This paper describes a model course that places the intersection of information literacy and critical thinking within the conceptual framework of how information technology impacts cultural, political, economic, and social systems in American society. Stepping beyond the boundaries of traditional library instruction, this model course also attempts to critically construct meaning based on diverse perspectives and experiences as well as build a bridge of relevancy between the abstractions of what it means to be information literate and the individual's ability to participate in an information society. In so doing, the curriculum is transformed from an active learning strategy incorporating critical thinking competencies and student-centered learning to an empowerment learning strategy embracing a model of relevancy-centered critical thinking and an emphasis on the student-teacher relationship as the catalyst for knowledge acquisition. (Author)