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The Information and Learning Sciences journal advances inter-disciplinary research that explores scholarly intersections shared within two key fields: information science and the learning sciences / education sciences.

ISSN: 2398-5348
eISSN: 2398-5348

Aims and scope

The Information and Learning Sciences (ILS) journal provides a publication venue for work that strengthens our scholarly understanding of human inquiry and learning phenomena, especially as they relate to design and uses of information and e-learning systems innovations.

We invite research that builds upon and advances theories, methods, results, innovation designs, evidence bases and frameworks for action present across both information science, and the learning/education sciences scholarly domains.

We especially welcome the submission of papers that directly address, explicate and discuss the inter-disciplinary boundaries and intersections present across these two fields, and that offer new conceptual, empirical and technological syntheses.

Such investigations may include but are not limited to:

  • E-learning perspectives on searching, information-seeking, and information uses and practices engaged by a full diversity of youth, adults, elders and specialized populations, in varied contexts including leisure time activities; e-learning at work, in libraries, at school, home, during playtime, in health/wellness settings, etc.
  • Design and use of systems such as MOOCs, social media, learning management systems, search systems, information systems, and other technology design innovations that contribute to human inquiry, formal and informal learning, searching, information-seeking, information uses, knowledge building and sharing, and instruction;
  • Study of the ways in which design and uses of information and learning systems such as those above interplay with human cognition, psychological development, and neuropsychology;
  • HCI, socio-technical systems research, and materiality research perspectives on information and learning systems design; social learning ecologies; and creation and use of physical objects and settings that elicit human inquiry and learning;
  • Culturally responsive computing;
  • Ethnographic; emancipatory; social justice-based; feminist; critical race theory; and post-structuralist research involving information, learning, equity, design;
  • Information, communication, and technology (ICT) considerations in computer supported collaborative learning (CSCL) contexts;
  • Innovations and e-learning solutions that address digital / information / media / data literacy and/or address the digital divide;
  • Innovations involving problem-, project-, and inquiry-based learning contexts and goods;
  • Learning analytics and/or data science perspectives on measurement and analysis of learning in information / search / e-learning systems;
  • Social and ethical issues in e-learning contexts such as design, measurement, and evaluation -- such as privacy and security concerns around student confidentiality, data ownership and ethical data uses by researchers, teachers, institutions, etc.

This journal is aligned with our quality education for all goal

We believe in quality education for everyone, everywhere and by highlighting the issue and working with experts in the field, we can start to find ways we can all be part of the solution.

SDG 4 Quality education
SDG 10 Reduced inequalities
SDG 16 Peace, justice & strong institutions
Find out about our quality education for all goal