ANNOTATED BIBLIOGRAPHY

Annotated Bibliography (Research)

Stem Cell Research: An Annotated Bibliography

Holland, Suzanne. The Human Embryonic Stem Cell Debate : Science, Ethics, and Public
Policy. Boston: MIT Press, 2001. Print.

This is the annotation of the above source. In this example, I am following MLA 2009 (3rd
ed.) guidelines for the bibliographic information listed above. If I were really writing an
annotation for this source, I would offer a brief summary of what this book says about stem
cell research.

After a brief summary, it would be appropriate to assess this source and offer some criticisms
of it. Does it seem like a reliable and current source? Why? Is the research biased or
objective? Are the facts well documented? Who is the author? Is she qualified in this subject?
Is this source scholarly, popular, some of both?

The length of your annotation will depend on the assignment or on the purpose of your
annotated bibliography. After summarizing and assessing, you can now reflect on this source.
How does it fit into your research? Is this a helpful resource? Too scholarly? Not scholarly
enough? Too general/specific? Since "stem cell research" is a very broad topic, has this
source helped you to narrow your topic?

Senior, K. "Extending the Ethical Boundaries of Stem Cell Research." Trends in

Molecular Medicine. 7 (2001): 5-6. Print.

Not all annotations have to be the same length. For example, this source is a very short
scholarly article. It may only take a sentence or two to summarize. Even if you are using a
book, you should only focus on the sections that relate to your topic.

Not all annotated bibliographies assess and reflect; some merely summarize. That may not be
the most helpful for you, but, if this is an assignment, you should always ask your instructor
for specific guidelines.
Wallace, Kelly. "Bush Stands Pat on Stem Cell Policy." CNN. 13 August 2001. 17
August 2001. Television.

Notice that in this example, I chose a variety of sources: a book, a scholarly journal, and a
web page. Using a variety of sources can help give you a broader picture of what is being
said about your topic. You may want to investigate how scholarly sources are treating this
topic differently than more popular sources. But again, if your assignment is to only use
scholarly sources, then you will probably want to avoid magazines and popular web sites.

Notice that the bibliographic information above is proper MLA format (use whatever style is
appropriate in your field) and the annotations are in paragraph form.

Annotated Bibliography (Journals)

An analysis of the concept of empowerment / C. M. Rodwell. Journal of Advanced Nursing

1996;23(2):305-13.

This paper is an analysis of empowerment and its use in nursing practice, education, research
and health promotion.

Child development and long-term outcomes: A population health perspective and summary of
successful interventions / C. Hertzian and M. Weens. Social Science & Medicine
1996;43(7):1083-95.

Discusses the evidence derived from intervention studies in the post-neonatal, reschool, and
school age periods which suggest that child development can be modified in ways which
improve health and competence in the long-term.

Community health promotion: Concepts and lessons from contemporary sociology / O.

Nilsen. Health Policy 1996;36(2):167-83.

Argues that community specifics have not been adequately taken into account in planning
health promotion initiatives.
Cultural influences in community participation in health / L. Stone. Social Science &
Medicine 1992;35(4):409-17.

This paper traces changes in the way that the role of culture has been analysed in relation to
community health issues and in particular with respect to 'community participation'.

Determinants of a health-promoting lifestyle: An integrative review / A.F. Gillis. Journal of

Advanced Nursing 1993;18(3):345-53.

Reviews literature published between 1983 and 1991 that focused on identifying the
determinants of a health-promoting lifestyle.

Dissemination and utilization of health promotion and disease prevention knowledge:

Theory, research and experience / L.W. Green and J.L. Johnson. Canadian Journal of
Public Health. Revue/Canadienne de Sante Publique 1996;87 Suppl 2:S11-17.

Economic impoverishment as a health risk: Methodologic and conceptual issues / M.A.

Nelson. Advances in Nursing Science 1994;16(3):1-12.

Argues that a number of methodologic and conceptual issues have impeded understanding of
the relationship between socioeconomic status and health.

Effective mental health promotion: A literature review / R. Hodgson, T. Abbasi and J.

Clarkson. Health Education Journal 1996; 55(1):55-74.

The effectiveness of community health nursing interventions: A literature review / L.W. Deal.
Public Health Nursing 1994;11(5):315-23.

This article describes services provided by community health nurses and documents the
effectiveness of these interventions based on available literature.
The evolution, impact and significance of the Healthy Cities/ Healthy Communities movement
/ T. Hancock. Journal of Public Health Policy 1993;14(1):5-18.

Reviews the concept of Healthy Cities, its evolution and current practice, considers some of
the problems in applying the concept, and speculates on its potential future development.

From preventive health behaviour to health promotion: Advancing a positive construct of

health/ P.A. Kulbok and J.H. Baldwin. Advances in Nursing Science 1992;14(4):50-64.

A review of health promotion research in nursing, focussing on the conceptualization and

measurement of health promotion behaviours.

General strategies for motivating people to change their behaviour / S. Damrosch. Nursing
Clinics of North America 1991;26(4):833-43.

Discusses the cumulative findings of numerous studies of motivation to change behaviour.

Health promotion and the older population: Expanding our theoretical horizons / M.S.
Caserta. Journal of Community Health 1995;20(3):283-92.

Explores the challenges of gerontological health education to traditional models of health

promotion.

Healthy Cities: Toward worldwide health promotion / B.C. Flynn. Annual Review of Public
Health 1996;17:299-309.

This review describes the status of Healthy Cities globally and presents case studies.

Annotated Bibliography (Articles)

Advances in public health communication / E. Maibach & D.R. Holtgrave. Annual Review
of Public Health 1995;16:219-238.

Outlines the use of communication techniques and technologies to influence individuals,

populations and organizations for the purpose of promoting conditions conducive to human
and environmental health. Social marketing, risk communication, behavioural decision
theory, entertainment education, media advocacy and interactive decision support systems are
discussed.

Canadian Conference on Dissemination Research: Strengthening health promotion and

disease prevention. Canadian Journal of Public Health 1996;87(suppl. 2).

Delivering the goods, showing our stuff: The case for a constructivist paradigm for health
promotion research and practice / R. Labonté and A. Robertson. Health Education
Quarterly 1996;23(4):431-47.

This article argues that there has been a tendency to empower the "conventional" positivist
paradigm in health promotion research, often at the expense of confounding or ignoring much
of health promotion practice. This article argues further that a "constructivist" research
paradigm not only has the potential to resolve some of the tensions between research and
practice in health promotion but also is inclusive of knowledge generated by the conventional
paradigm. The usefulness of a constructivist paradigm is demonstrated through the use of
four practice-based case examples drawn from actual community-based health promotion
efforts. The congruence of a constructivist paradigm with the health promotion principles of
empowerment and community participation are discussed. Finally, this article argues for the
acceptance of the legitimacy of knowledge generated from the constructivist paradigm and
concludes that this paradigm is more suited to the goals of current health promotion.

The effects of socio-economic status on exercise and smoking: Age-related differences /

Andrew V. Wister. Journal of Aging and Health,1996;8(4):467-488.

Logistic regression analyses are performed on the 1990 Canadian Health Promotion Survey
to test whether: a) socio-economic status is associated with risky life-style behaviours; and b)
the effect of socio-economic status is greater for younger and middle-aged groups than for
older age groups. The results indicate that socio-economic status affects health behaviours in
relatively important ways, but this depends on the measure (education, income, work status),
the specific behaviour, and the age group.
Health outcomes and health promotion: Defining success in health promotion / D. Nutbeam.
Health Promotion Journal of Australia 1996;6(2):58-60.

Health-promoting schools. Special Issue of World Health 1996; (July-August): 31p.

(English, French and Spanish)

This issue covers 23 articles advocating for increased investments in school health promotion
and for diffusing the concept of Health-Promoting Schools on a global scale.

Intentions and changes in exercise behaviour: A life-style perspective / Jean Q. Lock and
Andrew V. Wister. Health Promotion International 1992;7(3):195-208.

This article analyzes intentions and reported improvement in exercise behaviour using a set
of explanatory variables for the purpose of comparing several theoretical approaches: the
social psychological approach; the materialist framework; and the life-style/life-cycle
perspectives.

Population health and health promotion: What do they have to say to each other? / Ron
Labonté. Canadian Journal of Public Health 1995;86(3):165-68.

The author asserts that much of what is claimed in the name of population health supports the
concerns of health promotion. However he also argues that there are some assumptions that
may be at odds with those in health promotion and that these assumptions should be debated.
These concerns include population health's emphasis on epidemiological methods, its
economic conservativism and its silence on ecological questions of overall economic scale.
Labonté's discussion outlines how population health differs from health promotion in its
underlying philosophy of approach.

Proceedings of the first International Seminar on National Health Promoting Policies,

Strategies, and Structures held in Paris from Nov. 21 - 23, 1994. International Journal of
Health Promotion and Education 1995;2(2/3).
The relationship between self-help group participation and other health behaviours among
older adults / Andrew V. Wister. Canadian Journal of Community Mental Health
1995;14(2):23-38. (English with French abstract).

This paper provides an exploratory analysis of the relationship between participation in self-
help groups and other informal and formal strategies by which individuals cope with stressful
life events during later life.

Strengthening individual and community capacity to prevent disease and promote health: In
search of relevant theories and principles / N. Freudenberg, E. Eng, B.R. Flay, G. Parcel, T.
Rogers, N. Wallerstein. Health Education Quarterly 1995;22(3):290-306.

The dominant theoretical models used in health education today are based in social
psychology. While these theories have increasingly acknowledged the role of larger social
and cultural influences in health behaviour, they have many limitations. Theories seek to
explain the causes of health problems, whereas principles of practice, which are derived from
practical experience, assist intervenors to achieve their objectives. By elucidating the
relationships between theory and practice principles, it may be possible to develop more
coherent and effective interventions. The key research agenda for health education is to link
theories at different levels of analysis and to create theory-driven models that can be used to
plan more effective interventions in the complex environments in which health educators
work.

The World Health Organization Quality of Life Assessment (WHOQOL): Position paper from
the World Health Organization. The WHOQOL Group. Social Science and Medicine 1995;
41(10):1403-1409.

This paper describes the World Health Organization's project to develop a quality of life
instrument (the WHOQOL). It outlines the reasons that the project was undertaken, the
thinking that underlies the project, the method that has been followed in its development and
the current status of the project. The WHOQOL assesses individuals' perception of their
position in life in the context of the culture and value systems in which the live and in relation
to their goals, expectations, standards and concerns. It has been developed collaboratively in
several culturally diverse centres over four years. Piloting of the WHOQOL on some 4500
respondents in 15 culturally diverse settings has been completed. On the basis of this data the
revised WHOQOL Field Trial Form has been finalized, and field testing is currently in
progress. The WHOQOL produces a multi-dimensional profile of scores across six domains
and 24 sub-domains of quality of life.