Parts of A Book: the Appendix

What is an Appendix?

The appendix is a part of the book that provides the reader additional and supplementary information about topics discussed in its contents. Most often, it is the non-fiction books that have an appendix.Graphs, tables, charts, maps, survey questions, diagrams and photos are information found in the appendix.This information helps the reader make connections and develop a deeper understanding of the topics in the book.

In a research paper or academic report, the appendix also functions as a referencing system. The reader of the paper can turn to the appendix to validate claims and discussions presented by the writer. Data and information found in the appendix reflects the careful research and investigation that the writer went through. It is evidence of the writer’s commitment, courtesy and integrity towards scholarly writing.

The format of the appendix and the entries of data and information may vary depending on the citation style that the writer, publisher or academic institution is using. Nonetheless, below is an example of a diagram in the appendix and as mentioned in the text . Most appendices follow this convention.

From the body of the text:

3.1 Models of Blended Learning

There are many models of Blended Learning. Practitioners of this learning approach have experimented on varied technology and face to face interaction using different teaching techniques and strategies over the years. The full diagram on the models of Blended Learning is in Appendix C. This chapter will focus on three models of Blended Learning namely, Project Base, Virtual Learning Platforms and Peer to Peer Instruction.

From the Appendix:

Appendix C: Models of Blended Learning

When to include an appendix in your book or research paper?

• When the information identified inspire exploration and further reading; 
• When the information backs up the claim or thesis statement;
• When the information supplements the reader’s understanding of concepts and topics;
• When the information’s bibliographic data does not fit the format of a footnote.

Recommended sources for citing, making and writing an Appendix

The Appendix and How to Cite it

Research Guide: The Why and How of an Appendix

When is an appendix necessary?

Definition of Appendix in a Book or Written Report

How to write and appendix

Prepared by:

Zarah Gagatiga,

Teacher Librarian 

The Beacon Academy

IL Lesson for Grade 10: Identifying Sources In Line With the Statement of Inquiry

One of the many Information Literacy Skills lessons I enjoy planning and teaching is the identification of sources in line with the research question. In this lesson, my objective is to facilitate the search strategy of extracting important keywords from a research question or a statement of inquiry. These keywords will then be used for searching of sources online or in the library's OPAC.

Sharing with you the PowerPoint presentation I made. Notice that questions are asked and posted at each step of the identification process. Part 2 of the lesson is an exercise in knowing the content of primary and secondary sources.



This IL lesson was made possible in collaboration with the research coordinator and the Middle Years Program Coordinator's recognition of the teacher librarian role as literacy skills facilitator.

Bulletin Board Displays: Digital Citizenship and A Growth Mindset (1 of 2)

This term, our library bulletin board's themes are digital citizenship and growth mindset. The former is part of the library's campaign on #milclicks and the later is the library's advocacy on life skills development. Needless to say, we have books and resources on information literacy, media literacy as well as programs integrating research skills in the content or subject areas. Over the years, activities that promote the readership of fiction and non-fiction books that cover the development of life skills have been set-up. Drumming up the growth mindset this year is our continued commitment to support lifelong learning.

Since a Media and Information Literacy (MIL) program is already in place and the teaching of research skills is being strengthened in content area teaching, I thought of touching on the responsible behavior expected of digital citizens via our library display and bulletin board. Academic integrity and plagiarism are two ideas being emphasized to students by observing correct citation and referencing practices. This is all well and good. But the use of online resources and social media requires courtesy and respect not only evidenced by proper citations and attributions. It is important that netizens behave as people of values, with morals and ethics.

First, netizens need to know basic security measures. Use of passwords and usernames is private and personal. As much as one needs the respect of using his or her own access keys to social media accounts, so does the next person. Second, asking permission when sharing posts and content of another in social media is an act of courtesy. Not everything online or in social media is for free. This means ownership. In this age of fake news and alternative facts, sources of information are often questioned. So, think before you click. Ask permission before you share that meme, photo or image or a news item from a friend's timeline on Facebook. Lastly, netizens need to remember that the things they do online and the posts they make on social media, including the comments, the likes and the messages they circulate from one network to another can be traced. This is called digital footprints.

These digital prints can actually tell so much about who you are and what you are like.

A Day With Librarians of Laguna Province

My seminar-workshop on teacher-librarian collaboration in designing and implementing a Media and Information Literacy (MIL) Program with the Association of Librarians of Laguna Province Inc (ALLPI) was a success! There were 25 participants excluding the officers of ALLPI who came from private schools, public schools and colleges in the cities and towns of Laguna. Majority of the participants are first timers in a seminar-workshop on media and information literacy. This gave them reason to listen very well to my lecture and to follow the activities of the workshop. I felt their eagerness and enthusiasm in understanding the supportive roles they play to teachers and school leaders in the learning community. I think I gave a good introduction on this topic as well as presenting to them the basic concepts of MIL.

A few hours after my workshop, my Facebook feed received notifications of posts and tags on photos of the workshop. I did my own posting and I was happy to get a message from one participant saying that, "she always learn something new every time she attends my workshop." That is actually one of my goals in every workshop I do. One participant sent me messages over at Messenger today asking questions to clarify some points and concepts on MIL. Another' asked for my slide presentation and list of sources. Of course, ALLPI did an evaluation of the entire workshop but it is the direct feedback from participants that interests me more.

I do hope this is not the last MIL workshop I would do for ALLPI. In fact, I hinted on doing a part two. Let's see how things go because these things take time to grow and develop. Since MIL is a process oriented activity, something that can't be learned over night, I sure hope that there will be a follow up activity to the training.

The seminar-workshop was held at the Toyota Motor School of Technology in Sta. Rosa, Laguna. 

#milclicks Reading List: Media Literacy and Media Education

My participation in the MIL MOOC of UNESCO and Athabasca University prompts me to read further on Media Literacy. The unit where Media Literacy is discussed has clear definitions of the concept but I feel I need to brush up on my knowledge on media education. 

I am sharing resources on media education and Media Literacy that I found online.

The Center for Media Literacy has a list of readings about Media Literacy beginning from its basic definition to curricular programs and best practices gathered from media educators and practitioners. Articles and reports, case studies and lesson plans are included in the  list as well. What I am keen on reading is the framework for teaching Media Literacy in the digital age.

Media Smarts is Canada's center for the teaching of Media Literacy. It has resources for teachers in integrating Media Literacy with Media Education. There is a section for parents where tips and strategies in raising kids in the digital age are collated and put together. It has book recommendations and reviews of websites to help parents understand media better. The section on Research is also a treasure trove of readings on media use and digital citizenship.

Lastly, the  UNESCO Media Education Kit provides teachers, parents and media practitioners with lesson plans, activities and programming strategies for the instruction of media education. The kit is a PDF and can be downloadable for free.

To become media literate, one needs to be educated about media and the technology used to make it. 

#milclicks of the Week: Think Before You Click

This is a photo of our library bulletin board for nearly two academic school years.

We decided to have it up way before my involvement with the national round table discussion on Media and Information Literacy. At the time me and my staff were thinking of what to display on our bulletin board, I was already concerned with the online behavior of kids, mine and my students, in social media. With the national elections closing in last May 2016, we didn't bother changing it at all.

While there are more ways to create an impact in the promotion, campaign and teaching of Media and Information Literacy, information service through announcements, infographics, fliers and brochures aid in awareness building. A variation of this bulletin board can be done through a checklist or graphic organizer. The material changes from a public service announcement to a teaching aid that prompts reflection and evaluation of content that is available in social media.

It may simply look like this:



If you think the bulletin board display and the worksheet is useful, drop a comment. Let me know what you think!

Pathfinder: Media and Information Literacy

Media and Information Literacy is a trending topic these days. With the rise of fake news and alternative facts, MIL is not only a trend but a relevant set of skills needed by all to survive in this time and age. If humanity is not careful, it might drive itself crazy into destruction earlier than the projected course of human history. MIL is probably humanity's key to survival.

Inspired by the round table discussion with stakeholders on MIL policy and standardization in the country today, I wrote my MIL takeaways in the blog. Because I am still inspired, here is a Pathfinder (which I intend to further develop - see, inspiration is a very dangerous thing) on MIL for oldies (like me) and newbies.

For a good start on Information Literacy, read this -  UNESCO Information Literacy For my personal experiences on IL, I have compiled them in one blog post.  The links there are more than 10 years old, but I hope it could lend you a sense of history and background information.

This is what I found as relevant on  Media Literacy  The site has a video explaining what it is as well as 21st century literacies like digital literacy and visual literacy.

For freebies and downloadables on MIL, UNESCO and our DepEd have PDFs for your perusal.  

UNESCO Media and Information Literacy as Composite Concept

Five Laws of Media and Information Literacy

DepEd Media and Information Literacy Curriculum Guide

Recognizing that MIL education is for all, UNESCO has a document mapping MIL policies across the globe: World Media Education Policy

And, if you're waist deep in MIL and its implementation in your learning community through the school library programs and services, share it with others via UNESCO's social media campaign #milclicks. Visit the website too. It has a MIL MOOC!

Media and Information Literacy in the Philippines & #milclicks

Since December of 2016, I have been engaged in discussions to contribute a little bit of what I know and of what I practice in the school library on Media and Information Literacy (MIL) with the Asian Institute of Journalism and Communication (AIJC) through Mr. Joseph Marmol Yap, being the lead librarian in the steering committee. AIJC has done a great job of drafting a position paper on Media and Information Literacy.

Yesterday, the draft was presented to a group of professionals representing agencies and institutions in the private and government sectors that have a stake on the development and monitoring of Media and Information Literacy (MIL) directions and programs. The process has been very consultative and the draft, as far as I can see and say, is well crafted. Hopefully, this position paper gets the traction necessary for lead agencies and supporting institutions to operationalize MIL in the country.

It is still too early for me to reveal the documents we read and perused, but, rest assured that we will share these developments in our sector and allied professionals. What I can share with you are my "takeaways" from the round table discussion.

Takeaway #1 - I am glad to see an initiative to develop policies and frameworks of MIL with recommended strategies of implementation on a national level. In 2002, when MIL was still IL, librarians have started learning what it is all about. It was an isolated venture. What I learned of IL over the years is that, it is effective when it is anchored in a concept, a subject area and/or a context that is real and authentic to the experience of learners.

Takeaway #2 - The consultation meetings and round table discussions were composed of representatives from key institutions and agencies in the government and private sectors. The implementation of MIL is a concerted effort and each agency and institution has a role to play. This effort is a long time coming but now is the better time to come together to redeem and salvage this country.

Takeaway #3 - When IL was still a new concept I was trying to wrap my head around it, I asked myself two questions: How can IL be implemented in the school library? What are the roles of libraries and librarians in the growth and development of IL? I see IL then as a way of thinking. It is made up of skills yes, and very cognitive at that. But such skills are best applied in daily life and in endeavors that prompt real and authentic learning.

Takeaway #4 - It's funny because, I still ask myself the same questions now that UNESCO merged media literacy with information literacy. It only goes to show that learning never ends.

Takeaway #5 - There is such a thing as #milclicks. This is a social media campaign of UNESCO for MIL awareness and development. Go check this out for yourself, because I sure will!

PLUS: The National Archives welcomes visitors!

These are but my initial thoughts, afterthoughts and reflections. There will be more to write about MIL in future posts. For now, I leave you with thie very popular African proverb. It takes a village to raise a child. The library is part of that village!