Rivera 1

Part 1 (5 pts.)
E
1st Floor Reference Section
2nd Floor Reference Section
3rd Floor Reference Section
1st Floor Main Stacks
B,A,C 2nd Floor Main Stacks
3rd Floor Main Stacks
D

1st Level Periodical Stacks

2nd Level Periodical Stacks

3rd Level Periodical Stacks

Rivera 2

Part 2 (5 pts.)
Bibliography
Davies, R. r., Dean, D. d., & Ball, N. 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. doi:10.1007/s11423013-9305-6
Forsey, M. Mitchell, L., Glance D., (2013). Flipping the sociology classroom: Towards a practice
of online pedagogy. Journal of Sociology, 49(4), 471-485. doi:
10.1177/1440783313504059
Herreid, C. h., & Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Journal Of
College Science Teaching, 42(5), 62-66.
Park, Y. J., & Bonk, C. J. (2007). Synchronous Learning Experiences: Distance and Residential
Learners' Perspectives in a Blended Graduate Course. Journal Of Interactive Online
Learning, 6(3), 245-264.
Strayer, J. 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

Rivera 3

Part 3 (10 pts.)

Annotated Bibliography
Bell, M. A. (2002). Cyberethics in schools: what is going on?. Book Report, 21(1), 33-35.
This article is most making reference to librarians and how they should be equipped to
enforce this idea of cyberethics in their libraries. What was recommended in this article
is that librarians be well read on this subject, provide students and teachers accessible
information, and also make clear what acceptable use is of these new technologies.
Pusey, P., & Sadera, W. (2011). Cyberethics, Cybersafety, and Cybersecurity: Preservice Teacher
Knowledge, Preparedness, and the Need for Teacher Education to Make a Difference.
Journal Of Digital Learning In Teacher Education (International Society For Technology
In Education), 28(2), 83-88.
The study presented in this article was related to how well prepared pre-service teachers
are to teach subjects such as cyberethics, cyber security, and cyber-safety. Ultimately
what they concluded was that teachers were not effectively modeling these topics.
Whittier, D. (2006). Cyberethics in the Googling Age. Journal Of Education, 187(2), 1-86.
This article is making observations about how Boston schools regulate the internet access
students have for certain websites. Ultimately, administrators worry about allowing the
students to have access to websites that are purely for entertainment because it slows the
internet connection for other students that may actually need it to do work.

Rivera 4

Part 4 (10 pts.)

Rivera 5

Part 5 (5 pts.)
In my personal opinion I believe that information literacy is one of the most critical skills
that a 21st century educator and student should have. It can make the difference between a good
researcher and an excellent researcher, and it really distinguishes those that understand how to
use technology appropriately and adequately from those that don't understand how to use it.
Another reason why information literacy is so critical is because students practically have the
same availabilities in terms of information as teachers do, therefore they can easily verify
whether or not their teachers are truthful and accurate. This is so important because it really will
demonstrate a different caliber of teacher from those who don't know how to optimize the use of
the vast amounts of information available to us. It will also change teaching styles, since many
students could potentially find the information a teacher could present to a class online. This is
critical for the standards that are established for teachers because if they don't know how to
accurately evaluate, access and utilize information then how are they supposed to be able to
teach that to their students. It would be very difficult for them to be able to design assignments
and work that accurately portrays how students need to be accessing information and utilizing it
appropriately. One of the most important parts about finding information is figuring out whether
or not your use of that information is legal in the way that you are incorporating it into your own
work or another scenario. There can be issues with copyright and fair use, that if a student
doesn't have a throughout understanding of those rules because their teachers haven't taught
them, then their work might be fraudulent and technically not legal. Teachers that know what it
means to legally find and incorporate information into research will create students that will
know when it is appropriate for them to use for example an image from a website or an opinion
from a blog. There are so many different resources to choose information from nowadays that it's
critical for students to learn the skills and understand these rules and regulations because
technology begets improvement and creativity. This means that new technologies require more
specialized skills in order to accurately and efficiently find needed information.