This article presents the preliminary results of a qualitative study carried out in Chile and Spain, which uses case study and action research methods, to obtain data on the use of written sources by novice school history teachers, to develop the critical literacy skills of their students. Also, methodological procedures are explored that could be used in the classroom to promote Media and Information Literacy. Through participant observation, interviews, and didactic intervention, it has been possible to conclude that the selection of sources, the presentation in a multimedia format and the use of Artificial Intelligence as a tool for contextualization, increase the possibilities that their students, distinguish facts from opinions and intentionality in the sources used in the classroom.