Part 1

Part 2
References
Davies, R. S., Dean, D. L., & Ball, N. (2013). Flipping the classroom and instructional
technology integration in a college-level information systems spreadsheet course.
Education
Technology
Research
and
Development, 61(4),
563-580.
doi:10.1007/s11423-013-9305-6
Freeman, C. F., & Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of
College
Science
Teaching, 42(5),
62-66.
Retrieved
from
http://search.proquest.com.ezproxy.lib.purdue.edu/docview/1348257211?accountid=1336
0
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a
practice
of
online
pedagogy. Journal
of
Sociology, 49(4),
471-485.
doi:10.1177/1440783313504059
Park, Y. J., & Bonk, C. J. (2007). Synchronous learning experiences: Distance and residential
learners perspectives in a blended graduate course. The Journal of Interactive Online
Learning, 6(3), 245-264.
Strayer, J. F. (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

Part 3
Article 1: Education goes digital: the evolution of online learning and the revolution in higher
education.
With the growth of online learning the difference between in class instruction and online
Instruction is going to change into a hybrid state that creates a blend of both (61). As
this change continues to grow it offers unique benefits for both students and teachers, it
also is not without consequences. At first the change was not a widely accepted one but
as time passed it is becoming so common that the writers warn that although it is good it
does
not come without worry, so the decision whether to use traditional in class instruction v.
online learning should be taken very carefully.
Hiltz S (2005). Education goes digital: the evolution of online learning and the revolution in
higher education. Communications of the AMC. 48(10), 59-64.
Article 2: Student barriers to online learning: A factor analytical study.
The study found 8 factors that can inhibit online learning. Of these, social interaction was
missing which is believed to provide a good experience when learning. The conclusion of
study was that depending on the preference of learning style will change the enjoyment
level of an online course and also the likelihood of completing a course.
Muilenburg L, Y, Berge Z, L (2005). Student barriers to online learning: A factor analytical
study. Distance Education. 26(1), 29-48.
Article 3: Students Perceptions of Online Learning: A Comparative Study.
This study found that students who took an online course that was an elective, rather
than a required course, enjoyed much more the class and was able to engage in the

material better. The least favorable part of online learning was the time commitment
needed to complete the course.
Smart, K. & Cappel, J. (2006). Students Perceptions of Online Learning: A Comparative
Study. Journal of Information Technology Education: Research, 5(1), 201-219.
Informing Science Institute.

Part 4
1. What is the overall value of being informationally literate?
Having a sense of information literacy enables someone to not only access a wide array of
information but also gives them the ability to understand that material and to find relevant,
accurate information to others. Information literacy also creates a creditability within someone if
they are able to be smart about their information use. By following laws and properly citing
others when they themselves create something it builds a reputation of honesty and
trustworthiness. This can extend on to those who may have never met the person, in person. As a
teacher it is of great importance to be able to not only understand but also teach information
literacy. This is a skill that needs to be taught to students and become second nature when surfing
the internet or other resources. The internet is just one example of where information literacy can
be applied. Another is when reading written texts. Although most non-fictional works can be
guaranteed to contain accurate information biased opinion can clutter works making the
information within the subject suspect to suspicion.
2. Why do you as a student and as a future teacher need to know how to access, evaluate,
and use information in the 21st century?
As a student I am studying to become an art educator. In kin with this I also have obligation to
those above myself to present my ideas in clear, concise, and accurately supported ways. I cannot
present ideas that are not my own and find that acceptable because those in the world do not find
that acceptable. As I grow as a student I must have the ability to support my ideas with evidence
from other sources. Those sources will have to be explicitly cited so that ideas, terms, and words
that are not my own are given proper recognition. This makes my creditability as a students and
future teacher much stronger. As a teacher I have an obligation to teach my students what it
means to have information literacy. Within the art field less precedence is given to written word
but more to created works done by artists. It is very easy to copy someones work and not notice.
So when teaching my students art I need to be aware, and they to need to have awareness, that
when creating something new it needs to be truly unique and new. Copying someone elses
artwork and passing off as your own is very wrong and very bad for a persons reputation. So
when creating something it is always a good idea to research artwork related to what you want to
do to make sure you are not stealing (plagiarizing) someone elses original idea.
3. In what ways is information literacy reflected in the ISTE standards for teachers?
The ISTE standards specifically mention a few standards relating to technology and specifically
standard 4 related directly to information literacy. It talks about how that teachers must have
model digital citizenship and responsibility (PDF). It is through this that teachers must be
ready and prepared to present information in a legal and ethical way so that students will
always be receiving pertinent information at any moment of instruction (PDF). Also this should
be presented in a way that the students themselves will follow the teachers example and show
these kinds of responsible acts themselves.
4. What is the relevance of topics such as plagiarism, copyright, and fair use to information
literacy?
Very relevant. This is, I believe, the most important thing within information literacy. Although
being able to access information is important it is more important to take any information

gathered and decide if that information is relevant, and if it is, how that information can be used
to further your ideas and research topics. In connection with this it is of the most importance to
give credit where it is due. Many supporting facts of an idea do not come from the person
themselves, it comes from outside resources. Because of this it is important that when presenting
this information people understand that those facts, ideas and terms are not your own but
someone elses. This shows a knowledge of information literacy but also creates a fair way of
information to be passed from person to person.
5. In what ways has technology impacted the need for increased information literacy?
Technology has greatly impacted the way of teaching information literacy. Information is now
everywhere and because of this anyone can find many different sources of information. Although
written literature is still used it does not present the problem that technology does. Literature
when through editors and many hands before being allowed to be printed. Unlike many things on
the internet written works are carefully checked to make sure the information being published is
valid, true and breaks no laws. On the internet though much of the information that can be found
is not edited, but rather words that never pass any sort of inspection. Because of this unique
dynamic one must be careful when trying to present material found on the internet. Information
literacy has grown because one must now act a sort of editor on the World Wide Web. They must
be ready to understand and decide what information is true versus information that is not.
Technology provides great convenience and speed but does not guarantee truth.