TY - JOUR
T1 - Inaugural issue perspectives on Information and Learning Sciences as an integral scholarly Nexus
AU - Reynolds, Rebecca
AU - Chu, Sam
AU - Ahn, June
AU - Buckingham Shum, Simon
AU - Hansen, Preben
AU - Haythornthwaite, Caroline
AU - Huang, Hong
AU - Meyers, Eric M.
AU - Rieh, Soo Young
N1 - Funding Information:
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 Department of Learning Informatics, 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, and Soo Young Rieh School of Information, University of Michigan, Ann Arbor, Michigan, USA
Publisher Copyright:
© 2019, Emerald Publishing Limited.
PY - 2019/1/23
Y1 - 2019/1/23
N2 - Purpose: The new journal, Information and Learning Sciences, aims to advance the understanding of human inquiry, learning and knowledge building in human design and uses of information systems, e-learning systems and socio-technical system contexts. Design/methodology/approach: Under the new editorial team, advisory board, and reviewer community, the authors aim to develop and provide an established and rigorous space for scholarly development that explores phenomena at the intersections of these two fields of inquiry. The editorial advisory board brings together over 70 leading international scholars who are evenly divided between and across these two disciplines. Findings: To chart the course for the journal’s scope and mission and set a standard for quality, the editorial team decided to launch with an inaugural issue of eight articles comprising mainly of theoretical syntheses and editorial essays, alongside three works that report empirical study research findings as exemplars. Authors were chosen by the editorial team based on their known thought leadership at this intersection, and the articles underwent a single-blind review process with a period of revisions. All articles and issues moving forward will be double-blind peer reviewed under both fields’ expected norms and standards of rigorous editorial excellence. The authors invite all interested experts and experts-in-development in our two disciplines, to submit work and volunteer as reviewers in these pursuits. The authors present a brief summary narrative discussing a selection of four recent areas of interdisciplinary research out of which the journal has emerged. The authors then describe each of the special issue articles contributed by our generous invited authors. Originality/value: The authors 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 this introduction and inaugural issue.
AB - Purpose: The new journal, Information and Learning Sciences, aims to advance the understanding of human inquiry, learning and knowledge building in human design and uses of information systems, e-learning systems and socio-technical system contexts. Design/methodology/approach: Under the new editorial team, advisory board, and reviewer community, the authors aim to develop and provide an established and rigorous space for scholarly development that explores phenomena at the intersections of these two fields of inquiry. The editorial advisory board brings together over 70 leading international scholars who are evenly divided between and across these two disciplines. Findings: To chart the course for the journal’s scope and mission and set a standard for quality, the editorial team decided to launch with an inaugural issue of eight articles comprising mainly of theoretical syntheses and editorial essays, alongside three works that report empirical study research findings as exemplars. Authors were chosen by the editorial team based on their known thought leadership at this intersection, and the articles underwent a single-blind review process with a period of revisions. All articles and issues moving forward will be double-blind peer reviewed under both fields’ expected norms and standards of rigorous editorial excellence. The authors invite all interested experts and experts-in-development in our two disciplines, to submit work and volunteer as reviewers in these pursuits. The authors present a brief summary narrative discussing a selection of four recent areas of interdisciplinary research out of which the journal has emerged. The authors then describe each of the special issue articles contributed by our generous invited authors. Originality/value: The authors 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 this introduction and inaugural issue.
KW - Constructionism
KW - Culturally responsive computing
KW - Digital literacy
KW - Digital youth
KW - Inaugural issue
KW - Information and Learning Sciences
KW - Information literacy
KW - Learning analytics
KW - Library leadership
KW - Maker spaces
KW - Searching as learning
KW - e-learning
UR - http://www.scopus.com/inward/record.url?scp=85060556910&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85060556910&partnerID=8YFLogxK
U2 - 10.1108/ILS-01-2019-138
DO - 10.1108/ILS-01-2019-138
M3 - Editorial
AN - SCOPUS:85060556910
SN - 2398-5348
VL - 120
SP - 2
EP - 18
JO - Information and Learning Science
JF - Information and Learning Science
IS - 1-2
ER -