Content area
Purpose
Many of today’s information and technology systems and environments facilitate inquiry, learning, consciousness-raising and knowledge-building. Such platforms include e-learning systems which have learning, education and/or training as explicit goals or objectives. They also include search engines, social media platforms, video-sharing platforms, and knowledge sharing environments deployed for work, leisure, inquiry, and personal and professional productivity. The new journal, Information and Learning Science, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.
Design/methodology/approachThis article introduces the journal at its launch under new editorship in January, 2019. The article, authored by the journal co-editors and all associate editors, explores the lineage of scholarly undertakings that have contributed to the journal's new scope and mission, which includes past and ongoing scholarship in the following arenas: Digital Youth, Constructionism, Mutually Constitutive Ties in Information and Learning Science, and Searching-as-Learning.
FindingsThe article offers examples of ways in which the two fields stand to enrich each other towards a greater holistic advancement of scholarship. The article also summarizes the inaugural special issue contents from the following contributors: Caroline Haythornthwaite; Krista Glazewski and Cindy Hmelo-Silver; Stephanie Teasley; Gary Marchionini; Caroline R. Pitt; Adam Bell, Rose Strickman and Katie Davis; Denise Agosto; Nicole Cooke; and Victor Lee.
Originality/valueThe article, this special issue, and the journal in full, are among the first formal and ongoing publication outlets to deliberately draw together and facilitate cross-disciplinary scholarship at this integral nexus. We enthusiastically and warmly invite continued engagement along these lines in the journal’s pages, and also welcome related, and wholly contrary points of view, and points of departure that may build upon or debate some of the themes we raise in the introduction and special issue contents.
Details
Electronic Learning;
Informal Education;
Conferences (Gatherings);
Productivity;
Instructional Innovation;
Information Retrieval;
Resistance (Psychology);
Information Science;
Cognitive Science;
Library Science;
Educational Technology;
Behavioral Sciences;
Community Programs;
Periodicals;
Computer Science;
Educational Psychology;
Advisory Committees;
Information Systems;
Editing;
Consciousness Raising;
Community Relations;
Constructivism (Learning);
Cognitive Psychology
Design;
Libraries;
Information technology;
Science;
Information systems;
Workshops;
Research;
Innovations;
Editorials;
Pedagogy;
Conferences;
Technological change;
Constructivism;
Computer science;
Interdisciplinary aspects;
Online instruction;
Consciousness;
Information science;
Think tanks;
Information literacy;
Digital literacy;
Cognitive science;
Search engines;
Computer assisted instruction--CAI;
Leisure;
Knowledge;
Social media;
Learning;
Educational systems;
Constructionism;
Scholarship;
Distance learning;
Internet;
Journals;
Productivity;
Video recordings;
Lineage
1 Rutgers, The State University of New Jersey, New Brunswick, New Jersey, USA
2 Faculty of Education, University of Hong Kong, Hong Kong
3 School of Education, University of California Irvine, Irvine, California, USA
4 Connected Intelligence Centre, University of Technology Sydney, Australia
5 Department of Computer and Systems Sciences, Stockholms Universitet, Stockholm, Sweden
6 School of Information Studies, Syracuse University, Syracuse, New York, USA
7 School of Information, University of South Florida, Tampa, Florida, USA
8 School of Library, Archival and Information Studies, University of British Columbia, Vancouver, Canada
9 School of Information, University of Michigan, Ann Arbor, Michigan, USA