Process Activity:
Mini Annotated Bibliography*
Context
The mini annotated bibliography (or “mini bib”) is a process activity that will help us practice finding academic/scholarly sources, identify the key claims and information in our sources, and connect our findings to our essay. The mini bib will also help us begin thinking about our topic more deeply and determine the direction of our research.
Directions
Find and read 1-2 academic/scholarly sources from either the IVC Library or Semantic Scholar. Your source must be related to your selected topic and the current essay prompt. Format the source citations in MLA format. Beneath each of your source citations, complete an annotation for each source. Include the following information in your annotation:
-
What the main idea of the article is
-
The main argument or claim of the article
-
How it relates to your topic
-
Your evaluation of the article
-
How you might use this information in your essay
Guidelines
-
Minimum of 1 academic/scholarly source and annotation (you can always do more!)
-
MLA format (double-spaced, Times New Roman, 12-point font)
-
5-7 sentences for each annotation
Points to Keep in Mind
-
Use the abstract of a journal article to see if the journal article is relevant to your topic. Avoid solely using the abstract to create your annotation.
-
Get to the heart of the article by focusing on identifying the main argument; limit any details to the most important few.
-
Be clear and focused when stating how you might use the information in your essay. Think about how the article’s information may relate to your research topic.
-
When evaluating the article, consider its strengths, weaknesses, and reliability.
Student Name
Professor
Writing 2
Due Date (DD Month YYYY)
Mini Annotated Bibliography
Sidani et al. “E-Cigarette-Related Nicotine Misinformation on Social Media.” Substance Use &
Misuse. vol. 57, no. 4, 2022, pp. 588-594, Taylor & Francis Online, https://doi.org/10.1080/10826084.2022.2026963. Accessed 12 Jan. 2024.
The main idea of Sidani et al.’s study is that the prevalence of electronic nicotine delivery systems (ENDS) misinformation on Twitter, particularly exaggerated anti-vaping messages and exaggerated pro-vaping messages, both intentionally and unintentionally embellish and/or distort the scientific facts about ENDS to the public. Sidani et al. advocate for strategies to mitigate the spread and impact of scientific misinformation on ENDS, a few being the following: media literacy education for youth, training on communicating the ENDS-related facts and risks, and a publicly accessible ENDS-related information source. Such strategies, as Sidani et al. anticipate, are intended to help the public easily understand the facts rather than accept Twitter messages at face value and consequently become misinformed about ENDS. Sidani et al.’s study mentions how exaggerated messages related to anti-vaping tended to be shared by educators, and this finding relates to my topic; I am interested in exploring the impact of e-cigarette misinformation towards adolescents, and knowing that even educators are likely to unintentionally spread misinformation about e-cigarettes is crucial for my research. Overall, Sidani et al.’s study provides strong, concrete evidence of ENDS misinformation on Twitter, yet they seem to fall short in detailing how their recommended strategies for mitigating misinformation can be effective when Twitter’s short form design forces users to alter their messages anyway. I plan to apply this information when explaining the current circumstances surrounding e-cigarette misinformation on social media in my definition essay.