Increasingly, young people are interacting with information from a range of complex online sources (e.g., images, videos, websites, etc.) that inform them about content that is typically part of social studies. This makes helping students learn to become skilled careful and critical readers of all texts (from textbooks, trade books, magazines, and newspapers to websites, music, and video) an especially important component of social studies education. However, developing the thinking skills necessary to read and understand complex information sources can be challenging with young students. This is especially true for teachers wanting to help students develop thinking skills that are central to the research process as they investigate social studies topics and issues. Rindi Baildon is a fourth grade teacher at the Singapore American School (a private pre-K-12 international school in Singapore with an American-based curriculum for 3,800 mostly expatriate students). This article highlights the ways Rindi engaged her students in discussions about the challenges of reading Internet information sources and how she and her students identified specific strategies they could use to determine the trustworthiness, readability, and utility of information sources during the research process. Together, she and her class developed a set of questions and a research guide that students could use to scaffold their thinking with different information sources in a research project. (Contains 1 figure and 15 notes.)