Teaching Information LiteracyNow more than ever, students need to hone their information literacy skills. For example, according to Stanford History Education Group’s 2016 study of “civic online reasoning,” more than 80% of students couldn’t tell the difference between fake news articles and real ones. The Stanford report described the average student’s ability to discern the credibility of information as “bleak.” Many students confused high-quality design and good writing as signs of credible information—even when the article was a spoof of news. In addition, students had difficulty understanding that articles published by companies might be biased and therefore unreliable. How can educators ensure that students are building solid information literacy skills? The AccessScience Case Study: Teaching Information Literacy offers some valuable insight.