A common complaint from academics in many Western Universities is that their students do little research and tend to deliver small bibliographies with their written assignments, typically only 5 or 6 sources being used. The common question is “How can we develop their ability to research and then deliver strong bibliographies?” Two different Learning and Teaching strategies that have had some success over a period of four years are discussed in this paper, based on the results of 351 students’ assignments. Analysis of the bibliographies a range of student assignments suggests that there is a solution which significantly improves the mean number of sources in the bibliographies (to an average of 11 for several groups and to an average of 21 for a final year group), which also considerably improves the density of citations, improves the analytical quality of the writing of the students and their results, has some impact on the quality of the sources and engenders increased student satisfaction in the learning experience. The approaches are discussed and evaluated and the presented results suggest that active research on standard PCs during seminars and the level of tutor expectation appear to be highly relevant. It also turns out to be very important that students are guided by ideas such as the density of citations, strong critical analytical skill development and reinforcement, rather than by a target minimum number of sources.