Library instruction continues to evolve. Regardless of the myriad and conflicting opinions academic librarians have about the ACRL "Framework for Information Literacy," the debates and the document itself have engendered greater discourse surrounding how and why librarians teach. The "Framework" provides an additional push toward designing instruction with big ideas rather than a skills-based curriculum. However, we still must contend with constraints imposed upon us by higher education taking on business models and enforcing a skills agenda. To enact the pedagogy of the "Framework" in contrast to changes in higher education presents a challenge. We should consider ways in which the "Framework" can help us push back against these neoliberal agendas in our pedagogy and reinvent our roles as librarian educators.