Joel, I agree and have the same experience with many of my students. This brings to mind the old adage "Which is worse, ignorance or apathy?" and the reply being "I don't know and I don't care." My approach in the classroom is to provide opportunities where the students have as much "skin in the game" as possible for decisions of information uses and source. Making the reliability of the source part of the grading rubric tends to help with this, but not eliminate the difficulty. The Department of Education meta-analysis of 10 years of research that was published back in May of 2009 for online best practices, indicated metacognitive activities had a significant positive impact on student learning. Having students thinking about the source of their information/knowledge, how it was retrieved and how it is used has been (at least partially) researched. Not surprisingly, these activities improve student knowledge and skill. I guess, in short, my recommendation is to indicate parameters of source documents part of the grading rubric. Dr. S. David Vaillancourt