Anno Bib

The annotated bibliography is a list of the sources, or some may call it a works cited, that one has used for a research paper. Each source has a short summer/description after it that the author has written. This summary includes a short summary, but also a few sentences from the author that describes why the source is relevant to the paper and/or the reliability of the source. The process is not an easy one for the annotated bibliography, but it help one be more organized and cite all the information they have used. First, one must read the different sources and highlight what is important to the paper. Next, one must cite the source on the anno bib page according to the correct MLA or APA format. Finally one must write the annotation. I found that the Cornell University website gives a good description of what an annotated bibliography should be. The site says,”Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic (Engle, Blumenthal, Cosgrave).Once these steps are complete, one will have an annotated bibliography that will help both the reader and author with understanding the purpose of the paper.

Engle, Michael, Amy Blumenthal, and Tony Cosgrave. “How To Prepare An Annotated Bibliography.” Cornell University Library. 19 Sept. 2009.<http://www.library.cornell.edu/olinuris/ref/research/skill28.htm>

Annotated Bibliography

Conan, Neal. “Analysis: Deaf culture”. Talk of the Nation (NPR); 02/02/2005. 28 Sept. 2009 < http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nfh&AN=6XN200502021401&site=ehost-live>

The deaf culture is one that is connected by shared experiences and shared language barriers. This is how this article that describes the deaf culture and its background starts off. This conversation between the radio host and the co-authors of the book, “Inside Deaf Culture”, who are both deaf and are communicating through interpreters, gives a great insight on the deaf culture and its history.

Fellinger, Johannes. “Mental distress and quality of life in a deaf population.” Social Psychiatry & Psychiatric Epidemiology; Sep2005, Vol. 40 Issue 9, p737-742, 6p. 28 Sept. 2009 http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=18438833&site=ehost-live

The authors start out by saying “The majority (91.7%) of the deaf have hearing parents [25],most of whom have no previous experience of deafness”.This is important to know when discussing the deaf community on campus. Not only will these students feel left out at programs and other college experiences, but they may feel left out at home. The authors also state, “Most of the members of the deaf community regard themselves even as members of an “ethnic minority”,

and they chose to remain in this minority without branching out. This may be an argument that I want to hit on in my paper. If this is true, IUP may be okay with the amount of effort they are putting into the deaf community.

Hyde, Merv.” The experiences of deaf and hard of hearing students at a Queensland University: 1985-2005”. Higher Education Research & Development; Feb2009, Vol. 28 Issue 1, p85-98, 14p. 29 Sept 2009 < http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=37222982&site=ehost-live>

“It is important to examine and evaluate the support offered to deaf and hard of hearing postsecondary students” (86). This quote is one that many authors agree with and one that is very important to the research being done in this paper. The statistics of this examination and evaluation will help readers realize that many schools may need better support for deaf and hard of hearing postsecondary students. Also in this article are different procedures for studies on this type of research which will help any reader looking to better understand or help this process.

Napier, Jemina^.“Interpeting Ommisions.” Interpreting: International Journal of Research & Practice in Interpreting; 2004, Vol. 6 Issue 2, p117-142, 26p. 29 Sept. 2009 http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=16216319&site=ehost-live

This article gives information on how interpreters in the college atmosphere omit information for deaf students both consciously and unconsciously. The authors give a very good explanation of why colleges should have interpreters for those whose primary form of communication is not English spoken language. Napier states, “The goal of interpretation has been stated in terms of ‘equivalent effect’ (e.g. Dejean le Feal1990), that is, ensuring that the target-language audience derives the same meaning from a message as is intended by the source-language presenter.” (118). This goal is not being met in many campuses across the United States, including that of IUP, and research like this will help get that message out there.

Parasnis, Ila, Vincent J. Samar, and Susan D. Fischer. “DEAF COLLEGE STUDENTS’ ATTITUDES TOWARD RACIAL/ETHNIC DIVERSITY, CAMPUS CLIMATE, AND ROLE MODELS”. American Annals Of The Deaf. 28 Sept. 2009 http://muse.jhu.edu/journals/american_annals_of_the_deaf/v150/150.1parasnis.pdf

All of these authors are much credited and can speak in depth on the deaf community. This study shows the importance of knowing deaf students feelings about the happenings on college campuses. “The importance of recognizing the cultural diversity of students in planning their educational experiences on campus and consequently strengthening student retention has inspired much recent discussion and research in higher education.” (47). This quote shows that there is research already happening in this field, but also that more can be done.

Quick, Don. “Opening Doors For Students With Disabilities On Community College Campuses: What Have We Learned? What Do We Still Need To Know?” Community College Journal of Research & Practice; Oct2003, Vol. 27 Issue 9/10, p815, 13p, 1 chart. 29 Sept. 2009 http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=10895031&site=ehost-live

Many students with disabilities are told that they are not “fit” for the college life. The author informs the readers, “Past research indicates these students do not fare well in postsecondary environments (Fairweather & Shaver, 1991; National Center for Educational Statistics[NCES]. 2000;Wagner, 1989). Still, the most recent reports reflect more students seeking postsecondary education (HEATH, 1999; Henderson, 1998)” (815). This information is important to realize in order to understand how important it is that college campuses provide the needed services for students with disabilities, and that includes the deaf and hard of hearing.

Rosen, Russell S. “An Unintended Consequence of IDEA: American Sign Language, the Deaf Community, and Deaf Culture into Mainstream Education.” Disability Studies Quarterly; Spring2006, Vol. 26 Issue 2, p35-35, 1p. 19 Sept. 2009 < http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=20570042&site=ehost-live

“One goal of the Individuals with Disabilities Education Act (IDEA) is the integration of students who are deaf and hard of hearing into American society” (1). With this sentence, the author is explaining exactly what all schools should be doing. The author gives examples of how IDEA has had its pros and cons for the deaf community. There are also examples of reasearchers already fighting to make people more aware of the deaf community. One example; “Several researchers called for the teaching of sign language to hearing students so they would be able to communicate with their signing D/HH classmates” (Sinston & Liu, 1999; Kluwin, Stinson & Colarossi, 2002). They also call upon interpreters and aides much like those that should be installed at IUP.

Rosen, Russel. “Descriptions of the American deaf community, 1830-2000: epistemic foundations.” Disability & Society; Mar2008, Vol. 23 Issue 2, p129-140, 12p 28 Sept. 2009 < http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=31134342&site=ehost-live>

The deaf community is often times left out of the mainstream community because of the language barrier. This author found this true also, he states; “Burnet (1835), a former graduate of a school for the deaf, Camp (1847), a teacher of the deaf, and Rae (1847,1859), another teacher of the deaf, observed that before the first schools for the deaf were formed in the USE in the early 19^th century deaf people were isolated from and shunned by society” (132). This research is used to show that back then they were left out, but it is still happening today, on campus such as IUP.

Senghas, Richard J., and Leila Monghan. “SIGNS OF THEIR TIMES: Deaf Communities and the Culture of Language.” Annual Review of Anthropology; 2002, Vol. 31 Issue 1, p69-97, 29p. 19 Sept. 2009 < http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=7392216&site=ehost-live>

The authors in this article help readers better understand what the deaf community is and how society treats them differently. This is very much the same on the IUP campus. The first sentence, “Because of their deafness, deaf people have been marked as different and treated problematically by their hearing societies” (1), shows the authors stance on how society has out casted the deaf and so has the students and faculty at IUP. Also in this article, the authors talk about the different definitions of the deaf community. All of these definitions are important for a reader to understand so they grasp who the author is speaking about.

Veazy, Barbara, and Paul McInturff. “Establishing a Realtime Captioning Program: Designed to Meet the Needs of 28 Million Deaf and Hearing Impaired Americans.” Community College Journal of Research & Practice; Feb2006, Vol. 30 Issue 2, p157-158, 2p. 28 Sept. 2009http://navigator-iup.passhe.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=19328228&site=ehost-live

The West Kentucky Community and Technical College displays its new revised programs in this article. The new program allows about 30 million deaf and hard of hearing people to participate in their schooling. Programs like this are happening all over the United States, and are providing services for the deaf and hearing impaired. With the funds, state schools like IUP should be able to do the same.