Much of the National Science Education Standards (NRC 1996), aside from the inquiry and teaching sections, focus on content. The authors' call is instead to build standards that focus on what students need to be scientifically literate in 10 or 15 years. Although a basic understanding of important scientific concepts and an understanding of how inquiry is practiced are immensely helpful, they are not enough. Students need ways to find, evaluate, and make sense of new scientific and technical information that one cannot predict with any degree of certainty. Even in the present, students need skills that enable them to make decisions on technical issues and understand what takes place in cutting-edge laboratories and the papers generated directly from scientists' work. What standards and skills might support such understandings? This article reports on an initiative that addresses such needs. The "Science Literacy Through Science Journalism" (SciJourn) project (Polman et al. 2010; Saul et al. 2012) explores how the practices of good science journalism can inform high school science education. As high school students report science news, they learn to gather and contextualize information and bring critical eyes to that which they read and write. (Contains 1 figure and 10 online resources.)