Inaugural issue perspectives on Information and Learning Sciences as an integral scholarly nexus

Rebecca Reynolds (Rutgers, The State University of New Jersey, New Brunswick, New Jersey, USA)
Sam Chu (Faculty of Education, University of Hong Kong, Hong Kong)
June Ahn (School of Education, University of California Irvine, Irvine, California, USA)
Simon Buckingham Shum (Connected Intelligence Centre, University of Technology Sydney, Australia)
Preben Hansen (Department of Computer and Systems Sciences, Stockholms Universitet, Stockholm, Sweden)
Caroline Haythornthwaite (School of Information Studies, Syracuse University, Syracuse, New York, USA)
Hong Huang (School of Information, University of South Florida, Tampa, Florida, USA)
Eric M. Meyers (School of Library, Archival and Information Studies, University of British Columbia, Vancouver, Canada)
Soo Young Rieh (School of Information, University of Michigan, Ann Arbor, Michigan, USA)

Information and Learning Sciences

ISSN: 2398-5348

Publication date: 14 January 2019

Abstract

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 Sciences, aims to advance our understanding of human inquiry, learning and knowledge-building across such information, e-learning, and socio-technical system contexts.

Design/methodology/approach

This 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 Sciences, and Searching-as-Learning.

Findings

The 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/value

The 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.

Keywords

Citation

Reynolds, R., Chu, S., Ahn, J., Buckingham Shum, S., Hansen, P., Haythornthwaite, C., Huang, H., Meyers, E. and Rieh, S. (2019), "Inaugural issue perspectives on Information and Learning Sciences as an integral scholarly nexus", Information and Learning Sciences, Vol. 120 No. 1/2, pp. 2-18. https://doi.org/10.1108/ILS-01-2019-138

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Publisher

:

Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

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