Foundations of Nursing Research

How to Write an Annotated Bibliography An annotated bibliography is a brief critique of a journal article. You may be asked to write annotated bibliographies on a variety of topics throughout your degree program. Each annotated bibliography should typically consist of information that addresses the following:

1. describe the content (focus) of the article 2. describe the usefulness of the item 3. evaluate any limitations that the item may have (i.e. timeliness, small sample size, bias,

etc.) 4. identify what audience the item is intended for 5. discuss any conclusions the author(s) may have made, especially in relation to other

studies 6. describe your reaction to the item in terms of the relevance to topics discussed in class 7. evaluate how the article connects to theory or other research in the field of study

NOTE: Graduate-level coursework will likely require more focus on a critical evaluation of the source or on connecting the resource to other research you have read. You may also be required to think about how this resource would connect to theory or support a larger research project.

General Format An annotated bibliography should be double-spaced, in Times New Roman (12 point font), and use past tense. If you are asked to review multiple resources as part of your assignment, the resources should be in alphabetical order. While the information provided in this handout includes the typical components and formatting for an annotated bibliography, be sure to carefully read the instructions and any examples provided by your instructor. A sample reference and annotation are provided on the next page.

Schellenberg, E.G. (2006). Long-term positive associations between music lessons and IQ.

Journal of Educational Psychology, 98(2), 457-468. doi: 10.1037/0022-0663.98.2.457.

This study investigated the influence of music lessons on IQ and academic success. The

article is intended for researchers in the field of psychology and education. Participants

included 147 students, ages six years to eleven years old. The researcher used the WISC-III, the

Kaufman Test of Educational Achievement - Brief Form (K-TEA), and asked parents to

provide information regarding the child’s experience with music lessons. Results indicated a

positive relationship between music lessons and intelligence scores, as well as a

positive relationship between music lessons and academic achievement.

The researcher also explored the long-term influences of playing music on intellectual

abilities after lessons had been discontinued. Participants were 150 college freshmen who had

taken music lessons. Participants were asked about their experiences with music lessons and

high school achievement and were administered the WAIS-III to measure intelligence. Results

indicated a positive relationship between music lessons and IQ and a positive relationship

between music lessons and achievement.

This study provides support that music instruction may have a long-lasting, positive

impact on academic success and student IQ. This study connects to our course discussion on

influences on intelligence. It is important to note that this research is limited, as it is

correlational and did not control for other contributing factors that may have influenced the

participants’ IQ scores and levels of academic achievement. However, this study can be used

with other research to provide evidence to support a relationship between music lessons and

intelligence.

#7 = connections

The first 2 paragraphs provide a summary of the research

Provide a citation formatted in APA style

#1 = Focus

#2 = usefulness

#3 = evaluate

#4 = audience

#5 = conclusions

#6 = reaction