The co-created annotated bibliography assignment as an equitable and inclusive practice

Abstract

This narrative focuses on an assignment designed for an undergraduate education course: a co-created annotated bibliography. I briefly describe the course and then focus on the ways in which the assignment has transformed how students and I understand individual and shared accountability in learning content and creating an equitable and inclusive classroom environment. I share my own and enrolled students’ perspectives on how this assignment enacts a form of culturally responsive practice, is responsive to student interest and capacity at any given moment, and can contribute to transforming students’ conceptions and experiences from individual isolation to co-creation in higher education.