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Abigail Webster

EDCI 270
Tim Newby
Rudy Rico

Information Literacy Project


Part 1




Part 2
1. Davies, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional technology
integration in a college-level information systems spreadsheet course. Educational
Technology Research & Development, 61(4), 563-580.
http://web.a.ebscohost.com/ehost/detail/detail?vid=13&sid=5197a4d5-8ed5-47ad-8811-
4abe1090b5f1%40sessionmgr4001&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%
3d#db=eue&AN=88785048
2. Forsey, M., Low, M., & Glance, D. (2013, November 12). Journal Of Sociology: Flipping the
sociology classroom: Towards A Practice Of Online Pedagogy. Retrieved September 17,
2014, from
http%3A%2F%2Fjos.sagepub.com.ezproxy.lib.purdue.edu%2Fcontent%2F49%2F4%2F471.
full.pdf%2Bhtml
3. Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Journal Of
College Science Teaching, 42(5), 62-66.
http://web.a.ebscohost.com/ehost/detail/detail?vid=15&sid=5197a4d5-8ed5-47ad-8811-
4abe1090b5f1%40sessionmgr4001&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%
3d#db=eue&AN=97663558
4. Park, Y., & Bonk, C. (december 2007). Journal of Interactive Online Learning. Synchronous
Learning Experiences: Distance And Residential Learners' Perspectives In A Blended
Graduate Course, 6(3), 245-264. Retrieved September 17, 2014, from http://purdue-primo-
prod.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=viewOnlineTab
&ct=display&fn=search&doc=TN_scopus2-s2.0-
38149132493&indx=1&recIds=TN_scopus2-s2.0-
38149132493&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbr
Version=&dscnt=0&vl(277770692UI1)=all_items&vl(294456450UI0)=any&scp.scps=scope
%3A%28PURDUE_ALMA%29%2Cscope%3A%28PURDUE%29%2Cprimo_central_multi
ple_fe&frbg=&tab=default_tab&dstmp=1410968933410&srt=rank&mode=Basic&&dum=tr
ue&vl(1UIStartWith0)=contains&vl(freeText0)=park%20and%20bonk&vid=PURDUE
5. Strayer, J. (2012). How learning in an inverted classroom influences cooperation, innovation
and task orientation. Learning Environments Research, 15(2), 171-193.
doi:10.1007/s10984-012-9108-4.
http://web.a.ebscohost.com/ehost/detail/detail?vid=17&sid=5197a4d5-8ed5-47ad-8811-
4abe1090b5f1%40sessionmgr4001&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%
3d#db=eue&AN=79448177

Part 3
1. CAZAN, A. (2014). SELF-REGULATED LEARNING AND ACADEMIC
ACHIEVEMENT IN THE CONTEXT OF ONLINE LEARNING ENVIRONMENTS.
Elearning & Software For Education, (3), 90-95. doi:10.12753/2066-026X-14-153.
http://web.a.ebscohost.com/ehost/detail/detail?vid=11&sid=5197a4d5-8ed5-47ad-8811-
4abe1090b5f1%40sessionmgr4001&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3
d%3d#db=eue&AN=96263260
In this academic online journal, the author focuses on how online learning is
centered on the student and that it is self-regulated. She discusses that online learning has
the ability of utilizing self-regulatory skills it helps set up learning goals, to monitors a
students progress and it makes it easy for students to seek help when needed.

2. Ye He1, y. (2014). Universal Design for Learning in an Online Teacher Education
Course: Enhancing Learners' Confidence to Teach Online. Journal Of Online Learning &
Teaching, 10(2), 283-298.
http://web.a.ebscohost.com/ehost/detail/detail?vid=10&sid=5197a4d5-8ed5-47ad-
88114abe1090b5f1%40sessionmgr4001&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d%3d#db=eue&AN=97080961
In this journal article, the author focuses on web-based instruction and computer
assisted verses teacher face-to-face instruction. He makes a point to say that teacher
education is important, it is just internet education can be just as important now. He
discusses the interaction with the two throughout the article and how it affects us as
internet users.
3. CAZAN, A., & INDREICA, S. (2014). TRADITIONAL ASSESSMENT OF
LEARNING VERSUS ONLINE ASSESSMENT. Elearning & Software For Education,
(3), 96-101. doi:10.12753/2066-026X-14-154.
http://web.a.ebscohost.com/ehost/detail/detail?vid=6&sid=5197a4d5-8ed5-47ad-
88114abe1090b5f1%40sessionmgr4001&hid=4206&bdata=JnNpdGU9ZWhvc3QtbGl2Z
Q%3d%3d#db=eue&AN=96263260
In this journal article, the author discusses the differences of traditional
assessments of learning verses the online assessments and what the good and bad things
are for both the educators and the students. He talks about things like test anxiety and
how that plays into both forms of assessments. He also points out how efficient both are
in determining circumstances.

Part 4
As an educator, no matter what century you are teaching in, it is critical that you have
informational literacy. But more than ever, teachers absolutely need to be literate with all
kinds of information and how to access it. However, being informationally literate is
something that goes beyond the classroom and school books. It is important because it effects
and enlightens as a person and can impact the lives of people all around us. We live in an
information-age where we have access to information for just about anything right at our
fingertips and that information is increasing at a rapid pace. We have books, television, radio,
the internet, and many other resources that we can use just about 24/7. As people of todays
society, we need to know what information and resources we have available to be able to go
on our day to day lives. Think about it, when was the last time you googled or used some
other type of search engine to find something. I guarantee it was within the past 24 hours. We
have some much power and information at right in our hands and it is crucial we are literate
in it, especially in this day and age.
Here in the 21
st
Century, educators and students need to be informationally literate more
than ever. With all of the information out there, while accessing, evaluating, and using the
information we gather, we need to know how to filter what is valid and what is not. There is
so much information out there for us to use in the classroom both as educators and students,
but it is important we know that our information is valid and will be affective in the
classroom. Also, as future teachers, it is important that we know how to use all of the
resources we have out there properly so that we can effectively gather information and be
able to teach our future students how to as well.
Information literacy definitely ties together with all of the ISTE Standards for Teachers,
but the one that I thought intertwined with it the most was the one that states that we need to
model digital age work and learning. Now this is a very broad standard because modeling
work and learning can certainly refer to information and gathering information. To keep up
with the ISTE standards, model is the key word. We need to make sure we model what
good information literacy is.
While being informationally literate, we need to make sure we always keep an eye out for
plagiarism and copyright information. Again, there is tons of information out there for us to
use, but plagiarizing someone elses work or information is not okay. Citing and referencing
the sources you find is a huge part to being informationally literate in the 21
st
Century.
Stealing someone elses ideas and words is against the law, so we need to make sure they get
the credit for the information we use in and outside of the classroom.
Technology is the number one source to information we have in the 21
st
Century without
a doubt. Technology is only increasing in the world today and this means that being literate
with information is needed more than ever. As educators, students, and members of society,
we have always needed to know how to access information from books, but now the internet
has more information than we could have ever once gathered from books. We can type in just
about anything into a search engine and get hundreds of results in a matter of seconds. We
can turn on a television or radio and get information with a matter of a few clicks. The
information technology holds in this century is truly a powerful thing, and we all need to
know how to use those resources now more than ever.