© IJARW | ISSN (O) - 2582-1008 January 2025 | Vol. 6 Issue. 7 www.ijarw.com IJARW2408 International Journal of All Research Writings 128 INFORMATION LITERACY SKILLS AND CRITICAL THINKING STRATEGIES: KEY FACTORS OF ONLINE SOURCE CREDIBILITY EVALUATION SKILLS Allen Melgrie R. Lucaser 1 , Annabelle P. Acedera 2 1 MLIS Student Lourdes College, Inc., Cagayan de Oro City 2 Faculty Lourdes College, Inc., Cagayan de Oro City ABSTRACT Identifying trustworthy sources necessitates sound grasp of information and good cognitive skills. This study aimed to examine the relationship between information literacy skills and critical thinking strategies for judging the reliability of internet sources among 500 students selected at random. Using a descriptive correlation design, the study investigated how these abilities and tactics affect students' ability to evaluate the accuracy, relevance, and reliability of online materials. The research is based on the Association of College and Research Libraries (ACRL) framework and UNESCO's Digital Literacy Global Framework, focusing on key aspects of information literacy such as source evaluation, content analysis, and ethical information use, as well as critical thinking strategies that facilitate logical reasoning and evidence-based assessments. Findings reveal that both information literacy skills and critical thinking processes play an important role in evaluating the reliability of online sources. Students who have strong competences in these areas are better able to recognize misinformation, assess biases, and verify the legitimacy of sources. This highlights the importance of incorporating thorough training in information literacy and critical thinking methods into the academic curricula to prepare students to navigate the difficulties of the digital environment. The study can help educators, librarians, and legislators build courses that promote digital literacy and critical thinking by emphasizing the need of preparing students to be knowledgeable digital citizens who can make wise judgments in both academic and real-world settings. Keyword: Information Literacy Skills, Critical Thinking Strategies, Online Source Credibility 1. INTRODUCTION College students, as future leaders and professionals, must navigate a digital world where information is available but frequently untrustworthy. The internet's lack of quality control promotes the spread of misinformation and disinformation (Zubiaga et al., 2018), exposing users to biased or inaccurate information. Despite acquiring skills to engage with this digital environment, research finds significant gaps in students’ ability to critically and effectively evaluate online material (Savolainen). The difficulty lies in separating reliable sources from an overwhelming flood of misinformation. Studies emphasize the need of critical thinking and information literacy in evaluating internet content, yet many concerns remain unanswered. Which critical thinking strategies are the most effective? How do characteristics like academic background and cultural setting influence believability assessments? (LaPierre and Kitzie, 2019; Young et al., 2021). This study investigates the interaction of critical thinking strategies and information literacy skills in determining online source authenticity among college students. It looks into their capacity to identify falsehoods, analyze content, and verify proof. This study intends to improve educational programs that nurture these important abilities by identifying effective tactics and filling existing gaps. Empowering students with the ability to critically analyse information will not only improve their academic achievement, but will also enable them to negotiate the complexities of a digitally connected society. 2. THEORETICAL AND CONCEPTUAL FRAMEWORK