A majority of Americans use social media to some extent or other, with about two-thirds of Americans obtaining news from social media. Moreover, three-quarters of those who consume news from Snapchat are aged 18-29, reflecting a distinct demographic shift from seeking news using traditional sources (e.g., newspapers). Accordingly, the “fake news” phenomena currently sweeping the national rhetoric via social media, most notably during the 2016 U.S. presidential campaign election season, has brought to light concerns that younger generations, as significant users of social media, are in danger of being unable to discern between the fact and propaganda that permeates nearly every social media platform. As such, academic librarians must continue to orient information literacy to this new reality by identifying and exploring the ways in which students evaluate and use the news they find on social media, not only to know firsthand how to teach students to recognize misinformation, but also to use news seeking behavior as a first step in teaching students about comparing and contrasting popular and scholarly sources. To that end, we presently are conducting an exploratory study in which we interview 15-20 undergraduate students to discover how they evaluate and use news found on social media. Preliminary data reveal that these students actively pursue news from social media and draw on a variety of techniques to evaluate and use the news they encounter, but are often unsure whether what the news is factual.