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LIBY 1210-01 Final Project- Instructions

LIBY 1210-01 Final Project- Instructions . DUE SUNDAY JUNE 8th by 11:59 pm. WHAT IS IT?. Your final project for this class includes 2 parts: Part 1: Annotated Bibliography Part 2: Student Learning Outcome Essay (SLO) Goal: Designed to review the work you have done in this class.

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LIBY 1210-01 Final Project- Instructions

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  1. LIBY 1210-01Final Project- Instructions DUE SUNDAY JUNE 8th by 11:59 pm

  2. WHAT IS IT? • Your final project for this class includes 2 parts: • Part 1: Annotated Bibliography • Part 2: Student Learning Outcome Essay (SLO) Goal: Designed to review the work you have done in this class.

  3. PART 1: ANNOTATED BIBLIOGRAPHY • An annotated bibliography is like a “Works Cited”page or a “Reference List” that includes evaluation, analysis and description regarding why each source was included in the annotated bibliography.

  4. PART 1: ANNOTATED BIBLIOGRAPHY • Your annotated bibliography should include: • A descriptive paragraph of your research topic and research question • Sources that support your research topic (5 sources required): One book One website Two-Three scholarly journal articles One popular periodical (magazine, newspaper article, etc.)

  5. PART 1: ANNOTATED BIBLIOGRAPHY • For each source, you will need: A CRAAP evaluation of the source A sentence that explains how the source supports your research topic A sentence that explains why you believe the source is credible An accurately formatted APA citation (6th edition)

  6. Ned double-space citation and annotation! Sample Annotated Bibliography Entry • APA (American Psychological Association) – In this style, the second line (and any additional lines) of a citation are indented. The annotation starts on a new line and is indented two additional spaces from the citation. Check with your professor for any specific requirements. • Roughgarden, J. (2004). Evolution’s rainbow: Diversity, gender, and sexuality in nature and people. Berkeley: University of California Press. This book is a discussion of the diversity in sexuality and gender among fish, reptiles, amphibians, birds, and mammals. The author’s main argument is that Darwin’s theory of sexual selection is false. This book is written for a wide audience and will likely satisfy the needs of most readers. Those with an interest in this area will probably want to consult other resources, including the ones cited by the author. The author is a Professor of Biological Sciences at Stanford University. She is also a transgendered woman and writes from that perspective, although she is careful to present both sides of an argument.

  7. PART 2: Student Learning Outcome Essay • Student Learning Outcome Standards: These are the newly (as of 2013) approved Student Learning Outcomes (SLOs) for the Information Literacy courses. 1.Determine the Extent of Information Needed (1-2 pages) 2. Access the Needed Information  3. Evaluate Information and Its Sources Critically 4. Use Information Effectively to Accomplish a Specific Purpose 5. Access and Use Information Ethically and Legally and Understands that there are Ethical, Legal, and Socio-Economic Issues surrounding Information and Information Technology. 

  8. PART 2: Student Learning Outcome Essay • Go to Blackboard, to Final Project tab • Review Grading Rubrics (APA & SLO) • Look at example of a Final Project Annotated Bibliography

  9. Online Tools • Go to Blackboard, to Helpful Resources << Help with APA

  10. QUESTIONS? Email me! marie.varelas@csueb.edu

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