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



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.


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.


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.


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.



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.

Download as .RIS



Emerald Publishing Limited

Copyright © 2019, Emerald Publishing Limited

Please note you might not have access to this content

You may be able to access this content by login via Shibboleth, Open Athens or with your Emerald account.
If you would like to contact us about accessing this content, click the button and fill out the form.
To rent this content from Deepdyve, please click the button.