This paper explores the connection between critical theory, information evaluation, and the instructional practice of critique for STEM students and librarian instructors. Using an emerging theory and instructional method, the authors examine how to more deeply include voices that have historically been excluded from STEM information critique. The foundational ideas, pedagogical approaches, and scaffolded curriculum used to engender a more inclusive approach to information within third- and fourth-year engineering design classes are discussed to contextualize the application of theory to the practical setting. Rooted in critical theory, this case considers how student information behaviors can ultimately perpetuate or subvert social structures and expectations.