JLS editors

Susan A. Yoon & Jan Van Aalst
Co-editors in Chief

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Visit this page for news, resources for reviewing and writing at JLS, and information about ways to engage with articles once they're published.

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21 September 2018
The Best Paper Published in JLS Awards for 2017 were announced on June 27, at the closing of ICLS. There were two $500-awards in this inaugural year. Congratulations to all the authors! Both papers are open-access till the end of August.Chi, M. T. H., Kang, S. & and Yagmourian, D. (2017). “Why students learn more from dialogue than monologue videos: Analyses of peer interactions”. JLS, 26 (1), 10-50. https://doi.org/10.1080/10508406.2016.1204546...
12 June 2018
In our editorial in 2017 we noted that JLS had completed 25 years of publication. In that period it has been a consistently high-performing journal, and one of the flagship journals for the field of the learning sciences.We are excited to announce that, beginning with volume 26 (2017), we have a created a new feature:  the annual Best Paper Published in JLS Award. The award recognises exceptional scholarship and contributions made to the field of the learning sciences via JLS, and permits reflec...
25 April 2018
Part of JLS's social media strategy, we have begun to organise webinars in which an author discusses a new paper with a panel and audience. We've had 2 so far, and they have both been very engaging conversations! It is a great way to have a conversation about your new paper with some of the people you think need to know about it. We record the video (and edit it for length if necessary) and make it available here, so this is a good resource that can be used with the article, for example if you u...


Seeing in the Dark: Embodied Cognition in Amateur Astronomy Practice

Flávio S. Azevedo and Michele J. Mann

Flavio Azevedo In this study, published in the first issue of 2018, Azevedo and Mann contribute to our understanding of embodied cognition. They use an interactionist analysis to examine how the body is involved, moment by moment, as a resource for producing and communicating meaning during field activity. Their study uncovers "important, novel forms of embodied action and reasoning in science, technology, engineering, and mathematics practices". 
Read the full article to learn more. Please share widely.


What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs

Daniel Sommerhoff, Andrea Szameitat, Freydis Vogel, Olga Chernikova, Kristina Loderer & Frank Fischer

In their new study, Daniel Sommerhoff et al. take a close look at learning sciences programs worldwide; which disciplines are involved and what constitutes core concepts and methods? They discuss their results in terms of communities of practice, with a conceptual and methodological core and an "orbit" with strong influences from other disciplines, possibly driving innovation within the learning sciences.

Read the full article to learn more. Please share widely (open access).


The scope of JLS and instructions for authors are explained at the publisher's website (above). Here we mention 3 areas specific areas where we currently would like to see more submissions:

  • Articles that help the field understand how learning-sciences research can better impact policy and practice. Please see the open-access guest editorial by Susan McKenney for a detailed call.
  • Reports and Reflections: These are short articles of 4000 to 6000 words that aim to stir up debate and support the development of the field. For 3 examples, see volume 23 issue 1 (2014). We are interested in articles that help to make connections to other fields, methodological papers, and many more topics.
  • Articles that enhance the international reach of JLS. Articles from regions that are relatively new to the learning sciences.

 2017 Impact Factor 3.000

Rank 15/238 for Education, 9/59 for Educational Psychology 

 Average Review Time 100 days in 2017 



Reviewers explain the review process at JLS

Preparing your manuscript 

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After your article is published

JLS uses three strategies to promote your newly published article. The three strategies are:

  •   Web Annotation: Web annotations can be a useful vehicle for getting conversations around published articles started, provide information to authors about who is interested in the article, provide feedback, and build connections.
  •   Video Introductions: Video intro is a 3-min video to summarise the key contributions of your article. 
  •   Webinars: a webinar is an online seminar in which you discuss your article with interested audiences. 



This page is maintained by the editorial team of Journal of the Learning Sciences under ISLS