Although most college faculty expect their students to analyze Internet and scholarly sources in a critical and responsible manner, recent research suggests that many undergraduates are unable to discriminate between credible and noncredible sources, in part because they lack the proper training and relevant experiences. The authors describe two case studies from different disciplines (psychology and history) that offer a variety of strategies instructors can use to help students learn to critically evaluate and analyze Internet and scholarly sources. (Contains 3 tables.)