Infographics are one of the many visual elements that are becoming more and more prevalent in the digital arena. In this age of prolific social media postings, how well do college students understand infographics? This study surveyed two Journalism Copy Editing classes at Murray State University, in Murray, Kentucky. In both classes, students were given a pre- and post-questionnaire, which illuminated students’ visual literacy competencies and explored students' understanding about the visual elements and textual content of infographics. In both classes, the students were challenged to create their own infographic after the material had been presented. Only in the second class were the students introduced to specific, evaluative criteria regarding infographics in a lesson taught by the Research and Instruction Librarian for the College of Business. Analysis revealed that in the first class, Method 1, the score for evaluation of infographics rose from 55% to 77%. In the second class, Method 2, in which the students received specific instruction regarding evaluation criteria, the score for evaluation of infographics rose from 60% to 90%. We believe that introducing evaluative criteria about infographics helps to better prepare journalism students to not only evaluate infographics, but also create them. These skills will only elevate the students’ chance for success in the real world, where a journalist not only has to write the story, but is often now responsible for incorporating visual elements to their story as well.