Increasing interest in hydrogen energy has led to an ongoing debate over its credentials to be a major energy carrier of the future. Technology trials, for example hydrogen buses, have increased public awareness of hydrogen, but despite these efforts it remains an enigma to many people, and education is now a priority to ensure a smooth technology transition as it matures. With an estimated 1 in 5 of the global population now online, the internet has become an important information source, and many organisations host some online educational content on hydrogen energy. However, these are in the minority compared with the growing number of blogs and other informal sites. This is of concern because the combination of publishing freedom and anonymity allows bloggers to present a confusing and misleading mixture of opinion and unreferenced, pseudo-scientific analysis on aspects of hydrogen energy. Such analysis is often erroneous but it is difficult to dismiss without access to a recognised alternative source, and with 120,000 new blogs each day, their influence on public opinion may soon become significant. This paper explores the issue by examining the flow of hydrogen information, in particular to identify how information travels from the source, often a peer-reviewed journal article, to the public domain. Preferred information sources and the approach to citing them is also examined, and the contribution and influence of individuals is reviewed across a sample of sites. The concept of an accredited online information resource is then suggested and discussed as a possible education solution.