articles, journal articles, dissertations, government documents, pamphlets, web sites, etc., multimedia sources like films and audio recordings, or documents and materials preserved in archival collections.

Beatty, Luke and Cynthia Cochran. Writing the Annotated Bibliography: A Guide for Students and Researchers . New York: Routledge, 2020; Harner, James L. On Compiling an Annotated Bibliography . 2nd edition. New York: Modern Language Association, 2000.

Importance of a Good Annotated Bibliography

In lieu of writing a formal research paper or in preparation for a larger writing project, your professor may ask you to develop an annotated bibliography. An annotated bibliography may be assigned for a number of reasons, including :

• To show that you can identify and evaluate the literature underpinning a research problem;
• To demonstrate that you can identify and conduct an effective and thorough review of pertinent literature;
• To develop skills in discerning the most relevant research studies from those which have only superficial relevance to your topic;
• To explore how different types of sources contribute to understanding the research problem;
• To be thoroughly engaged with individual sources in order to strengthen your analytical skills; or,
• To share sources among your classmates so that, collectively, everyone in the class obtains a comprehensive understanding of research about a particular topic.

On a broader level, writing an annotated bibliography can lay the foundation for conducting a larger research project. It serves as a method to evaluate what research has been conducted and where your proposed study may fit within it. By critically analyzing and synthesizing the contents of a variety of sources, you can begin to evaluate what the key issues are in relation to the research problem and, by so doing, gain a better perspective about the deliberations taking place among scholars. As a result of this analysis, you are better prepared to develop your own point of view and contributions to the literature.

In summary, creating a good annotated bibliography...

• Encourages you to think critically about the content of the works you are using, their place within the broader field of study, and their relation to your own research, assumptions, and ideas;
• Gives you practical experience conducting a thorough review of the literature concerning a research problem;
• Provides evidence that you have read and understood your sources;
• Establishes validity for the research you have done and of you as a researcher;
• Gives you the opportunity to consider and include key digital, multimedia, or archival materials among your review of the literature;
• Situates your study and underlying research problem in a continuing conversation among scholars;
• Provides an opportunity for others to determine whether a source will be helpful for their research; and,
• Could help researchers determine whether they are interested in a topic by providing background information and an idea of the kind of scholarly investigations that have been conducted in a particular area of study.

In summary, writing an annotated bibliography helps you develop skills related to critically reading and identifying the key points of a research study and to effectively synthesize the content in a way that helps the reader determine its validity and usefulness in relation to the research problem or topic of investigation.

NOTE: Do not confuse annotating source materials in the social sciences with annotating source materials in the arts and humanities. Rather than encompassing forms of synopsis and critical analysis, an annotation assignment in arts and humanities courses refers to the systematic interpretation of literary texts, art works, musical scores, performances, and other forms of creative human communication for the purpose of clarifying and encouraging analytical thinking about what the author(s)/creator(s) have written or created. They are assigned to encourage students to actively engage with the text or creative object.

Annotated Bibliographies. The Writing Center. University of North Carolina; Annotated Bibliographies. The Writing Lab and The OWL. Purdue University; Annotated Bibliography. The Waldin Writing Center. Waldin University; Hartley, James. Academic Writing and Publishing: A Practical Guide . (New York: Routledge, 2008), p. 127-128; Writing an Annotated Bibliography. Assignment Structures and Samples Research and Learning Online, Monash University; Kalir, Remi H. and Antero Garcia. Annotation . Essential Knowledge Series. Cambridge, MA: MIT Press, 2021.

Structure and Writing Style

I.  Types

• Descriptive : This annotation describes the source without summarizing the actual argument, hypothesis, or message in the content. Like an abstract , it describes what the source addresses, what issues are being investigated, and any special features, such as appendices or bibliographies, that are used to supplement the main text. What it does not include is any evaluation or criticism of the content. This type of annotation seeks to answer the question: Does this source cover or address the topic I am researching? Collectively, this type of annotated bibliography synthesizes prior research about a topic or serves as a review of the literature before conducting a broader research study.
• Informative/Summative : This type of annotation summarizes what the content, message, or argument of the source is. It generally contains the hypothesis, methodology, and conclusion or findings, but like the descriptive type, you are not offering your own evaluative comments about such content. This type of annotation seeks to answer these types of questions: What are the author's main arguments? What are the key findings? What conclusions or recommended actions did the author state?   Collectively, this type of annotated bibliography summarizes the way in which scholars have studied and documented outcomes about a topic.
• Evaluative/Critical/Analytical : This annotation includes your own evaluative statements about the content of a source. It is the most common type of annotation your professor will ask you to write. Your critique may focus on describing a study's strengths and weaknesses or it may describe the applicability of the conclusions to the research problem you are studying. This type of annotation seeks to answer these types of questions: Is the reasoning sound? Is the methodology sound? Does this source address all the relevant issues? How does this source compare to other sources on this topic? Collectively, this type of annotated bibliography offers a detailed analysis and critical assessment of the research literature about a topic.

NOTE:   There are a variety of strategies you can use to critically evaluate a source based on its content, purpose, and format. A description of these strategies can be found here .

II.  Choosing Sources for Your Bibliography

There are two good strategies to begin identifying possible sources for your bibliography--one that looks back into the literature and one that projects forward based on tracking sources cited by researchers.

• The first strategy is to identify several recently published [within the past few years] scholarly books using the USC Libraries catalog or journal articles found by searching a comprehensive, multidisciplinary database like ProQuest Multiple . Review the list of references to sources cited by the author(s). Review these citations to identify prior research published about your topic. For a complete list of scholarly databases GO HERE .
• The second strategy is to identify one or more books, book chapters, journal articles, or research reports on your topic and paste the title of the item into Google Scholar [e.g., from Negotiation Journal , entering the title of the article, " Civic Fusion: Moving from Certainty through Not Knowing to Curiosity " ]. If it is a short title or it uses a lot of common words, place quotation marks around the title so Google Scholar searches the source as a phrase rather than a combination of individual words. Below the citation may be a "Cited by" reference link followed by a number [e.g., Cited by 45]. This number refers to the number of times a source has subsequently been cited by other authors in other sources after the item you found was published.

Your method for selecting which sources to annotate depends on the purpose of the assignment and the research problem you are investigating . For example, if the course is on international social movements and the research problem you choose to study is to compare cultural factors that led to protests in Egypt with the factors that led to protests against the government of the Philippines in  the 1980's, you should consider including non-U.S., historical, and, if possible, foreign language sources in your bibliography.

NOTE:   Appropriate sources to include can be anything that you believe has value in understanding the research problem . Be creative in thinking about possible sources, including non-textual items, such as, films, maps, photographs, and audio recordings, or archival documents and primary source materials, such as, diaries, government documents, collections of personal correspondence, meeting minutes, or official memorandums. If you want to include these types of sources in your annotated bibliography, consult with a librarian if you're not sure where to locate them.

III.  Strategies to Define the Scope of Your Bibliography

It is important that the scope of sources cited and summarized in your bibliography are well-defined and sufficiently narrow in coverage to ensure that you're not overwhelmed by the number of potential items to consider including. Many of the general strategies used to narrow a topic for a research paper are the same that be applied to framing the scope of sources to include in an annotated bibliography.

• Aspect -- choose one lens through which to view the research problem, or look at just one facet of your topic [e.g., rather than annotating a bibliography of sources about the role of food in religious rituals, create a bibliography on the role of food in Hindu ceremonies].
• Time -- the shorter the time period to be covered, the more narrow the focus [e.g., rather than political scandals of the 20th century, cite literature on political scandals during the 1980s].
• Comparative -- a list of resources that focus on comparing two or more issues related to the broader research topic can be used to narrow the scope of your bibliography [e.g., rather than college student activism during the 20th century, cite literature that compares student activism in the 1930s and the 1960s]
• Geography -- the smaller the area of analysis, the fewer items there are to consider including in your bibliography [e.g., rather than cite sources about trade relations in West Africa, include only sources that examine, as a case study, trade relations between Niger and Cameroon].
• Type -- focus your bibliography on a specific type or class of people, places, or things [e.g., rather than health care provision in Japan, cite research on health care provided to the elderly in Japan].
• Source -- your bibliography includes specific types of materials [e.g., only books, only scholarly journal articles, only films, only archival materials, etc.]. However, be sure to describe why only one type of source is appropriate.
• Combination -- use two or more of the above strategies to focus your bibliography very narrowly or to broaden coverage of a very specific research problem [e.g., cite literature only about political scandals during the 1980s that took place in Great Britain].

IV.  Assessing the Relevance and Value of Sources All the items included in your bibliography should reflect the source's contribution to understanding the research problem . In order to determine how you will use the source or define its contribution, you will need to critically evaluate the quality of the central argument within the source or, in the case of including  non-textual items, determine how the source contributes to understanding the research problem [e.g., if the bibliography lists sources about outreach strategies to homeless populations, a non-textual source would be a film that profiles the life of a homeless person]. Specific elements to assess a research study include an item’s overall value in relation to other sources on the topic, its limitations, its effectiveness in defining the research problem, the methodology used, the quality of the evidence, and the strength of the author’s conclusions and/or recommendations. With this in mind, determining whether a source should be included in your bibliography depends on how you think about and answer the following questions related to its content:

• Are you interested in the way the author(s) frame the research questions or in the way the author goes about investigating the questions [the method]?
• Does the research findings make new connections or promote new ways of understanding the problem?
• Are you interested in the way the author(s) use a theoretical framework or a key concept?
• Does the source refer to and analyze a particular body of evidence that you want to highlight?
• How are the author's conclusions relevant to your overall investigation of the topic?

V.  Format and Content

The format of an annotated bibliography can differ depending on its purpose and the nature of the assignment. Contents may be listed alphabetically by author, arranged chronologically by publication date, or arranged under headings that list different types of sources [i.e., books, articles, government documents, research reports, etc.]. If the bibliography includes a lot of sources, items may also be subdivided thematically, by time periods of coverage or publication, or by source type. If you are unsure, ask your professor for specific guidelines in terms of length, focus, and the type of annotation you are to write. Note that most professors assign annotated bibliographies that only need to be arranged alphabetically by author.

Introduction Your bibliography should include an introduction that describes the research problem or topic being covered, including any limits placed on items to be included [e.g., only material published in the last ten years], explains the method used to identify possible sources [such as databases you searched or methods used to identify sources], the rationale for selecting the sources, and, if appropriate, an explanation stating why specific types of some sources were deliberately excluded. The introduction's length depends, in general, on the complexity of the topic and the variety of sources included.

Citation This first part of your entry contains the bibliographic information written in a standard documentation style , such as, MLA, Chicago, or APA. Ask your professor what style is most appropriate, and be consistent! If your professor does not have a preferred citation style, choose the type you are most familiar with or that is used predominantly within your major or area of study.

Annotation The second part of your entry should summarize, in paragraph form, the content of the source. What you say about the source is dictated by the type of annotation you are asked to write [see above]. In most cases, however, your annotation should describe the content and provide critical commentary that evaluates the source and its relationship to the topic.

In general, the annotation should include one to three sentences about the item in the following order : (1) an introduction of the item; (2) a brief description of what the study was intended to achieve and the research methods used to gather information; ( 3) the scope of study [i.e., limits and boundaries of the research related to sample size, area of concern, targeted groups examined, or extent of focus on the problem]; (4) a statement about the study's usefulness in relation to your research and the topic; (5) a note concerning any limitations found in the study; (6) a summary of any recommendations or further research offered by the author(s); and, (7) a critical statement that elucidates how the source clarifies your topic or pertains to the research problem.

Things to think critically about when writing the annotation include:

• Does the source offer a good introduction on the issue?
• Does the source effectively address the issue?
• Would novices find the work accessible or is it intended for an audience already familiar with the topic?
• What limitations does the source have [reading level, timeliness, reliability, etc.]?
• Are any special features, such as, appendices or non-textual elements effectively presented?
• What is your overall reaction to the source?
• If it's a website or online resource, is it up-to-date, well-organized, and easy to read, use, and navigate?

Length An annotation can vary in length from a few sentences to more than a page, single-spaced. However, they are normally about 300 words--the length of a standard paragraph. The length also depends on the purpose of the annotated bibliography [critical assessments are generally lengthier than descriptive annotations] and the type of source [e.g., books generally require a more detailed annotation than a magazine article]. If you are just writing summaries of your sources, the annotations may not be very long. However, if you are writing an extensive analysis of each source, you'll need to devote more space.

Annotated Bibliographies. The Writing Center. University of North Carolina; Annotated Bibliographies. The Writing Lab and The OWL. Purdue University; Annotated Bibliography. The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Annotated Bibliography. Writing Center. Walden University; Annotated Bibliography. Writing Skills, Student Support and Development, University of New South Wales; Engle, Michael et al. How to Prepare an Annotated Bibliography. Olin Reference, Research and Learning Services. Cornell University Library; Guidelines for Preparing an Annotated Bibliography. Writing Center at Campus Library. University of Washington, Bothell; Harner, James L. On Compiling an Annotated Bibliography . 2nd edition. New York: Modern Language Association, 2000; How to Write an Annotated Bibliography. Information and Library Services. University of Maryland; Knott, Deborah. Writing an Annotated Bibliography. The Lab Report. University College Writing Centre. University of Toronto; Norton, Donna. Top 32 Effective Tips for Writing an Annotated Bibliography Top-notch study tips for A+ students blog; Writing from Sources: Writing an Annotated Bibliography. The Reading/Writing Center. Hunter College.

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Literature Reviews

• Get started
• What is a Literature Review?
• Finding Literature Reviews
• Your Literature Search
• Library Books
• How to Videos
• Communicating & Citing Research

References & Further Reading

Manuals & guidelines, print books.

• Beyond PICO: the SPIDER tool for qualitative evidence synthesis Cooke, A., Smith, D., & Booth, A. (2012). Qualitative Health Research, 22(10), 1435-1443.
• Checking reference lists to find additional studies for systematic reviews Horsley, T., Dingwall, O., & Sampson, M. (2011). The Cochrane Library, 8.
• Domain Definition and Search Techniques in Meta-analyses of L2 Research (Or why 18 meta-analyses of feedback have different results) Plonsky, L., & Brown, D. (2015). Second Language Research, 31(2), 267–278.
• Effectiveness and Efficiency of Search Methods in Systematic Reviews of Complex Evidence: Audit of Primary Sources Greenhalgh, T., & Peacock, R. (2005). BMJ, 331(7524), 1064-1065. Only 30% of sources were obtained from the protocol defined at the outset of the study (that is, from the database and hand searches). Fifty one per cent were identified by “snowballing” (such as pursuing references of references), and 24% by personal knowledge or personal contacts. Conclusion: Systematic reviews of complex evidence cannot rely solely on protocol-driven search strategies.
• An Empirical Assessment of A Systematic Search Process for Systematic Reviews Zhang, H., Babar, M. A., Bai, X., Li, J., & Huang, L. (2011, April). In Evaluation & Assessment in Software Engineering (EASE 2011), 15th Annual Conference on (pp. 56-65). IET.
• The Impact of Limited Search Procedures for Systematic Literature Reviews – A Participant-Observer Case Study Kitchenham, B., Brereton, P., Turner, M., Niazi, M., Linkman, S., Pretorius, R., & Budgen, D. (2009, October). In Empirical Software Engineering and Measurement, 2009. ESEM 2009. 3rd International Symposium on (pp. 336-345). IEEE.
• Information retrieval in systematic reviews: Challenges in the public health arena Beahler, C. C., Sundheim, J. J., & Trapp, N. I. (2000). American Journal of Preventive Medicine, (18)4, 6-10.
• Literature Searching for Social Science Systematic Reviews: Consideration of a range of search techniques. Papaioannou, D. , Sutton, A. , Carroll, C. , Booth, A. and Wong, R. (2010). Health Information & Libraries Journal, 27, 114-122.
• Literature search strategies for conducting knowledge‐building and theory‐generating qualitative systematic reviews Finfgeld‐Connett, D., & Johnson, E. D. (2013). Journal of Advanced Nursing, 69(1), 194-204.
• Performing a Literature Review. Reed, L. E. (1998, November). In fie (pp. 380-383). IEEE.
• Searching for qualitative research for inclusion in Systematic Reviews: A Structured Methodological Review Booth, A. (2016). Systematic Reviews, (5)74, 1-23.
• Should We Exclude Inadequately Reported Studies From Qualitative Systematic Reviews? An Evaluation of Sensitivity Analyses in Two Case Study Reviews Carroll, C., Booth, A., & Lloyd-Jones, M. (2012). Qualitative Health Research, 22(10), 1425-1434.
• Systematic Literature Studies: Database Searches vs. Backward Snowballing Jalali, S., & Wohlin, C. (2012, September). In Proceedings of the ACM-IEEE international symposium on Empirical software engineering and measurement (pp. 29-38). ACM.
• Text-Mining Techniques and Tools for Systematic Literature Reviews: A Systematic Literature Review Feng, L., Chiam, Y. K., & Lo, S. K. (2017, December). In Asia-Pacific Software Engineering Conference (APSEC), 2017 24th (pp. 41-50). IEEE. Also available open access: http://eprints.um.edu.my/18515/1/All.pdf
• Use of information-seeking strategies for developing systematic reviews and engaging in evidence-based practice: the application of traditional and comprehensive Pearl Growing. A review Schlosser, R. W., Wendt, O., Bhavnani, S., & Nail‐Chiwetalu, B. (2006). International Journal of Language & Communication Disorders, 41(5), 567-582.
• What is your research question? An introduction to the PICOT format for clinicians. Riva, J. J., Malik, K. M., Burnie, S. J., Endicott, A. R., & Busse, J. W. (2012). The Journal of the Canadian Chiropractic Association, 56(3), 167-71.
• Writing a Literature Review
• ECO 495: Senior Economic Project: Literature Review
• Ethical use of Sources and Writing

For Conducting a Systematic Review or Meta-analysis

• Cochrane Handbook for Systematic Reviews of Interventions (Version 5.1.0) Higgins JPT, Green S (editors). The Cochrane Collaboration, 2011.
• Preferred Reporting Items for Systematic Reviews and Meta-analyses: The PRISMA Statement Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Annals of Internal Medicine, 151(4), 264-269.
• Standards for Systematic Reviews (Report) The National Academies of Science, Engineering, Medicine. Released 3/23/2011. Copyright © 2018 National Academy of Sciences.
• Systematic Reviews: CRD's guidance for undertaking reviews in health care Centre for Reviews and Dissemination, University of York (2008). York, UK: York Publishing Services Ltd.
• Procedures for Performing Systematic Reviews Kitchenham, B. (2004). Keele University, 33(2004), 1-26. Software Engineering Group, Department of Computer Science, Keele, UK.
• A Roadmap for Systematic Reviews & Meta-analyses Adapted from: Pai, M. et al. (2004). The National Medical Journal of India, 17(2):86-95.
• Systematic Reviews and Meta-analyses: An Illustrated, Step-By-Step Guide. Pai, M., McCulloch, M., Gorman, J. D., Pai, N., Enanoria, W., Kennedy, G., ... & Colford, J. J. (2004). The National Medical Journal of India, 17(2), 86-95.
• Systematic Reviews of Health Promotion and Public Health Interventions (Version 2) July 2007. Armstrong, R., & Waters, E. on behalf of the Guidelines for Systematic Reviews in Health Promotion and Public Health Taskforce.
• A Guideline for Applying Systematic Reviews to Child Language Intervention Hargrove, P., Lund, B., & Griffer, M. (2005). Communication Disorders Quarterly, 26(4), 226–235.
• A Tutorial on Conducting Meta-Analyses of Clinical Outcome Research Robey, R. R., & Dalebout, S. D. (1998). Journal of Speech, Language & Hearing Research, 41(6), 1227-1241.
• Handbook of Meta-analysis in Ecology and Evolution Koricheva J., Gurevitch J., & Mengersen K. (Eds.). (2013). Princeton University Press.

Across Disciplines

• Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers Baxter, P., & Jack, S. (2008). The Qualitative Report, 13(4), 544-559. Discusses differences between exploratory and other types of case studies.
• Research Methods for Postgraduates Greenfield, Tony, and Sue Greener. Research Methods for Postgraduates. Third ed. 2016. Print.
• Case Study Research and Applications: Design and methods (3rd ed.). Summary Yin, R. K. (1994). Thousand Oaks, CA: Sage. Summary only. 6th edition (2018) available in Chester Fritz Library. Discusses exploratory and other types of case studies.
• The Book Review: Scholarly and Editorial Responsibility Felber, L. (2002). Journal of Scholarly Publishing, 33(3), 166.
• Special Section on the Value of Scholarly Book Reviews. Gump, S. E. (2018). Journal of Scholarly Publishing, 50(1), 1-7. University of Toronto Press.
• Use of Scholarly Book Reviews: Implications for Electronic Publishing and Scholarly Communication Spink, A., Robins, D., & Schamber, L. (1998). Journal of the American Society for Information Science, 49(4), 364-374.
• What Synthesis Methodology Should I Use? A Review and Analysis of Approaches to Research Synthesis Schick-Makaroff, K., MacDonald, M., Plummer, M., Burgess, J., Neander, W. (2016). AIMS Public Health, 3(1), 172–215. From health and social sciences perspectives.
• Use of Content Analysis to Conduct Knowledge-Building and Theory-Generating Qualitative Systematic Reviews Finfgeld-Connett, D. (2014). Qualitative Research, 14(3), 341-352.
• HARKing: Hypothesizing After the Results are Known Kerr, N. L. (1998). Personality and Social Psychology Review, 2(3), 196–217.
• p-Curve and Effect Size: Correcting for Publication Bias Using Only Significant Results Simonsohn, U., Nelson, L. D., & Simmons, J. P. (2014). Perspectives on Psychological Science, 9(6), 666–681.

Medicine & Public Health

• How to Write a Scholarly Book Review for Publication in a Peer-reviewed Journal: A Review of the Literature Lee, A. D., Green, B. N., Johnson, C. D., & Nyquist, J. (2010). Journal of Chiropractic Education, 24(1), 57-69.
• Writing a Literature Review Steward, B. (2004). British Journal of Occupational Therapy, 67(11), 495–500.
• How to Read a Paper: Papers that Summarise other Papers: Systematic Reviews and Meta-analysis. Greenalgh, T. (1997). British Medical Journal, 315, 672-675.
• A Typology of Reviews: An Analysis of 14 Review Types and Associated Methodologies Grant, M. J., & Booth, A. (2009). Health Information And Libraries Journal, 26(2), 91–108.
• Five Steps to Conducting a Systematic Review Khan, K. S., Kunz, R., Kleijnen, J., & Antes, G. (2003). Journal of the Royal Society of Medicine, 96(3), 118-121.
• Criteria for the Systematic Review of Health Promotion and Public Health Interventions Jackson, N. & Waters, E. for the Guidelines for Systematic Reviews in Health Promotion and Public Health Taskforce. (2005). Health Promotion International, Volume 20, Issue 4(1), Pages 367–374.
• Qualitative Research in Systematic Reviews -- Has established a place for itself Dixon-Woods, M., & Fitzpatrick, R. (2001). BMJ (Clinical research ed.), 323(7316), 765-6.
• A Brief History of Research Synthesis Chalmers, I., Hedges, L. V., & Cooper, H. (2002). Evaluation & the Health Professions, 25(1), 12–37.
• Methods for the Thematic Synthesis of Qualitative Research in Systematic Reviews Thomas, J., & Harden, A. (2008). BMC Medical Research Methodology, 8(1), 45.
• The Mass Production of Redundant, Misleading, and Conflicted Systematic Reviews and Meta‐analyses Ioannidis, J. P. (2016). The Milbank Quarterly, 94(3), 485-514.
• Methodologic Issues in Systematic Reviews and Meta-analyses Montori, V. M., Swiontkowski, M. F., & Cook, D. J. (2003). Clinical Orthopaedics and Related Research®, 413, 43-54.
• I Have the Answer, Now What's the Question?: Why Metaanalyses Do Not Provide Definitive Solutions Streiner, D. L. (2005). The Canadian Journal of Psychiatry, 50(13), 829–831.

Social Sciences

• Book Reviews and Scientist-Practitioner Currency: A Critical Lever. Jones RG, Fleenor JW, Summers L. (2004). The Industrial-Organizational Psychologist, 41, 22-25.
• All in the Family: Systematic Reviews, Rapid Reviews, Scoping Reviews, Realist Reviews, and More Moher, D., Stewart, L., & Shekelle, P. (2015). Systematic Reviews, 4(183), 1–2.
• Writing a Literature Review Baumeister, R. F. (2013). In M. J. Prinstein (Ed.), The Portable Mentor (pp. 119–132). New York, NY: Springer New York.
• Writing a Review Article for Psychological Bulletin Bem, D. J. (1995). Psychological Bulletin, 118(2), 172-177.
• Systematic Reviews in the Social Sciences: A Practical Guide [Book Review] Suri, H. (2009). Evaluation Journal of Australaisa, 9(1), 62-63. Book Reviewed: Petticrew, M. & Roberts, H. (2006). Malden, MA: Blackwell. ISBN: 978-1-4051-2110-1 Book in library collection: https://odin-primo.hosted.exlibrisgroup.com:443/und:all:ODIN_ALEPH008277698
• Using Logic Models to Capture Complexity in Systematic Reviews Anderson, L. M., Petticrew, M. , Rehfuess, E., Armstrong, R. , Ueffing, E. , Baker, P. , Francis, D. and Tugwell, P. (2011). Research Synthesis Methods, (2), 33-42.
• Scoping Studies: Towards a Methodological Framework. Arksey, H., & O'Malley, L. (2005). International Journal of Social Research Methodology, 8(1), 19-32.
• Face Validity of Meta-Analyses in Emotional or Behavioral Disorders. Mostert, M. (2004). Behavioral Disorders, 29(2), 89-118.
• Meta-analytic Decisions and Reliability: A Serendipitous Case of Three Independent Telecommuting Meta-analyses. Nieminen, L., Nicklin, J., McClure, T., & Chakrabarti, M. (2011). Journal of Business and Psychology, 26(1), 105-121.
• Research Transparency in Psychological Science: How & Why? Gernsbacher, M. A. (2018a, October 26. [Video File]. Presented at the Northern Lights Psychology Conference 2018, UND, Grand Forks, ND, https://commons.und.edu/nlp-conference/2018/
• Rewarding Research Transparency Gernsbacher, M. A. (2018). Trends in Cognitive Sciences.
• Writing Empirical Articles: Transparency, Reproducibility, Clarity, and Memorability Gernsbacher, M. A. (2018). Advances in Methods and Practices in Psychological Science, 1, 403-414.

Education & Public Policy

• Teaching the Literature Review: A Practical Approach for College Instructors Cisco, J. (2014). Teaching & Learning Inquiry: The ISSOTL Journal, 2(2), 41-57.
• Producing Policy Relevant Systematic Reviews: Navigating the Policy-Research Interface Oliver, S., Bangpan, M., & Dickson, K. (2018). Evidence & Policy: A Journal of Research, Debate and Practice, 14(2), 197-220.
• Use and Impacts of Campbell Systematic Reviews on Policy, Practice, and Research Maynard, B. R. & Dell, N. A. (2018). Research on Social Work Practice, 28(1), 13 -18.
• The Relevance of Systematic Reviews to Educational Policy and Practice. Davies, P. (2000). Oxford Review of Education, 26(3/4), 365-378.
• The Place of Systematic Reviews in Education Research Andrews, R. (2005). British Journal of Educational Studies, 53(4), 399-416.
• The Relationship Between Sample Sizes and Effect Sizes in Systematic Reviews in Education Slavin, R., & Smith, D. (2009). Educational Evaluation and Policy Analysis, 31(4), 500-506.
• Application of Systematic Reviews in Speech‐and‐Language Therapy Marshall, J. (2011). International Journal of Language & Communication Disorders, 46(3), 261 -272.
• A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses. Ahn, S., Ames, A., & Myers, N. (2012). Review of Educational Research, 82(4), 436-476.
• Deficiencies of Reporting in Meta-Analyses and Some Remedies. Harwell, M., & Maeda, Y. (2008). The Journal of Experimental Education, 76(4), 403-428.
• Effect Sizes and Statistical Methods for Meta-Analysis in Higher Education. Bowman, N. (2012). Research in Higher Education, 53(3), 375-382.
• Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons. Scammacca, N., Roberts, G., & Stuebing, K. (2014). Review of Educational Research, 84(3), 328-364.
• Meta-Analysis in Higher Education: An Illustrative Example Using Hierarchical Linear Modeling Denson, N., & Seltzer, M. (2011). Research in Higher Education, 52(3), 215-244.

(Science, Technology, Engineering & Mathematics)

• The Evolving Practice of Scholarly Book Reviews. Jinfa Cai. (2015). Journal for Research in Mathematics Education, 46(3), 250-252.
• Workshop in Conducting Integrative Literature Reviews Carliner, S. (2011, October). In Professional Communication Conference (IPCC), 2011 IEEE International (pp. 1-3). IEEE.
• Repeatability of Systematic Literature Reviews Kitchenham, B., Brereton, P., Li, Z., Budgen, D., & Burn, A. (2011). Proceedings of EASE 2011 (15th Annual Conference on Evaluation & Assessment in Software Engineering)
• Methodology for Systematic Literature Review Applied to Engineering and Education Torres-Carrión, P. V., González-González, C. S., Aciar, S., & Rodríguez-Morales, G. (2018, April). In Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 1364-1373). IEEE.
• Identifying Barriers to the Systematic Literature Review Process Carver, J. C., Hassler, E., Hernandes, E., & Kraft, N. A. (2013, October). In Empirical Software Engineering and Measurement, 2013 ACM/IEEE International Symposium on (pp. 203-212). IEEE.
• Visualizing Systematic Literature Reviews to Identify New Areas of Research Godwin, A. (2016, October). In Frontiers in Education Conference (FIE), 2016 IEEE (pp. 1-8). IEEE.
• Review: Power and Information Technology Research: A Metatriangulation Review Jasperson, J., Carte, T. A., Saunders, C. S., Butler, B. S., Croes, H. J. P., & Zheng, W. (2002). MIS Quarterly, 26(4), 397–459.
• Statistical Issues in Ecological Meta-Analyses Gurevitch, J., & Hedges, L. (1999). Ecology, 80(4), 1142-1149.

Business & Management

• Extending a Provocative Tradition: Book Reviews and Beyond at AMR Bartunek, J. M., & Ragins, B. R. (2015). The Academy of Management Review, 40(3), 474–479
• Compliments and Criticisms in Book Reviews About Business Communication Mackiewicz, J. (2007). Journal of Business & Technical Communication, 21(2), 188–215.
• Writing Integrative Literature Reviews: Guidelines and Examples Torraco, R. J. (2005). Human Resource Development Review, 4(3), 356–367.
• Towards a Methodology for Developing Evidence‐informed Management Knowledge by Means of Systematic Review Tranfield, D., Denyer, D., & Smart, P. (2003). British Journal of Management, 14(3), 207-222.
• Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies Adams, R. J., Smart, P., & Huff, A. S. (2017). International Journal of Management Reviews, 19(4), 432–454.
• Meta-Analysis in Advertising Research. Eisend, M. (2017). Journal of Advertising, 46(1), 21–35.
• Meta-analyses in Sales Research. Johnson, J. S., & Jaramillo, F. (2017). Journal of Personal Selling & Sales Management, 37(2), 134–152.
• Qualitative Inquiry in Management: Methodological Dilemmas and Concerns in Meta-Analysis. Point, S., Fendt, J., & Jonsen, K. (2017). European Management Review, 14(2), 185–204.
• The Suitability of Simulations and Meta-Analyses for Submissions to Academy of Management Journal Shaw, J. D., & Ertug, G. (2017). Academy of Management Journal, 60(6), 2045–2049. https://doi.org/10.5465/amj.2017.4006
• The Scholarly Book Review in the Humanities: An Academic Cinderella? East, J. W. (2011). Journal of Scholarly Publishing 43(1), 52-67. University of Toronto Press.
• H-Net Book Reviews: Enhancing Scholarly Communication with Technology McGrath, E. L., Metz, W. F., & Rutledge, J. B. (2005). College & Research Libraries, 66(1), 8-19.
• Literature Reviews and the Hermeneutic Circle Boell, S. K., & Cecez-Kecmanovic, D. (2010) Australian Academic & Research Libraries, (41)2, 129-144.
• Meta-analysis in Second Language Research: Choices and Challenges Annual Review of Applied Linguistics (2010), 30, 85–110
• Publication Practices in Motion: The Benefits of Open Access Publishing for the Humanities. Adema, J., & Ferwerda, E. (2014). In Dávidházi P. (Ed.), New Publication Cultures in the Humanities: Exploring the Paradigm Shift (pp. 131-146). Amsterdam: Amsterdam University Press.
• Going Open Smith, S. (2016). In Manifesto for the Humanities: Transforming Doctoral Education in Good Enough Times (pp. 67-84). ANN ARBOR: University of Michigan Press.
• Qualitative Research
• Journal of Scholarly Publishing
• Systematic Reviews
• International Journal of Social Research Methodology
• Campbell Systematic Reviews

Hover over the title for a brief overview and click on the title to be taken to the listing in the catalog where you can find more information such as location and call number. If you want to find additional print books on literature reviews, send me an email or ask a librarian around the clock using our  Ask Us 24/7  chat service!

Need a book that we don't have in the collection? Borrow it using our  interlibrary loan service .

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How to Write an Annotated Bibliography

• Introduction
• New RefWorks
• Formatting Citations
• Writing Annotations
• Sample Annotated Bibliographies

What is an Annotated Bibliography?

An annotated bibliography is an enhanced list of citations that briefly summarizes each article, book, or other source of information and explains why it is important for your topic.  It can be divided into two distinct parts: the annotation and the bibliography.

• A bibliography is a list of articles, books, and or other sources of information that have been used for researching a topic. This list is called “References” In APA format or “Works Cited” in MLA format.  All academic papers should have a bibliography that lists the sources used for its creation. 
• An annotation is a short paragraph that summarizes a source and describes how it is relevant to your research.  To annotate literally means “to make notes.”

There is not an official format for annotated bibliographies, though usually the bibliographic citation is written in APA or MLA format.  If this is being done for a class, ask the instructor which format you should use. ​

• Example of an Annotated Bibliography The William Morris Collection at the Archives and Rare Books Library, University of Cincinnati
• More Examples

Example of entries on an Annotated Bibliography

Henderson, R., & Honan, E. (2008). Digital literacies in two low socioeconomic classrooms: Snapshots of practice. English Teaching: Practice and Critique, (7)2 , 85-98.

Provides snapshots of digital practices in two middle-level classrooms within low socioeconomic suburbs in Australia during one school term. Ethnographic research techniques were used to investigate (1) teachers' pedagogical approaches to using digital literacy practices with low-income students; (2) students' access to digital technologies at home and at school; and (3) how home literate practices compared to the practices valued in school. Results underscore the need to disrupt teachers' deficit views of these students' home digital literacies so that school practices can be built upon the knowledge and literacies students already have. 

(Beach et al., 2009)

Frazen, K., & Kamps, D. (2008). The utilization and effects of positive behavior support strategies on an urban school playground. Journal of Positive Behavior Interventions, 10, 150-161. doi: 10.1177/1098300708316260.

This study examined the effectiveness of a school-wide PBS recess intervention across three grades—2 nd , 3 rd , and 4 th .  The intervention included a token economy system for following five operationally defined, positively stated school rules.  A multiple baseline design across grades was used to determine the effectiveness of the swPBS recess intervention on inappropriate behaviors.  Intervention was implemented across the three grades at staggered times.  When intervention was implemented, inappropriate behavior demonstrated a change in level for all grades and a decrease in variability for one grade (2 nd ). Trend was relatively stable across all phases for two classrooms and a slight increasing trend was observed during baseline for the 4 th grade that stabilized once the intervention was implemented. Experimental control was demonstrated when (1) baseline behavior remained consistent despite the implementation of intervention in other grades, (2) only when intervention was implemented was a change in behavior level observed, and (3) experimental control was demonstrated at three distinct points. 

(McCoy, 2015)

Why are Annotated Bibliographies useful?

An annotated bibliography demonstrates your understanding of a topic.  It's easy to add a source to a reference list and forget about it when you just need a citation, but you will read and evaluate that source more carefully when you have to write an annotation for it. Since annotations need to be more than just a summary and explain the value of each source, you are forced to think critically and develop a point of view on the topic.  Writing an annotated bibliography is a great way to start preparing a major research project because you will see what arguments have already been proposed in the literature and where your project can add something new to the larger body of work.

Reading published scholarly annotated bibliographies is an efficient method for starting research since they will provide a comprehensive overview of a topic and introduce what other researchers are saying about a topic.

Beach, R., Bigelow, M., Dillon, D., Dockter, J., Galda, L., Helman, L., . . . Janssen, T. (2009). Annotated Bibliography of Research in the Teaching of English.  Research in the Teaching of English,   44 (2), 210-241. Retrieved from http://www.jstor.org/stable/27784357

McCoy, D. (2015). Annotated bibliography #1 behavior research methods [Class handout]. Behavior Analysis, University of Cincinnati, Cincinnati, OH.

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Bibliography Research

Introduction.

• National Bibliography
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A bibliography is a list of documents, usually published documents like books and articles. This type of bibliography is more accurately called "enumerative bibliography". An enumerative bibliography will attempt to be as comprehensive as possible, within whatever parameters established by the bibliographer.

Bibliographies will list both secondary and primary sources. They are perhaps most valuable to historians for identifying primary sources. (They are still useful for finding secondary sources, but increasingly historians rely on electronic resources, like article databases, to locate secondary sources.)

Think of a bibliography as a guide to the source base for a specific field of inquiry. A high quality bibliography will help you understand what kinds of sources are available, but also what kinds of sources are not available (either because they were never preserved, or because they were never created in the first place).

Take for example the following bibliography:  

British autobiographies; an annotated bibliography of British autobiographies published or written before 1951 by William Matthews

Call number:  Z2027 .A9 M3 1955

Publication date: 1955

Like many bibliographies, this one includes an introduction or prefatory essay that gives a bibliographic overview of the topic. If you were hoping to use autobiographies for a paper on medieval history, the following information from the preface would save you from wasting your time in a fruitless search:

The essay explains that autobiography does not become an important historical source until the early modern period:

Finally, the essay informs us that these early modern autobiographies are predominantly religious in nature--a useful piece of information if we were hoping to use them as evidence of, for example, the early modern textile trade:

All bibliographies are organized differently, but the best include indexes that help you pinpoint the most relevant entries.

A smart researcher will also use the index to obtain an overview of the entire source base: the index as a whole presents a broad outline of the available sources--the extent of available sources, as well as the the strengths and weaknesses of the source base. Browsing the subject index, if there is one, is often an excellent method of choosing a research topic because it enables you quickly to rule out topics that cannot be researched due to lack of primary sources.

The index to  British Autobiographies , for example, tells me that I can find many autobiographies that document British social clubs (like White's and Boodle's), especially from the 19th century:

Unlike indexes you might be familiar with from non-fiction books, the indexes in bibliographies usually reference specific entries, not page numbers.

A bibliography's index will often help guide you systematically through the available sources, as in this entry which prompts you to look under related index entries for even more sources:

Types of Bibliographies

There are four main types of enumerative bibliographies used for historical research:

enumerative bibliography: 

1. Enumerative bibliography: the listing of books according to some system or reference plan, for example, by author, by subject, or by date. The implication is that the listings will be short, usually providing only the author's name, the book's title, and date and place of publication. Enumerative bibliography (sometimes called systematic bibliography) attempts to record and list, rather than to describe minutely. Little or no information is likely to be provided about physical aspects of the book such as paper, type, illustrations, or binding. A library's card catalog is an example of an enumerative bibliography, and so is the list at the back of a book of works consulted, or a book like the New Cambridge Bibliography of English Literature, which catalogues briefly the works of English writers and the important secondary material about them. ...  (from McGill Library) 

Read more from their lecture on bibliographies from this linked Word Doc: Lecture I Discussion

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English: Bibliographic Essay

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• Bibliographic Essay

Bibliographic Essay Explanation

What is a Bibliographic Essay?

A bibliographic essay is a critical essay in which the writer identifies and evaluates the core works of research within a discipline or sub-discipline.

What is the purpose of a Bibliographic Essay?

A bibliographic essay is written to summarize and compare a number of sources on a single topic. The goal of this essay is not to prove anything about a subject, but rather to provide a general overview of the field. By looking through multiple books and articles, you can provide your reader with context for the subject you are studying, and recommend a few reputable sources on the topic.

Example of a Bibliographic Essay

• http://www.lib.berkeley.edu/goldman/pdfs/EG-AGuideToHerLife_BiographicalEssay-TheWorldofEmmaGoldman.pdf

Steps to Creating a Bibliographic Essay

• Start by searching our databases.  Think about your topic and brainstorm search terms before beginning. 
• Skim and review articles to determine whether they fit your topic.
• Evaluate your sources. 
• Statement summarizing the focus of your bibliographic essay.
• Give the title of each source following citation guidelines.
• Name the author of each source.
• Give important background information about authors, texts to be summarized, and the general topic from which the texts are drawn.
• Information from more than one source
• Use citations to indicate which material comes from which source. (Be careful not to plagiarize!)
• Show similarities and differences between the different sources.
• Represent texts fairly.
• Write a conclusion reminding the reader of the most significant themes you found and the ways they connect to the overall topic.
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APA Citation Style 7th Edition: Annotated Bibliography

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What is an Annotated Bibliography?

Useful Links for Annotated Bibliographies

• Annotated Bibliographies Overview of purpose and form of annotated bibliographies from the Purdue OWL.
• Writing an Annotated Bibliography Overview and examples from the University of Guelph.
• Writing an Annotated Bibliography Definition, tips, and examples from the University of Toronto.

Annotations

An annotated bibliography is a list of citations for various books, articles, and other sources on a topic. The annotated bibliography looks like a Reference 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.

Types of Annotations

 A summary annotation describes the source by answering the following questions: who wrote the document, what the document discusses, when and where was the document written, why was the document produced, and how was it provided to the public. The focus is on description. 

 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.

Annotated Bibliographies: How-To Guide

• APA Annotated Bibliography Template

Below is a sample of an Evaluative Annotation:

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A publication of the harvard college writing program.

Harvard Guide to Using Sources 

• The Honor Code
• Bibliography

If you are using Chicago style footnotes or endnotes, you should include a bibliography at the end of your paper that provides complete citation information for all of the sources you cite in your paper. Bibliography entries are formatted differently from notes. For bibliography entries, you list the sources alphabetically by last name, so you will list the last name of the author or creator first in each entry. You should single-space within a bibliography entry and double-space between them. When an entry goes longer than one line, use a hanging indent of .5 inches for subsequent lines. Here’s a link to a sample bibliography that shows layout and spacing . You can find a sample of note format here .

Complete note vs. shortened note

Here’s an example of a complete note and a shortened version of a note for a book:

1. Karen Ho, Liquidated: An Ethnography of Wall Street (Durham: Duke University Press, 2009), 27-35.

1. Karen Ho, Liquidated , 27-35.

Note vs. Bibliography entry

The bibliography entry that corresponds with each note is very similar to the longer version of the note, except that the author’s last and first name are reversed in the bibliography entry. To see differences between note and bibliography entries for different types of sources, check this section of the Chicago Manual of Style .

For Liquidated , the bibliography entry would look like this:

Ho, Karen, Liquidated: An Ethnography of Wall Street . Durham: Duke University Press, 2009.

Citing a source with two or three authors

If you are citing a source with two or three authors, list their names in your note in the order they appear in the original source. In the bibliography, invert only the name of the first author and use “and” before the last named author.

1. Melissa Borja and Jacob Gibson, “Internationalism with Evangelical Characteristics: The Case of Evangelical Responses to Southeast Asian Refugees,” The Review of Faith & International Affairs 17, no. 3 (2019): 80-81, https://doi.org/10.1080/15570274.2019.1643983 .

Shortened note:

1. Borja and Gibson, “Internationalism with Evangelical Characteristics,” 80-81.

Bibliography:

Borja, Melissa, and Jacob Gibson. “Internationalism with Evangelical Characteristics: The Case of Evangelical Responses to Southeast Asian Refugees.” The Review of Faith & International Affairs 17. no. 3 (2019): 80–93. https://doi.org/10.1080/15570274.2019.1643983 .

Citing a source with more than three authors

If you are citing a source with more than three authors, include all of them in the bibliography, but only include the first one in the note, followed by et al. ( et al. is the shortened form of the Latin et alia , which means “and others”).

1. Justine M. Nagurney, et al., “Risk Factors for Disability After Emergency Department Discharge in Older Adults,” Academic Emergency Medicine 27, no. 12 (2020): 1271.

Short version of note:

1. Justine M. Nagurney, et al., “Risk Factors for Disability,” 1271.

Nagurney, Justine M., Ling Han, Linda Leo‐Summers, Heather G. Allore, Thomas M. Gill, and Ula Hwang. “Risk Factors for Disability After Emergency Department Discharge in Older Adults.” Academic Emergency Medicine 27, no. 12 (2020): 1270–78. https://doi.org/10.1111/acem.14088 .

Citing a book consulted online

If you are citing a book you consulted online, you should include a URL, DOI, or the name of the database where you found the book.

1. Karen Ho, Liquidated: An Ethnography of Wall Street (Durham: Duke University Press, 2009), 27-35, https://doi-org.ezp-prod1.hul.harvard.edu/10.1215/9780822391371 .

Bibliography entry:

Ho, Karen. Liquidated: An Ethnography of Wall Street . Durham: Duke University Press, 2009. https://doi-org.ezp-prod1.hul.harvard.edu/10.1215/9780822391371 .

Citing an e-book consulted outside of a database

If you are citing an e-book that you accessed outside of a database, you should indicate the format. If you read the book in a format without fixed page numbers (like Kindle, for example), you should not include the page numbers that you saw as you read. Instead, include chapter or section numbers, if possible.

1. Karen Ho, Liquidated: An Ethnography of Wall Street (Durham: Duke University Press, 2009), chap. 2, Kindle.

Ho, Karen. Liquidated: An Ethnography of Wall Street . Durham: Duke University Press, 2009. Kindle.

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How to Write a Bibliography for a Research Paper

Do not try to “wow” your instructor with a long bibliography when your instructor requests only a works cited page. It is tempting, after doing a lot of work to research a paper, to try to include summaries on each source as you write your paper so that your instructor appreciates how much work you did. That is a trap you want to avoid. MLA style, the one that is most commonly followed in high schools and university writing courses, dictates that you include only the works you actually cited in your paper—not all those that you used.

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Get 10% off with 24start discount code, assembling bibliographies and works cited.

• If your assignment calls for a bibliography, list all the sources you consulted in your research.
• If your assignment calls for a works cited or references page, include only the sources you quote, summarize, paraphrase, or mention in your paper.
• If your works cited page includes a source that you did not cite in your paper, delete it.
• All in-text citations that you used at the end of quotations, summaries, and paraphrases to credit others for their ideas,words, and work must be accompanied by a cited reference in the bibliography or works cited. These references must include specific information about the source so that your readers can identify precisely where the information came from.The citation entries on a works cited page typically include the author’s name, the name of the article, the name of the publication, the name of the publisher (for books), where it was published (for books), and when it was published.

The good news is that you do not have to memorize all the many ways the works cited entries should be written. Numerous helpful style guides are available to show you the information that should be included, in what order it should appear, and how to format it. The format often differs according to the style guide you are using. The Modern Language Association (MLA) follows a particular style that is a bit different from APA (American Psychological Association) style, and both are somewhat different from the Chicago Manual of Style (CMS). Always ask your teacher which style you should use.

A bibliography usually appears at the end of a paper on its own separate page. All bibliography entries—books, periodicals, Web sites, and nontext sources such radio broadcasts—are listed together in alphabetical order. Books and articles are alphabetized by the author’s last name.

Most teachers suggest that you follow a standard style for listing different types of sources. If your teacher asks you to use a different form, however, follow his or her instructions. Take pride in your bibliography. It represents some of the most important work you’ve done for your research paper—and using proper form shows that you are a serious and careful researcher.

Bibliography Entry for a Book

A bibliography entry for a book begins with the author’s name, which is written in this order: last name, comma, first name, period. After the author’s name comes the title of the book. If you are handwriting your bibliography, underline each title. If you are working on a computer, put the book title in italicized type. Be sure to capitalize the words in the title correctly, exactly as they are written in the book itself. Following the title is the city where the book was published, followed by a colon, the name of the publisher, a comma, the date published, and a period. Here is an example:

Format : Author’s last name, first name. Book Title. Place of publication: publisher, date of publication.

• A book with one author : Hartz, Paula.  Abortion: A Doctor’s Perspective, a Woman’s Dilemma . New York: Donald I. Fine, Inc., 1992.
• A book with two or more authors : Landis, Jean M. and Rita J. Simon.  Intelligence: Nature or Nurture?  New York: HarperCollins, 1998.

Bibliography Entry for a Periodical

A bibliography entry for a periodical differs slightly in form from a bibliography entry for a book. For a magazine article, start with the author’s last name first, followed by a comma, then the first name and a period. Next, write the title of the article in quotation marks, and include a period (or other closing punctuation) inside the closing quotation mark. The title of the magazine is next, underlined or in italic type, depending on whether you are handwriting or using a computer, followed by a period. The date and year, followed by a colon and the pages on which the article appeared, come last. Here is an example:

Format:  Author’s last name, first name. “Title of the Article.” Magazine. Month and year of publication: page numbers.

• Article in a monthly magazine : Crowley, J.E.,T.E. Levitan and R.P. Quinn.“Seven Deadly Half-Truths About Women.”  Psychology Today  March 1978: 94–106.
• Article in a weekly magazine : Schwartz, Felice N.“Management,Women, and the New Facts of Life.”  Newsweek  20 July 2006: 21–22.
• Signed newspaper article : Ferraro, Susan. “In-law and Order: Finding Relative Calm.”  The Daily News  30 June 1998: 73.
• Unsigned newspaper article : “Beanie Babies May Be a Rotten Nest Egg.”  Chicago Tribune  21 June 2004: 12.

Bibliography Entry for a Web Site

For sources such as Web sites include the information a reader needs to find the source or to know where and when you found it. Always begin with the last name of the author, broadcaster, person you interviewed, and so on. Here is an example of a bibliography for a Web site:

Format : Author.“Document Title.” Publication or Web site title. Date of publication. Date of access.

Example : Dodman, Dr. Nicholas. “Dog-Human Communication.”  Pet Place . 10 November 2006.  23 January 2014 < http://www.petplace.com/dogs/dog-human-communication-2/page1.aspx >

After completing the bibliography you can breathe a huge sigh of relief and pat yourself on the back. You probably plan to turn in your work in printed or handwritten form, but you also may be making an oral presentation. However you plan to present your paper, do your best to show it in its best light. You’ve put a great deal of work and thought into this assignment, so you want your paper to look and sound its best. You’ve completed your research paper!

Back to  How To Write A Research Paper .

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• Harvard Style Bibliography | Format & Examples

Harvard Style Bibliography | Format & Examples

Published on 1 May 2020 by Jack Caulfield . Revised on 7 November 2022.

In Harvard style , the bibliography or reference list provides full references for the sources you used in your writing.

• A reference list consists of entries corresponding to your in-text citations .
• A bibliography sometimes also lists sources that you consulted for background research, but did not cite in your text.

The two terms are sometimes used interchangeably. If in doubt about which to include, check with your instructor or department.

The information you include in a reference varies depending on the type of source, but it usually includes the author, date, and title of the work, followed by details of where it was published. You can automatically generate accurate references using our free reference generator:

Harvard Reference Generator

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Table of contents

Formatting a harvard style bibliography, harvard reference examples, referencing sources with multiple authors, referencing sources with missing information, frequently asked questions about harvard bibliographies.

Sources are alphabetised by author last name. The heading ‘Reference list’ or ‘Bibliography’ appears at the top.

Each new source appears on a new line, and when an entry for a single source extends onto a second line, a hanging indent is used:

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Reference list or bibliography entries always start with the author’s last name and initial, the publication date and the title of the source. The other information required varies depending on the source type. Formats and examples for the most common source types are given below.

• Entire book
• Book chapter
• Translated book
• Edition of a book

Journal articles

• Print journal
• Online-only journal with DOI
• Online-only journal without DOI
• General web page
• Online article or blog
• Social media post

Newspapers and magazines

• Newspaper article
• Magazine article

When a source has up to three authors, list all of them in the order their names appear on the source. If there are four or more, give only the first name followed by ‘ et al. ’:

Sometimes a source won’t list all the information you need for your reference. Here’s what to do when you don’t know the publication date or author of a source.

Some online sources, as well as historical documents, may lack a clear publication date. In these cases, you can replace the date in the reference list entry with the words ‘no date’. With online sources, you still include an access date at the end:

When a source doesn’t list an author, you can often list a corporate source as an author instead, as with ‘Scribbr’ in the above example. When that’s not possible, begin the entry with the title instead of the author:

Though the terms are sometimes used interchangeably, there is a difference in meaning:

• A reference list only includes sources cited in the text – every entry corresponds to an in-text citation .
• A bibliography also includes other sources which were consulted during the research but not cited.

In Harvard referencing, up to three author names are included in an in-text citation or reference list entry. When there are four or more authors, include only the first, followed by ‘ et al. ’

In Harvard style referencing , to distinguish between two sources by the same author that were published in the same year, you add a different letter after the year for each source:

• (Smith, 2019a)
• (Smith, 2019b)

Add ‘a’ to the first one you cite, ‘b’ to the second, and so on. Do the same in your bibliography or reference list .

To create a hanging indent for your bibliography or reference list :

• Highlight all the entries
• Click on the arrow in the bottom-right corner of the ‘Paragraph’ tab in the top menu.
• In the pop-up window, under ‘Special’ in the ‘Indentation’ section, use the drop-down menu to select ‘Hanging’.
• Then close the window with ‘OK’.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Caulfield, J. (2022, November 07). Harvard Style Bibliography | Format & Examples. Scribbr. Retrieved 12 March 2024, from https://www.scribbr.co.uk/referencing/harvard-bibliography/

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Jack Caulfield

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Center for Bibliographical Studies and Research (CBSR)

The Center for Bibliographical Studies and Research (CBSR) is a humanities research center in the College of Humanities, Arts, and Social Sciences.

English Short-Title Catalog (1473-1800)

The ESTC is a bibliography and union catalog of everything printed in England or the English language before 1801. It is co-managed by the CBSR and the British Library. The public search interface is currently hosted by the British Library.

California Newspaper Project

The CNP is a catalog of surviving California newspapers and the institutions around the state that have copies. It was assembled over nearly a decade, starting in the early 1990s, by visiting every holding institution in the state we could identify.

California Digital Newspaper Collection

The CDNC is a freely-accessible online repository of digitized California newspapers. It contains millions of pages and growing and is funded through federal, state and local grants and public-private partnerships.

Catálogo Colectivo de Impresos Latinoamericanos

CCILA is a bibliography and union catalog of everything printed in Latin America and the Philippines before 1901. Records come from transcribed printed bibliographies and from partnering institutions around the Americas.

California Newspaper Microfilm Archive

The CNMA is a collection of roughly 100,000 master negative reels of Golden State newspapers. The reels are housed in cold storage for long-term preservation and can only be used to make duplicate positive reels or digital copies of entire reels.

ENG 5304 Bibliography & Research Methods

Use onesearch to find books, advanced onesearch, extending the search past baylor, finding book reviews.

• Finding Scholarly Articles
• Reference Resources
• Biographical Sources
• Primary Source Databases
• Citation Searching
• Your Online Scholarly Identity (opens in new window) This link opens in a new window
• Digital Humanities (opens in new window) This link opens in a new window
• Citation Management with Zotero (opens in new window) This link opens in a new window
• Spaces and Writing Support

Finding Books

OneSearch is a discovery tool that provides a single place to search most of the content available from the Baylor University Libraries, including:   

• traditional library materials (books, journal titles, media, etc.);  
• the Baylor Digital Collections;  
• BEARdocs, (electronic theses and dissertations, honors theses, technical reports, faculty publications, etc.);  
• research guides;   
• and -- most importantly, much of the full text content to which the Baylor Libraries subscribe from a wide variety of sources.

You can also find literary criticism on your author or work in  OneSearch   by performing a subject search with this formula:

• Choose "Library Catalog" at the top of the search page
• Choose  "Subject" from the drop down list
• Put the name of the person in the search box 
• Choose "Subject" on the next line and put in the term "Criticism and Interpretation" 

The results will be all the materials we have in the library that are about that author and his or her works.

If you would like to extend your search past Baylor holdings, the next place to go is Worldcat. Use Osofast to order items through Interlibrary loan.

Contains an online catalog to the book, media, archival, journal, map, music, and special collections holdings of libraries across the United States and internationally.

Allows you to find books to request through OsoFast/InterLibraryLoan

Indexes Ph.D. dissertations and Master's theses in the collection of OCLC member libraries around the world. 

Book reviews, especially scholarly or lengthy ones, can be good sources of information about the author of the book, his/her scholarly background and biases, as well as how this book compares to others in the field (or if it's unique).

Use the sources mentioned in the boxes on this page for Electronic and Print Resource  tab to find book reviews in the scholarly journals for your discipline. In the electronic sources type in the title of the book and limit the (article) type to  review  to find out if there are reviews.  For the Print resources there will usually be a section labeled "Book Reviews" or "Reviews." Don't hesitate to check with me if you have questions.

The reviews in scholarly journals may appear as much as 3 - 5 years later than the publication year of the book, so don't limit your search too narrowly.

The sources listed below are additional places to look for book reviews - some brief, some longer - if you don't find any in the databases.

• OneSearch This link opens in a new window Searching for the title of the work and limiting your results to "reviews" will help you find book reviews.
• H-Net Reviews A source of scholarly reviews for books and media in all areas of the humanities and social sciences fields. Reviews and reviewed items may be in any language. Simple and advanced search as well as browse lists are the main options for identifying reviews. Advanced search allows limits (including to which list the review was published), but no limits for language.
• New York Review of Books Use the "Opinion Archives" to access these in-depth reviews written by scholars and well-known authors.

Provides searching and digital access to the New York Times newspaper from its beginnings in 1851 to three years short of the current year. 

Provides indexing and full-text access to the Times (London) newspaper from its inception to 2019. 

Essays and reviews from the Times literary supplement. Containing every page of every copy of the TLS published from 1902 to 2005. Also includes identification of the anonymous contributors, reviewers, essayists, and writers of letters and poems, allowing students, researchers, critics and authors to explore in greater depth the literary activity and critical opinion makers of the 20th and early 21st centuries.

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Bibliographic Research: Definition, Types, Techniques

The Bibliographic research or documentary consists in the revision of existing bibliographical material with respect to the subject to be studied. It is one of the main steps for any investigation and includes the selection of information sources.

It is considered an essential step because it includes a set of phases that encompass observation, inquiry, interpretation, reflection and analysis to obtain the necessary bases for the development of any study.

• 1 Definition
• 2 characteristics
• 3.1 Argumentative or exploratory type
• 3.2 Informative or of the expository type
• 4.1 Relevance
• 4.2 Exhaustive
• 4.3 Present
• 5.1 Accumulate references
• 5.2 Select references
• 5.3 Incorporate elements in the work plan
• 5.6 Confront and verify
• 5.7 Correct and make the final revisions
• 6.1 Primary
• 6.2 Secondary
• 6.3 Tertiary
• 7 Examples of bibliographical references
• 8 Importance
• 9 References

Different authors have been in charge of conceptualizing bibliographic research. Next, the definitions made by three prominent authors will be described:

- Guillermina Baena, graduated in Information Sciences (1985):"Documentary research is a technique that consists of the selection and collection of information through reading, critique of documents and bibliographic materials, libraries, newspaper archives and educational centers. documentation and information."

- Laura Cázares, researcher at the Autonomous Metropolitan University of Mexico (2000):"(....) Depends primarily on the information collected or consulted in documents that can be used as a source or reference at any time or place."

- Manual of the Universidad Pedagógica Experimental Libertador (UPEL -2005):"Integration, organization and evaluation of existing theoretical and empirical information on a problem".

characteristics

- There is a review of documents to know the state of the subject or object that is being investigated.

- Presents a process that consists in the collection, selection, analysis and presentation of the results.

- Involves complex cognitive processes, such as analysis, synthesis and deduction.

- It is done in an orderly manner and with precise objectives.

- Its purpose is the construction of knowledge.

- It supports the research that is being carried out, at the same time that it allows to avoid carrying out studies already explored.

Types of bibliographic research

In general terms, there are two types of bibliographic or documentary research:

Argumentative or exploratory type

The main objective of the researcher is to take a position on a certain topic to test whether that element to study is correct or incorrect. Consider causes, consequences and possible solutions that will lead to a conclusion more critical type.

Informative or of the expository type

Unlike the previous one, it does not seek to object to a topic but to recreate the theoretical context of the investigation. For this it uses reliable sources, and the selection and analysis of the material in question.

Criteria for the selection of material

It should be noted that it is vital for the researcher to rely on his capacity for analysis and synthesis of ideas to present a fluid and coherent work. During the bibliographic research process it is necessary to consider a series of criteria for the selection of documentary material:

It refers to the fact that the sources must be consonant with the object of study, as well as their objectives, in order to base the investigation.

All sources must be necessary, sufficient and possible, without excluding any that may also represent an important contribution. They must correspond to the objectives set.

Recent research or studies to support the research will be taken into account.

It is important to point out that before carrying out the review of documentary and bibliographic material, it is vital to be clear about the following:

- Determine the subject to be studied, which must be combined with the possibilities of the researcher, framed in a prudential time with future projection and with a connection to his area of ​​study.

- After this, make a work plan that will serve as a guide for the correct selection of bibliography.

The process of collecting data, information and documents is complex and requires a series of steps for the correct handling of information:

Accumulate references

The references include any type of written or audiovisual document that will be essential to support the investigation.

Select references

The material that respects the quality and current standards will be chosen.

Incorporate elements in the work plan

It deals with the organization of the chosen documents in alphabetical or chronological order.

It refers to the emptying of the basic information of the collected material, where the appointment to be used, the summary and the comment made by the researcher will be collected.

Placement of specific data.

Confront and verify

The aim is to determine if, indeed, the hypothesis raised by the author is valid, based on the information collected.

Correct and make the final revisions

It refers to the latest arrangements made to the form and background of the investigation.

Types of documents

To simplify the search and make it easier, three types of documents are classified:

They transmit direct information. For example, original articles and doctoral theses.

They make reference to the primary documents and extract the author and the type of publication. For example, catalogs and databases.

They synthesize the information found in the primary and secondary documents to answer questions and specific questions.

Likewise, another type of document classification can be included:

- Books and monographs: manuals, texts, minutes, anthologies.

- Periodicals: magazines, newspapers, advances.

- Reference publications: indexes, databases, bibliographies.

- Technical publications: standards, patents, technical catalogs.

- Reference material: encyclopedias, dictionaries, atlas.

Examples of bibliographical references

In bibliographic research it is necessary to respect the rules related to the citation of texts. To have a better reference in this regard, here are some examples:

-"Pinillos, José Luis (1975). Principles of Psychology. Madrid: Alliance."

-"Taylor, S. and Bogdan, R. (1992). Introduction to qualitative research methods. Barcelona: Paidós."

- When it is a chapter of a book:"Martí, Eduardo (1999). Metacognition and learning strategies. In: J Pozo and C. Monereo (Coords.). The strategic learning. (111-121). Madrid: Classroom XXI-Santillana".

- Scientific journal article:"García Jiménez, E. (1998). A practical theory about evaluation. Journal of Education, 287, 233-253."

- Article signed in a newspaper:"Debesa, Fabián (200, March 12). Careers and their entry strategies. Clarín, Education Section, p.12".

- Any field of study needs constant study and research.

- It is estimated that, thanks to documentary and bibliographic research, it is possible to achieve a good educational training at all levels.

- The progress of scientific studies needs documentation.

- To start any type of study it is necessary to review previous material to carry out the investigation.

• What is the bibliographic review? (s.f.). In Philosophia, Scientia et Praxis. Retrieved: March 1, 2018. In Philosophia, Scientia et Praxis de filoncien.blogspot.pe.
• About bibliographic and documentary research. (2013). In Thesis Guide. Retrieved: March 1, 2018. In Thesis Guide of guiadetesis.wordpress.com.
• Córdoba González, Saray. (s.f.). The bibliographic research . In Ucrindex. Retrieved: 01 d March 2018. In Ucrindex of ucrindex.ucr.ac.cr.
• Definitions Documentary Investigation. (s.f.). In Scribd. Retrieved: March 1, 2018. On Scribd from es.scribd.com.
• Bibliographic research. (s.f.). In Monographs. Retrieved: March 1, 2018. Monographs of monographs.com.
• Mora De Labastida, Natalia. (s.f.). The bibliographical investigation. Main and secondary ideas . In Fido. Retrieved: March 1, 2018. In Fido from fido.palermo.edu.
• Types of research. (s.f.). In research thesis. Retrieved: March 1, 2018. In research thesis of tesisdeinvestig.blogspot.pe.

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ENGL 1170.106: Short Stories (Spring 2024): Find Background

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• Cite Sources

Subject Encyclopedias

Reference sources on literature.

• Gale Literature A literature database combining biographical, bibliographical, and contextual information on authors and their works (fiction, nonfiction, poetry, drama, history, and journalism). Includes both textual and visual material from the Dictionary of Literary Biography, Contemporary Authors, and Contemporary Literary Criticism .

Need a Substantive Bibliography?

Nothing gets your research off to a good start like a substantive, scholarly bibliography. Oxford Bibliographies provide excellent, scholar-curated bibliographies of academic books and articles in a variety of subject areas.

Reference Sources for Race and Gender Studies

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Research project offers path to anti-racist policy changes for school leaders

By Laurel White

As American public schools continue to reckon with widespread racial inequities, a School of Education research project is working to offer support and build understanding of how school leaders can facilitate anti-racist policy changes.  

Over the past two years, researchers from the UW–Madison School of Education and the University of Missouri have partnered with two Midwestern schools to offer a novel policy decision-making tool and reflective cycle of inquiry process focused on dismantling racially unjust policies and practices. As the process unfolds, the team also provides professional coaching on anti-racist change and continuous improvement to the school leaders, collecting data on how they engage with the process.  

Anjalé Welton, the Rupple-Bascom Professor of Education and chair of the Department of Educational Leadership and Policy Analysis, and Sarah Diem, professor and department chair in Educational Leadership and Policy Analysis at the University of Missouri, co-lead the project.  

Welton says the effort allowed the partner schools to engage in much-needed and much-appreciated self-reflection. During the process, school leaders reflected on how their espoused anti-racist values may or may not align with everyday practices and structures in their school systems.

“Our tool is a tool for reflective practice, which is critical in eliminating racial and other inequities in schools,” Welton said.

Funded by the Spencer Foundation’s Racial Equity Grant Program, the project grew out of Welton and Diem’s 2020 book, “Anti-Racist Educational Leadership and Policy: Addressing Racism in Public Education.” That award-winning book was a culmination of almost two decades Welton and Diem spent as thought partners researching issues of race, policy, and politics in school leadership. The final chapter of their book outlined the development of the anti-racist policy decision-making tool.

The six-step decision-making protocol includes assembling a change-making team, understanding the sociopolitical and racial context of the school and community, and conducting critical race policy and leadership reviews. It concludes with summarizing findings and taking action to change a school policy. In practice, the tool can be used to evaluate and alter school policies related to a wide variety of things, from disciplinary practices to access to honors-level coursework.

Deonte Iverson, a doctoral candidate in the Department of Educational Leadership and Policy Analysis and lead data analyst on the project, and Sarah Walters, a doctoral candidate in Educational Leadership and Policy Analysis at the University of Missouri and lead site coordinator, make up the rest of the research team. They say the decision-making steps are aimed at providing a practical path for educators who want to make a difference in their school environment.

“There are many times in research where protocols, tools, or interventions are created for implementation in schools and they are not the most practical for educators to engage with,” Iverson said. “Our anti-racist policy decision-making protocol was designed with practice in mind. It allows school leaders a practical tool to push against the racialized nature of educational policies and dismantle policy structures that perpetuate racial inequities in their schools.”

Welton and Iverson noted that their cross-racial research team helped similar cross-racial leadership teams at the project’s two partner schools navigate difficult conversations about racism and racist school policies.

“Our research team models what work across racial differences looks like when done well,” Welton said. “We all have discussed our experiences and know when each of us can lead and times where we may need to step back. We actively demonstrate that with trust and time, cross-racial work can occur in school spaces to do important work.”

The research team viewed the school leaders as collaborators on the project, rather than subjects.

“We are not doing research on but are collaborating with practitioners to critically examine and make decisions about policies that will have an immediate impact on their communities,” Welton said. “The researcher-practitioner collaboration central to this project helps us think more holistically and stimulate new conversations about what is needed to promote and support anti-racist school communities.”  

The team’s findings about the two partner schools’ processes and outcomes have led to presentations at the 2023 American Educational Research Association annual meeting and the 2023 University Council for Educational Administration annual convention. Findings have also been accepted for publication as a chapter in an upcoming textbook to be released by Springer Publishing Company. A peer-reviewed academic journal article that foregrounds Black school leaders’ experiences with the process is also forthcoming.

Welton says she hopes to continue the project with additional school partners in the coming years.

“Our partners are doing the work. They are moving forward full steam ahead with momentum,” she said. “We would love to take the opportunities to work with additional schools or districts who want to pursue this work.”

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IEM student Emmanuel Yangue named IISE Graduate Research Award winner

Thursday, March 14, 2024

Emmanuel Yangue, an industrial engineering and management graduate student was selected by the Institute of Industrial & Systems Engineers as the 2024 Graduate Research Award winner.

Yangue, born in Ivory Coast, is a dynamic scholar currently pursuing a Ph.D. in IEM at Oklahoma State University. Yangue received a bachelor’s degree in petroleum engineering from the University of Louisiana at Lafayette, and a master’s degree in applied economics from the University of Houston.  With a diverse academic background, Yangue brings a unique perspective to his research. His research revolves around “AI-enabled Analytics for Smart Engineering and Healthcare Systems” showcasing his commitment to innovation at the intersection of technology and industry.

A proud recipient of the IISE Graduate Research Award, Yangue is dedicated to making significant contributions to the field of industrial and systems engineering.

IISE, the world's largest professional society dedicated solely to the support of the profession, is an  international , nonprofit association that provides leadership for the application, education, training, research, and development of industrial and systems engineering.

Yangue will be formally recognized and presented his award at the IISE Annual Conference and Expo to be held in Montreal, Canada on May 18-21, 2024.

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New high-speed microscale 3D printing technique

A new process for microscale 3D printing creates particles of nearly any shape for applications in medicine, manufacturing, research and more – at the pace of up to 1 million particles a day.

The 3D-printed DeSimone lab logo, featuring a buckyball geometry, demonstrates the r2rCLIP system’s ability to produce complex, non-moldable shapes with micron-scale features. (Image credit: DeSimone Research Group, SEM courtesy of Stanford Nano Shared Facilities)

3D-printed microscopic particles, so small that to the naked eye they look like dust, have applications in drug and vaccine delivery, microelectronics, microfluidics, and abrasives for intricate manufacturing. However, the need for precise coordination between light delivery, stage movement, and resin properties makes scalable fabrication of such custom microscale particles challenging. Now, researchers at Stanford University have introduced a more efficient processing technique that can print up to 1 million highly detailed and customizable microscale particles a day.

“We can now create much more complex shapes down to the microscopic scale, at speeds that have not been shown for particle fabrication previously, and out of a wide range of materials,” said Jason Kronenfeld , PhD candidate in the DeSimone lab at Stanford and lead author of the paper that details this process, published today in Nature .

This work builds on a printing technique known as continuous liquid interface production, or CLIP, introduced in 2015 by DeSimone and coworkers. CLIP uses UV light, projected in slices, to cure resin rapidly into the desired shape. The technique relies on an oxygen-permeable window above the UV light projector. This creates a “dead zone” that prevents liquid resin from curing and sticking to the window. As a result, delicate features can be cured without ripping each layer from a window, leading to faster particle printing.

“Using light to fabricate objects without molds opens up a whole new horizon in the particle world,” said Joseph DeSimone, the Sanjiv Sam Gambhir Professor in Translational Medicine at Stanford Medicine and corresponding author of the paper. “And we think doing it in a scalable manner leads to opportunities for using these particles to drive the industries of the future. We’re excited about where this can lead and where others can use these ideas to advance their own aspirations.”

Roll to roll

The process that these researchers invented for mass producing uniquely shaped particles that are smaller than the width of a human hair is reminiscent of an assembly line. It starts with a film that is carefully tensioned and then sent to the CLIP printer. At the printer, hundreds of shapes are printed at once onto the film and then the assembly line moves along to wash, cure, and remove the shapes – steps that can all be customized based on the shape and material involved. At the end, the empty film is rolled back up, giving the whole process the name roll-to-roll CLIP, or r2rCLIP. Prior to r2rCLIP, a batch of printed particles would need to be manually processed, a slow and labor-intensive process. The automation of r2rCLIP now enables unprecedented fabrication rates of up to 1 million particles per day.

The r2rCLIP setup in the DeSimone lab runs from right to left. The printing occurs at the area below the red piece. (Image credit: DeSimone Research Group)

If this sounds like a familiar form for manufacturing, that’s intentional.

“You don’t buy stuff you can’t make,” said DeSimone, who is also professor of chemical engineering in the School of Engineering . “The tools that most researchers use are tools for making prototypes and test beds, and to prove important points. My lab does translational manufacturing science – we develop tools that enable scale. This is one of the great examples of what that focus has meant for us.”

There are tradeoffs in 3D printing of resolution versus speed . For instance, other 3D printing processes can print much smaller – on the nanometer scale – but are slower. And, of course, macroscopic 3D printing has already gained a foothold (literally) in mass manufacturing, in the form of shoes, household goods, machine parts, football helmets, dentures, hearing aids, and more. This work addresses opportunities in between those worlds.

“We’re navigating a precise balance between speed and resolution,” said Kronenfeld. “Our approach is distinctively capable of producing high-resolution outputs while preserving the fabrication pace required to meet the particle production volumes that experts consider essential for various applications. Techniques with potential for translational impact must be feasibly adaptable from the research lab scale to that of industrial production.”

Hard and soft

The researchers hope that the r2rCLIP process sees wide adoption by other researchers and industry. Beyond that, DeSimone believes that 3D printing as a field is quickly evolving past questions about the process and toward ambitions about the possibilities.

“r2rCLIP is a foundational technology,” said DeSimone. “But I do believe that we’re now entering a world focused on 3D products themselves more so than the process. These processes are becoming clearly valuable and useful. And now the question is: What are the high-value applications?”

For their part, the researchers have already experimented with producing both hard and soft particles, made of ceramics and of hydrogels. The first could see applications in microelectronics manufacturing and the latter in drug delivery in the body.

“There’s a wide array of applications, and we’re just beginning to explore them,” said Maria Dulay, senior research scientist in the DeSimone lab and co-author of the paper. “It’s quite extraordinary, where we’re at with this technique.”

Additional co-authors are Lukas Rother, who was a visiting master’s student at the time of this work, and Max Saccone, a postdoctoral scholar in chemical engineering and radiology. DeSimone is also a professor, by courtesy, in chemistry in the School of Humanities and Sciences , materials science and engineering in the School of Engineering, and operations, information, and technology in the Graduate School of Business . He is a member of Stanford Bio-X , the Wu Tsai Human Performance Alliance , and the Stanford Cancer Institute , and a faculty fellow of Sarafan ChEM-H , co-director of the Canary Center at Stanford for Cancer Early Detection , and founding faculty director of the Center for STEMM Mentorship at Stanford.

This research was funded in part by the Bill & Melinda Gates Foundation and the National Science Foundation Graduate Research Fellowship Program. Part of this work was performed at the Stanford Nano Shared Facilities, supported by the National Science Foundation.

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