Information literacy should be framed in such a way that students are empowered with the capacity for lifelong learning and assume greater autonomy over – and gain social responsibilities from – their learning. We conducted focus group discussions and in-depth interviews to collect ideas from practitioners on professional development in information literacy education. The research findings show that practitioners are concerned about the recognition of teachers and the training methods that will be used in the implementation of information literacy in schools. Professional development should focus on the content and the pedagogy of capacity building in school education. Three key issues in professional development are highlighted: realising capacity building, obtaining the consensus and support of school principals and teachers, and allowing practitioners the flexibility to organise their own development. Nine modules for the professional development of in-service and pre-service teachers are also proposed.