When students enter the academic library they bring years of research experience with them. Even if they do have gaps in their knowledge or misunderstandings about certain functions, most do have a routine set of actions they follow when they need information. However, when students are confronted with the academic research process they can feel entirely out of their depth. The introduction of completely new resources, methods of publication, and new pressure of searching can be overwhelming. Finding ways to connect students’ daily habits with this more specific academic process can help them grasp information literacy concepts better and become more effective researchers, in every facet of their lives. In this presentation I’ll go over the strategies that I’ve developed for use in both one-shot information literacy sessions and a for-credit semester-long course that I developed and taught. Some of those tactics included searching on social media platforms using advanced search methods, using lateral reading to evaluate sources, and comparing internet discourse to scholarly conversation. My course was specifically about misinformation on social media and this topic allowed students to connect multiple fields of academic research with their own lived experiences and interests. The information literacy concepts that are often sequestered to research assignments took on a new value in the context of their daily lives and how they learned about the world around them. The more involved teaching of my own course allowed me to transfer these practices to other one-shot sessions that I was invited to teach. I was able to help students reenvision their research topics and methods to be more applicable to their daily lives. In this session I will share methods and activities that can be incorporated in your own teaching, insights I gathered from students, and reflections as I evaluate my past practices and look to the future.