on your bibliography is about and how it is relevant to your work.
Style Guide
An annotated bibliography contains two parts, a citation of the source and a short summary of the source. It may also include a statement from the individual using the source about why this source is relevant to his/her work. Typically your professor will determine the length and necessary content for annotations. As with a standard bibliography or works cited page, an annotated bibliography should list the citations in alphabetical order and the document should be double spaced. Use a hanging indent so that all lines after the first line of the citation are indented. This includes the entirety of the annotation; the authors last name is the only text that should be left aligned.
Other helpful information with examples
APA:
Creating APA Style Annotated Bibliographies –
https://www.bethel.edu/library/research/apa-annobib-sixth.pdf
Your annotated bibliographies will include:
1. the full APA reference for each article (5 in all),
2. a paragraph describing the article,
3. a paragraph outlining its strengths and weaknesses, and
4. a paragraph indicating how and where you will use the article in your program proposal.
Here is an example I wrote of what kinds of information you should include in your annotated bibliography:
Rushton, A. & Monck, E. (2010). A real-world evaluation of an adoptive parenting
programme: Reflections after conducting a randomized trial. Clinical Child Psychology
and Psychiatry, 15(4), 543 554.
British researchers used experimental methods to test the comparative results of two types of parenting programs for adoptive parents of children aged 3 7 years, who had experienced placement within the previous 18 months. A screening questionnaire was utilized to select families whose adopted children displayed significant psychosocial disturbances, resulting in a sample size of 37 families. The main goals of the programs were to reduce childrens symptoms of disturbance and ultimately to reduce the number of failed adoptive placements. Social workers acted as liaisons between the researchers and adoptive families prior to granting informed consent. The families were randomly assigned to one of three groups: a cognitive-behavioral training program, an educational program designed to help parents understand the origins of their childrens disturbances, and a control group, which received no intervention. The parents were interviewed and completed surveys regarding their childrens progress at the beginning of the study, right after the parents completed the 12-week programs, and six months later. The resulted indicated that while the childrens symptoms did not significantly improve over the six months of the study, parents attitudes toward the placements and self-evaluated coping skills did show significant increases. The authors concluded that parents improved impressions and coping abilities would, over time, increase the likelihood that the childrens functioning would improve, and the placements would be successful.
This research has value for those who are in service agencies who work with adoptive families, and had appropriate goals and measures for the scope of the investigation. The random assignment and repeated measures design were strengths of this research study. However, the small sample size and weak results in childrens behavioral variables were shortcomings of this program evaluation. With a larger sample and longer time frame, more robust findings might have been possible.
This program evaluation is pertinent to the present proposed program in that it reflects a similar set of goals; namely, to help adoptive families adjust more smoothly to the transition following an adoptive placement. Changing adoptive parents attitudes toward the placement itself, and adjusting their expectations of the adopted childrens development will increase the likelihood that these placements will be successful.
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