Much has been written about the importance of developing students' civic online reasoning--their ability to effectively search for and evaluate social and political information on the internet. Studies show that students are easily duped by a website's top-level domain name, professional appearance, or About page content, and that they neglect to source and critically evaluate verbal and visual information they find on websites. Furthermore, students who are typically underserved by the American school system, including those from lower socioeconomic backgrounds and who identify as Black, perform more poorly than other students in civic online reasoning tasks. Tamara L. Shreiner examines how in today's "datafied" society, social studies teachers must provide instruction in data literacy to ensure that students become informed, competent citizens.