Information literacy has long been concerned with how individuals evaluate information credibility. Credibility, or the believability of information as evaluated by a user, is often a part of information evaluation and contextualized within information literacy. Yet, as the online environment becomes more complex and online information proliferates, traditional approaches to determining information credibility fail to address the many nuances of the online environment. New Literacies scholars recognize the deictic nature of Internet-based literacies, as well as the many forms of strategic practices, knowledge, and dispositions that a literate user of the Internet needs. Yet the question remains: how do we prepare young learners with the diverse new literacies they need to be critical and conscientious consumers of online information, both within inquiry and regarding incidental information? This dissertation addresses this issue by presenting three articles focusing on information credibility and credibility evaluation, as well as their implications for literacy practices. Research is situated within the Wonder Project: a collaboratively-developed curriculum that involved 8th grade students in identifying and investigating an inquiry topic while engaging in information literacy lessons. This dissertation explores the wonder project in two empirical studies: an examination of all students' evaluation of an image on a class assessment after a single lesson, and a multiple-case study of students' inquiry over the entire curriculum. The first article reviews interdisciplinary scholarship on credibility for an audience of literacy scholars and highlighted an interdisciplinary emphasis on cue-based evaluation, that credibility is evaluated, and that credibility evaluation is an area of urgent concern (Chapter 2). The second article presents a qualitative study examining 8th grade students' evaluations of a Tweeted image with nebulous credibility, with particular attention to how author's purposes changes in an online environment, as well as symbolic capital in online environments (Chapter 3). The third article is a multiple-case study exploring four 8th grade students' evaluation of credible sources throughout The Wonder Project, identifying each student's emergent practices and identifying across cases that students did not interrogate the biases laden in their inquiry questions and rarely recognized encountering obstacles in their inquiry (Chapter 4). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]