Students often struggle to engage with primary scientific literature, especially in introductory geology and other natural science courses. Vocabulary barriers, math anxiety, and limited prior experience with research methods can make journal articles feel inaccessible. Our interdisciplinary team of a librarian and several community college science instructors developed a practical instrument to guide students through the structure and purpose of scholarly articles. The tool prompts learners to work with abstracts, introductions, methods, results, and discussions in a scaffolded way that builds confidence and encourages critical thinking.  This session models the design principles of Cutting Edge workshops by emphasizing active participation, collaboration, and immediate applicability. Participants will experience portions of the instrument from a student perspective, work with other participants, consider strategies for adapting it to their own teaching contexts, and reflect on the role of librarian-instructor partnerships in supporting student success.    By the end of the session, participants will have a ready-to-use tool that can be customized for geology or other disciplines, along with insights into how interdisciplinary collaboration can enhance student comprehension of primary literature. This approach not only supports information literacy but also helps students enter the ongoing scientific conversation with greater confidence and without reliance on artificial intelligence.