While the Framework for Information Literacy in Higher Education touches upon issues of privilege and marginalization, it was not explicitly created in a way that critically examines racial, political, social, and economic dimensions of information. In this workshop, panelists will discuss how they have taken an explicitly anti-racist approach to their instruction in in-person, online, and hybrid classrooms. Critical Race Theory (CRT) explicitly analyzes the intersections of race, society, and law, providing a way to critique and modify The Framework for use in anti-racist library instruction. Closely examining The Framework creates an opportunity to reach beyond CRT and incorporate culturally sustaining pedagogies into literacy methodologies. This would allow for LIS to begin to address the calls for recognition, repair, and transformation in Western epistemology through information literacy instruction (Tuck & Yang, 2012; Morales & Williams, 2021). This workshop guides us through acknowledging and reimagining methodologies. In research and pedagogy, in order to sustainably grow the field of librarianship and by extension our interdisciplinary fields of focus. Attendees will explore the harms in libraries caused by a deep engagement in Western epistemological structures in our knowledge systems and spaces. Through identification of these roots, we may explore pedagogies that center mending these wounds and expanding our boundaries as knowledge guides, seekers and arbiters.