Information literacy (IL) is a multifaceted skill that encompasses information seeking, identifying research questions, finding answers to research questions, and then evaluating and using information appropriately (ALA 2001). Much research has been conducted on the low level of IL found amongst high school students. Failure to make connections between IL skills taught in high school and the skills required in post-secondary education is another problem (Varlejs, Stec, and Kwon 2014). The authors' goal was to teach students critical-thinking skills related to digital and media literacy competencies within the framework of their local curricula. Students must be able to navigate 21st-century technologies as graduates transition from high school to post-secondary institutions and the work force. The authors perceived the need for a formal approach in the teaching of research skills with an emphasis on technology. The focus of this article is their teaching experience with developing cross-curricular pedagogical materials and, over a two-year period, using those materials to help students develop their research skills.