Following experts' calls that information literacy interventions can inoculate against misleading political information, this study examines how students who have undergone an information literacy training evaluate political information one year after the classroom training. The intervention consisted of a one-semester information literacy course that taught students how to find and evaluate information for use in journalism and strategic communication. In-depth interviews with 22 former students of this course were conducted. Results show that students had difficulty evaluating political information. However, when they attempted the evaluation, the process was colored by prior knowledge of the political topic and students' personal experiences and needs. Findings suggest that these evaluations were likely driven by heuristic cues and students hardly looked beneath the surface level when processing political information. This study offers practical recommendations for information literacy interventions and also theoretical implications for political information evaluation and skill transfer. For instance, while research suggest that democracy and civic discourse thrive where citizens can distinguish between good quality and low-quality political information, participants' difficulty in evaluating political information in detail suggests an uninformed citizenry, which remains problematic for democracy and civic health. [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.]