This paper describes assignments that have been implemented in a General Chemistry I course to promote science literacy. This course was chosen in particular because it reaches a broad audience, which includes nonscience majors. The assignment series begins with several discussions and tasks to develop information literacy, in which students find and critique sources of information and evaluate a journal article. It then culminates in an assignment that asks students to critically review a variety of information on a current issue and compose a written supported argument. This set of assignments gives our course a broader, liberal arts context, and according to student feedback, it has been successful in fostering science literacy. Adaptation for use in upper-level courses is also discussed.