This study emanates from an assumption that the skill of evaluating sources is placed in a complicated field, where an old academic tradition is paired with a contemporary emphasis on the possibilities and risks with modern sources. The aims of the study is to contribute with a description and analysis of these views as they are expressed in textbooks. The material consists of chapters in a range of recent textbooks, some aiming at upper secondary students at vocational programs and some at the more theoretical programs. Of particular interest is the interpersonal structure of the books. Common and diverse ways of addressing the readers are focused. Hence, the study takes a closer look at lingustic features, visual design, student tasks and the presentation of the motives for evaluating sources. The results of the study inform of procedures and choices that are intended to influence students' critical reading. It exemplifies various views of what is desirable in the matter of evaluating sources and to what extent this fact is interfoliated with the type of program the students take. An analysis and a discussion of possible social consequences conclude the article.