Academic dishonesty, including plagiarism, is a chronic problem. This paper reports the results of a project undertaken at a public funded university in Melbourne, Australia, in partnership with colleagues from a public funded university in Beijing, China, to combat this and other problems associated with academic literacy. The prime focus of the project was to improve students' un-derstanding of and skills associated with academic literacy. This is important for all students in transition to higher education. The project evolved from an earlier pilot project which developed e-learning resources based on the Elaboration Likelihood Model (Petty & Cacioppo, 2000). The pilot project's e-learning resources comprised examples from popular culture, particularly film, television, and music to engage students with the topic. Subsequent evaluation of that project found that it was not suitable for international students, especially those from China due to the cultural specificity of the resources. Consequently, a series of focus groups and workshops were conducted to identify how to improve these resources and make them accessible and meaningful for Chinese students. Outcomes of this project include the development and production of five e-learning resources, each dealing with a different issue identified in the feedback.