This study examines journalism student’s information use at Södertörn University during the writing process of their bachelor thesis. The students are divided in two groups following the schools main bachelor programs majoring in journalism. The method used in this study has been a reference analysis of the student’s bibliographies along with five semistructured interviews. The study stems upon a sociocultural perspective and drives the thesis that information use is a situated activity. In order to analyze which criteria used by the students to determine source credibility, the concept of “cognitive authorities” has been used. The results of the reference analysis show that the students use a large quantity of empirical material, first and foremost newspaper articles. Monographs and anthologies are also frequently used and a high quantity of those could also be found in the students’ curriculums. The interview study shows that the respondents are very much aware about the differences in writing a news article and writing a bachelor thesis. But even if the information use looks different between these two, the demands from the students of the sources are similar to the demands found in earlier research on active journalists; they ought to be current, easy to access and credible. This study strengthens the thesis that information use is situated and that the information use among these journalism students differs from earlier research groups.