In the Nutrition and Dietetics Program at Louisiana State University, the ability to discern between original research and review articles is crucial for students to successfully graduate. However, despite its significance, students routinely struggle with the challenge of locating original research articles each semester. This necessitates a profound grasp of information literacy concepts, including synthesis, and critical evaluation. This paper thoroughly explores the crucial nature of this skill set, providing an in-depth examination of the methods employed to address these challenges within the Nutrition 3110 classes. The discussion encompasses the rationale underpinning the teaching of distinctions between original research and review articles, outlining the specific content covered and clarifying the integral role of a librarian throughout the instructional process. This discussion also opens dialog about students receiving information literacy instruction and what happens to those students who manage to sidestep the classes that teach it. Everyone assumes someone is teaching them these skill sets when the reality may be different. Additionally, the presentation sheds light on the development and practical utilization of a handout designed for one-on-one consultations, offering a tangible example of the teaching strategy in action. The exploration extends to the role of evidence synthesis-type papers, underscoring their relevance while also not using them for the assignment. The presenter candidly shares firsthand experiences and initial struggles with the assignment, acknowledging the broader difficulties that students may encounter when faced with similar tasks. This presentation not only provides a comprehensive understanding of the pedagogical approach taken but also offers valuable insights into the practical implementation of strategies aimed at equipping students with the skills essential for navigating the intricate landscape of scientific literature within the domain of nutrition and dietetics.