Librarians at a community college in New York City identified that, unassisted, undergraduate students often find it difficult to categorize the various information formats they are locating and citing, such as a newspaper article, a book, a scholarly article, a blog or wiki entry, or a reference source. Due to their untrained approach defining formats and judging information, broader perceptions go unidentified, specific cues go unnoticed, and the value of information is not acquired. This review and small case study assessed how academic libraries implement the information cycle in library instruction and investigated techniques to determine the credibility of information sources. The information cycle is a sequence of learning based upon publication type. The small case study highlights how the authors developed a scaffolding approach to integrate the information cycle into a credit-bearing library instruction course. By receiving feedback and guidance from their instructor and classmates and analyzing the media progression of a newsworthy event, students develop an understanding of information and modify their heuristic approach toward identifying, evaluating, and using information.