This mixed-methods study explores how the use of satirical news videos contributes to student engagement with information literacy (IL) instruction. The sample was drawn from first-year undergraduate students in for-credit IL courses. Overall, the use of satirical news videos improved student engagement with, and enjoyment of, IL topics. Given the challenge of understanding the videos' satirical intent, however, instructors must provide context and discussion to help students process and critically understand the videos. This study also uncovered students' levels of trust in media sources, which have broader implications for undergraduate IL instruction.