We are living through a very difficult moment in human history where we are having to make almost daily decisions about our health, occupations, environment, economics, and democracy, while being bombarded with disinformation, misinformation, and "alternative facts" relative to those decisions. A highly developed information literacy capacity is a means to critically analyze all incoming information and make sound decisions for ourselves, our families, our communities, and our world (ACRL, 2000). Allen Repko and Rick Szostak's (2021) "Interdisciplinary Research: Process and Theory" aids in building this information literacy capacity in undergraduate interdisciplinary students through its examination of the disciplines students have been studying, while explaining to them the central components of interdisciplinary inquiry. It helps students understand the unique languages of disciplines, unpacks the limitations of individual disciplines in confronting complex, real-world issues, and then aids them in developing the tools and understanding the constructs they need to function as interdisciplinarians. This article will thoroughly explain the concept of information literacy and its value to interdisciplinary learners and demonstrate how "Interdisciplinary Research" can be used to foster student development of this skill. The article will conclude by discussing one specific assignment that engages "Interdisciplinary Research" to begin the process of building information literacy in undergraduate interdisciplinary students so that they may better understand the academic degree they are pursuing and set them on a pathway to apply their course of study in both their careers and the complex, real-world issues they will encounter in their ongoing lives.