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What is an annotated bibliography?

This is a list of sources that you have found which help explain your topic. It can be an assignment on its own, or be used as pre-writing for a research paper. The paper’s appearance is unique. It is formal, but supposed to be informative and quick to read. Write what you learned from that source and how it helps answer your question. ----------------------------------------------------------------------------------------------------------Introduction – 1 page, double-spaced. Introduce the topic, why you chose it, and state any hypotheses you may have before you begin researching. Each source gets ½ page of space, for a total of at least 3 pages (6 sources). Each source begins with the MLA style citation, a brief description of the research findings and is followed by your reaction, comments, and how you plan to use the source. This section is single-spaced. Conclusion – 1 to 2 pages, double-spaced. General. Evaluate your research—complete? ----------------------------------------------------------------------------------------------------------Kumaravadivelu, B. “Toward a Postmethod Pedagogy.” TESOL Quarterly 35:4 (2001) 537-560. This article was the starting point for my research and central to this paper. In this article, Kumaravadivelu introduces his post-method approach that is a departure from the constraints of methodology. The main focus is a pedagogy of particularity, practicality, and possibility, with further explanations of what a typical post-method instructor and students would look like. Under particularity, the author mentions that we must assess our surroundings because our pedagogy, “to be relevant, must be sensitive to a particular group of learners pursuing a particular set of goals within a particular…sociocultural milieu.” (p. 538) Lived experience is central to language and symbol formation, so we must be aware of the facilitating and detracting effects that life experience plays where we are teaching. Not all things are practical in all areas, especially due to social forces that resist ethnocentrism and strife. We must employ Manen’s ideal of pedagogical thoughtfulness to explore what will be accepted by our students and why. In deciding what is possible, with an open mind we can use the existing conflicts to spark meaningful discourse and empower the students to change their social world, if only inside of their own classroom. Learners and teachers should be autonomous and flexible, and open to interpersonal and intrapersonal development. The author also suggests encouraging students to become critical thinkers, although some literature describes critical thinking as ethnocentric. Teachers create their own hypotheses from experience and act as researchers in the field, constantly implementing new strategies, observing the results and reflecting about their own teaching. van Manen, Max. ”The Pedagogical Moment”. The Tact of Teaching, p. 37-64. 1991, Albany: SUNY Press. Manen is cited often in the literature of pedagogy for his insights into the sympathetic roles of teachers. He emphasizes a spirit of respect and inquiry towards different cultures so that teachers can make informed observations regarding what works in the classroom and why, as well as build a rapport with the students that will keep the teacher informed about future social influences. A teacher need not be an equal friend, but he or she should be involved in the lives, struggles, and dramas of student life if a meaningful, specific curriculum is to be developed and implemented. He notes that teachers are among the most influential people in the lives of young children. We are required to take action and give input about situations in the world, and our input should aim to maximize the learning experience of the students. Manen focuses mainly on situations where students are faltering due to stressful circumstances around them. The vastly different social situations require unique theories of pedagogy to address specific

needs. This tension can be an educational part of school life if we remember that our role includes preparing students for “the practice of living” in general and we should be reflective about our students’ lives.