Students entering undergraduate programs in 21st century Australian universities come from increasingly diverse backgrounds and, on commencing study, are often exposed to a variety of advice about what is expected from them as tertiary students. Referencing is a fundamental part of academic research and writing, and one which daunts many undergraduate students, particularly in their first year of tertiary study. This paper discusses the rationale and content of a referencing policy developed by a regional university in response to a changing student population and an expanding range of disciplines. Using referencing as an example of academic activity, the paper suggests that students’ competence and confidence can be enhanced if they feel they belong to a community of academic practice, and are made aware of the norms and expectations of that community through consistent policy and advice.