Annotated Bibliography

1. Annotated Bibliography • It is used widely by different disciplines as a means of simultaneously providing a compilation of sources on a given topic and detailed summary information about the content of the sources • Annotate: to make or furnish with critical or explanatory notes or comments • Bibliography: a list of the books referred to in a scholarly work, usually printed as an appendix

2. Introduction Option Although Shakespeare made his debut five centuries ago, the impact of his plays and poetry is still felt today in cultures across the glob. Shakespeare has grown, in many societies, to be the epitome of literature and poetry, with teachers introducing him to students at a young age and continually teaching his works through the college years. But Shakespeare is not only a part of the classroom setting; his works have heavily been transposed into modern, popular culture over the past hundreds of years through film. His plays have progressed in the film industry from the silent adaptions at the turn of the seventeenth century to complete present settings. It has often been a dilemma for educators to find new ways to teach their students Shakepeare, and one question continues to be: “Should multimedia and popular culture be brought into the classroom?” as well as “How is this done and what are the benefits of doing this?” • Many annotated bibliographies, but not all, start with an introduction • The introduction offers a context for the bibliography • In this case it introduces the question on whether Shakespearean plays should be taught along with film versions from popular culture

3. Example Author’s name (chapter) Name of chapter • Sharon A. “Making Media Matter in the Classroom.” Ed. Ronald E. Salmone and James e. Davis. Teaching Shakespeare Into the Twenty-First Century. Athens: Ohio University Press, 1997. 247-54. Sharon Beehler, and educator, writes her piece as a guideline as well as a source for secondary teachers to gain tips on teaching Shakespeare. By her development and description of three plans-one, the artistic use of filmic devices; two, questions for student on filmed Shakespeare and three, the recommended procedures for incorporating Shakespearean films and videos in the classroom-teachers can see the ‘how’s and why’s” of bringing multimedia into a classroom. As there are many critics of this method, Beehler makes this statement, “Whereas most English teachers are well versed in the complexities of literary text composition, they fail to realize that film composition is equally complex.” (248) Author’s names (book) Name Of book Summary of source