The document discusses integrating information literacy (IL) into professional development in higher education. It argues that IL and professional development have become separated due to instrumental rationality colonizing the lifeworld. This treats people as consumers rather than citizens and disempowers them. The document advocates a critical view of IL that is change-oriented, community-based, and self-reflective to retain creativity. It concludes that IL should be embedded in professional development for all stakeholders and that developing dialogue with other groups in higher education could help address challenges to implementing a critical approach to IL.