As spatial repositories of the selective traditions of dominant and marginalised, residual and emergent cultures, libraries remain key elements in the educational production and reproduction of knowledge and power. As institutions fundamental to the project of modernity, as working shrines for those canonical texts of modernity – the dictionary and the encyclopaedia – libraries are sites par excellence for applications of the new literacies. This article aims to redress their omission from the literature on literacy and education. Following a critique of current definitions of information literacy, we argue for a critical information literacy for navigation through textual and ideological complexity and, diversity, ambiguity and multiplicity.
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