Badke agrees with Zurkowski stating that giving away information worsens its value and lessens its quality. It costs a lot of money to produce databases and get journals peer reviewed. However, if someone does not pay for these services then the quality will be comparable to the World Wide Web. In other words, the public will end up with poor quality information.
In Badkes’ opinion, it is certainly correct to say that academics and other experts launch good websites, but it is also correct that the best information is one paid for although it eventually will be fully accessed free.
Secondly, Badke believes that the government need not produce information already provided by the private sector. He also believes that the government should encourage private sector companies to create information before one of its programs produces it. In other words, the government should monitor information, but it should not be the primary creator.
In third place, Badke reiterates Zurkowski’s goal to teach all people how to access and manage information wherever they may be. Libraries do not need to be the primary sources for information. National databases should provide and supply information libraries cannot. Information literacy is essential f...
... middle of paper ...
...w technology, often think that the Internet and the Web threaten our way of life. In contrast, to the new digital generation, technology is merely another way to view the world, another way to
interact with each other, and another way “to go where no man has gone before.”
Badke, W. (2010). Foundations of information literacy: learning from Paul Zurkowski.
Online, 34(1), 48-50. http://www.infotoday.com/Online/
Geck, Caroline. (2006). The Generation Z connection: teaching information literacy
to the newest net generation. Teacher Librarian, 33(3), 19-23. http://www.teacherlibrarian.com/
Green, G. (2007). Information literacy: time for a rethink?. Access, 21(3), 9-11.
Jones-Kavalier, B. & Flannigan, S. (2008). Connecting the digital dots: literacy of the
21st Century. Teacher Librarian, 35(3), 13-16. http://www.teacherlibrarian.com/
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