Presentation at The Innovative Library Conference (TILC), Radford University, May, 2016 Teaching students about the information cycle and the research process under ideal circumstances is valuable in showcasing intended functions and effects, but may leave students ill-equipped to deal with real-word circumstances. I’m going to argue that talking about case studies in information cycles that have short-circuited, either due to moral panics about new technologies, poor reporting gone bad, and even poorly conducted scientific research we can teach students how to be critical readers of empirical-based research claims.