An annotated bibliography starts with the bibliographic details of a source (the citation, like you see in a reference list) followed by a brief annotation (also called a summary).
As with a normal reference list, an annotated bibliography is usually arranged alphabetically according to the author’s last name. An annotated bibliography summary should be about 100 - 200 words per citation—check with your instructor as this may vary between courses and assessments. Please also check with your instructor about the elements each annotation should include.
An annotation may contain all or part of the following elements depending on the word limit and the content of the sources you are examining.
The citation goes first and is followed by the annotation. Make sure that you follow your instructor's preferred citation style. The summary needs to be concise. Please note the following example is entirely fictitious.
In the sample annotation below, each element is numbered (see Key). In your own annotated bibliography, you won't include these numbers.
(1) Clark, A., Goodfellow, J., & Shoufani, S. (2020). Examining academic integrity using course-level learning outcomes. The Canadian Journal for the Scholarship of Teaching and Learning, 11(2), 135-138. https://doi.org/10.5206/cjsotl-rcacea.2020.2.8508
(2) Clark et al. reviewed course-specific learning outcomes to answer questions around how and what students learn about academic integrity in their courses. (3) They conducted a preliminary literature review and used data from 3,379 courses with more than 27,000 learning outcomes to classify terms and complete an audit. One member coded using a four themed coding system. (4) Of these courses, there were varying degrees of teaching depending on levels and programs; about 23% included an element of academic integrity. (5) This article is of some use as it points to further potential research and offers some information related to teaching academic integrity. Other institutions could also conduct a similar study. (6) Academic integrity lacks a standardized terminology so Clark et al.’s work may be subjective and though there were team discussions, only one person coded. In addition, faculty consultations weren’t performed. (7) Clark et al. offer some recommendations: a) more consistent coordination and delivery of academic integrity instruction, b) embed academic integrity values more when revising or creating programs, c) coordinate and scaffold teaching academic integrity using constructive alignment. (8) I will not use this article for my research’s key points; however, it could provide details for my research on academic integrity instruction recommendations.
(1) Citation
(2) Introduction
(3) Aims & Research methods
(4) Scope
(5) Usefulness (to your research/ to a particular topic)
(6) Limitations
(7) Conclusions
(8) Reflection (explain how this work illuminates your topic or how it will fit in with your research)
The above example is an annotated reference for a journal article. To see additional reference examples (without annotations) for other types of sources (e.g. webpages, books, etc.), consult the resources linked on our Citing Help guide.
Guide content used and adapted with permission from the University of New South Wales.
