Source criticism and information seeking in HTX
Finding, assessing and referring to sources in technical and scientific work
On HTX, you write reports, technology projects, and finally SOP — and common to them all is that they are based on sources: textbooks, articles, data sheets, standards, statistics, and your own measurements. The ability to find the right sources and assess them critically is a core competency, which is both assessed in the assignments and sought after in all higher education. And in a time when both misinformation and AI-generated content flow freely, it is more important than ever.
§Search systematically — not randomly
- 01Start in good time so you can choose a topic rooted in your own practice and have it read through by a colleague or instructor before submission.
- 02Use multiple search terms and synonyms, also in English, where the technical literature is often largest
- 03Go to primary sources: authorities, standards, research articles and manufacturer data sheets instead of secondhand renditions
- 04Use the school library and databases — the librarian is an overlooked shortcut to good sources
- 05Note immediately where you found what; refinding a source afterwards can take hours
§The basic questions of source criticism
Source criticism sounds heavy, but is based on a few concrete questions you can ask about any source. The purpose is not to reject sources but to know what each one can bear.
| Questions | What you uncover |
|---|---|
| Who is the sender? | Professionalism, authority, and possible interest in the matter. |
| What is the purpose? | Information, research, marketing or influencing opinion |
| When is it from? | Whether the content is still relevant — technology and rules change |
| Where does the information come from? | Whether the source itself refers to documentation or merely asserts |
| Does it match other sources? | Whether the information can be independently verified |
§AI tools and source criticism
Language models and AI assistants can be useful for getting an overview of a topic or suggestions for search terms – but they are not sources. They can repeat outdated knowledge and can formulate errors as convincingly as facts. Use them as a conversation partner, never as documentation: find and read the real sources behind the claims, and refer to them. At the same time, be aware of your school's and exams' rules on AI use – careless or non-compliant use can count as cheating.
§Refer correctly — and avoid plagiarism
Any information, figure or wording you have from others must be credited with a reference and all sources used must appear in the bibliography. This also applies when you paraphrase in your own words — paraphrase without reference is still plagiarism. Choose one reference system and use it consistently throughout the assignment; your school typically specifies which format it expects. Correct referencing is not just a formality: it makes your work verifiable and protects you from suspicion of cheating.
§Source work in SOP and technology projects
In large projects your ability to select and use material is judged — not the number of sources. A few well-chosen and critically applied sources beat a long uncritical literature list every time. Show in the text that you know your sources' strengths and limitations: write for example who stands behind a number and why the source is trustworthy in that context. Those kinds of small moves lift a task from summary to inquiry.
“The good task does not quote the most sources — it knows what each source can support and what it cannot.”