Value of Current References

Current scholarly references will be central to the rigor, scope, quality, and depth of scholarship in a research study. References provide a foundation to support, build, or challenge a theory or position. Traditionally, recent references, fall within a five year range of the publication of any new research that leverage the references being used. Current references provide a view of the level and quality of research and data is available or in-progress on a given phenomena. References will provide a view on issues such as ethics, new research, challenges to established research or theories, and methodologies. An observation of current references reveal what a given field finds important, what phenomena is worth researching, and what references sources have been peer reviewed. Zeichard and Schulte (2001) asserted that all referenced research “has not under gone review” (p. 267).

Current references provide a focus on the scope of topical issues that have been studied in a given area. References provide a view of new techniques, survey instruments, experiments, and the depth of current literature that exist. A review of current references reveals limitations in research, processes, procedures, and methods. Current references reveal what soft and hard data is being explored within a given area. Current references reveal the topical information that has been evaluated by scholars in a given field. Bence and Oppenheim (2004) asserted that “peers typically review” (p. 348) research that appears in quality journals, which strengthens the quality of the journal when used as a reference.

Reference

Bence, V. & Oppenheim, C. (2004). The Influence of Peer Review on the Research 
            Assessment Exercise. Journal of Information Science, 30, 347-368.

Zeichner, K. M. & Schulte, A. K. (2001). What We Know and Don’t Know from Peer-
           Reviewed Research about Alternative Teacher Certification Programs. Journal of 
        Teacher Education 2001; 52; 266-282.