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Connectivism provides a promising theoretical understanding of how libraries can use social media to engage in intentional information literacy education. The purpose of this paper is to review research in support of this claim and situate information literacy instruction through social media in connectivism’s theoretical framework. Using this model, those intending to use social media to teach information literacy must model good behavior, facilitate network growth, and help students build the capacity to consider a source's context and evaluate information critically in order to be successful. Theoretical challenges and potential for future research is included.