Jamie Whiting

Part One
Document A: Professor Phelps List of Library
Locations
Below are a set of pictures of items located within the
HSSE Library within the Stewart Center at Purdue. Find
each of these items physical location within the library
and match the picture with the location description. Just
draw a line between the title of the picture (e.g., Item in
Picture A) and a location that most closely describes
where it is physically located within the library (note
pictured items may be in similar locations).
Item in Picture A

Item in Picture B

2nd Floor Main Reference

Section
3rd Floor Main Reference
Section
st

Item in Picture C

1 Floor Main Stack

Section
nd

Item in Picture D

Item in Picture E

2 Floor Main Stack

Section
rd

3 Floor Main Stack

Section
st

1 Level Periodical Stacks

nd

2 Level Periodical Stacks

rd

1st Floor Main Reference

Section

3 Level Periodical Stacks

Part Two
Bibliography
Davis, R., Dean, D., & Ball, N. (2013). Flipping the classroom and instructional
technology integration in a college-level information systems spreadsheet course.
Educational Technology Research and Development, 61(4), 563-580. (2013, June
11). Retrieved September 10,2014.
Forsey, M., Low, M., & Glance, D. (2013). Flipping the sociology classroom: Towards a
practice of online pedagogy. Journal of Sociology, 49(4), 471-485. (2013, November
12). Retrieved September 10, 2014.
Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Journal of
College Science Teaching, 42(5), 62-66. (2013). Retrieved September 15,2014.
Park, Y., & Bonk, C. (2007). Synchronous Learning experiences: Distance and
Residential Learners Perspective in a Blended Graduate Course. Journal of
Interactive Online Learning, 6(3), 245-264. (2007) Retrieved September 15, 2014.
Strayer, J. (2012). How Learning in an inverted classroom influences cooperation,
innovation and task orientation. Learning Environments research, 15(2), 171-193.
(2012, July). Retrieved September 15, 2014. doi: 10.1007/s10984-012-9108-4

Part Three
Garrison, D., & Cleveland-Innes, M. (2010). American Journal of Distance Education.
Facilitating Cognitive Presence in Online Learning: Interaction Is Not Enough,
19(3), 133-148. doi: 10.1207/s15389286adjde1903_2
This study talked about the depth of online learning. According to the article it focused on
the nature of online interaction in four distance education course designs. The design
had great meaning to the nature of the interaction.
Mairal, J., Bach, F., Ponce, J., & Sapiro, G. (2010). Journal of Machine Learning
Research. Online Learning for Matrix Factorization and Sparse Coding, 11. 1960.
This journal focused on matrix factorization problems and learning the basics about them.
Huang, H.-M. (2002), Toward constructivism for adult learners in online learning
environments. British Journal of Educational Technology, 33(1). 2737.
doi: 10.1111/1467-8535.00236
This journal talks about how adults can use certain skills to help them with inline
learning. Also it talks about ways they can incorporate that with children with
different needs.

Part Four
Information literacy is defined as a crucial skill in the pursuit of
knowledge. We come across information on a daily basis. The amount of
information that our world has accumulated over time is amazing. The overall value
for being informationally literate is being able to recognize when information is
needed and locate, evaluate, use, and communicate it in many forms. People can use
locate information in many ways, through libraries, the internet, television,
newspapers, other people, and etc. there is no much information in this world that
many people do not know about. Some people like to use information for goods
things and for bad things.
As a student and a future teacher being able to gather information is very
important. Not only do I need to be able to access the information as a student but
also I need to be able to find and understand that information all together. As a
teacher it is even more important to be able to access, evaluate and use information
in the 21st century because you not only need that information for yourself but you
need to be able to interpret that information for the students so that they can
understand it on a different level.
Information literacy is reflected in all of the ISTE standards for teachers.
Teachers need to be able to show students different way to be informationally literate
through classroom activities. They also need to be able to introduce different
methods for their students to find, evaluate, and show how they got their sources for
the information they collected. When writing any paper students will need to be able
to find information and cite their sources correctly so that there is no plagiarism in
the final product.
For information literacy there are many relevant topics to discuss. There is
plagiarism, copyright, and fair use for information literacy. Plagiarism is the most
important part of information literacy, I believe. Not being able to give credit to
someone you copied work off of is wrong in so many ways. That person is working
just as hard as you are on a paper and you need to be able to give that person credit.
Students need to have all the tools to be able to truly be informationally literate.
Technology has been growing for centuries and is still continuing to grow.
Technology is the most efficient way to find information these days. In order to

access information online you need to be able to be informationally literate. Trying

to find out which source of information is reliable is the tricky part. Some sites like
to trick you into thinking that their site is reliable when it truly is not.