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 the agreed meeting place outside
- 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 |
| Do detail references match the drawings they point to? | 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 They can repeat outdated knowledge and can formulate errors as convincingly as facts.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 early institutions there were many children per adult and the day was marked by fixed routines discipline and little space for the individual child. Pedagogy was not a profession with education as we know it; care was often handled by people without special training. Views on upbringing were harsher than today and the child's own feelings and needs got little attention. Only slowly did the idea of individual child well-being grow.
“The good task does not quote the most sources — it knows what each source can support and what it cannot.”