ABSTRACT

Two paradoxes of considerable import framed the conceptualization of this chapter. A key macrolevel issue was that whereas educational institutions of Western nation-states profess civic and democratic values, they remain oblivious to or complicit with government hypocrisy on the disparities of wealth and well-being created by unrestrained global capital (cf. Apple & Beane, 1999; Hertz, 2001). The second paradox, which is at a microlevel, relates specifi cally to libraries and the scholarly study of them. It was that, within the context of a wealth of available theoretical and methodological approaches from which researchers can draw, the extant literature on technologized libraries seemed, in my view, somewhat socially disconnected, politically naïve, and theoretically impoverished.