The scope of this article is to address the possibilities and challenges librarians concerned with social justice may face when working with the ACRL "Framework." While the "Framework" recognizes that information emerges from varied contexts that reflect uneven distributions of power, privilege, and authority, it is missing a cogent statement that connects information literacy to social justice. In this article, authors concerned with social justice and civic engagement will share their reflections on the "Framework" from a critical pedagogical and social justice orientation.