JLS editors

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

Welcome to the JLS website!!

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

This section of the article is only available to our members. Please log in to view, or click here to join ISLS today!

If you have any questions or concerns, please contact: This email address is being protected from spambots. You need JavaScript enabled to view it. and we will be happy to assist you.

» Journal of the Learning Sciences Homepage 

Join ISLS

Please click here to become a member

09 October 2018

We recently added several scholars to the editorial board: Ravit Duncan (Rutgers), Eleni Kyza (Cyprus), Crina Damsa (Oslo), Sanne Akkerman (Utrecht), and Carla Van Boxtel (Amsterdam). Bill Penuel (Colorado) will begin in February. We're excited to have all these scholars join the board!

29 September 2018
Journal of the Learning Sciences is inviting proposals for a special issue, to be published in 2021. Instructions for preparing a proposal are posted on the Instructions to Authors at the publisher’s website, https://tinyurl.com/y9neyuhd. Proposals are due November 15, 2018 and will be peer reviewed by the journal’s editorial leadership team. Submitters of the accepted proposal will be notified by the end of January, 2019.In general, we are interested in proposals on emerging themes in the field...
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...

FEATURED ARTICLE

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).

CALL FOR MANUSCRIPTS

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 

More

 RESOURCES 

Reviewers explain the review process at JLS

Preparing your manuscript 

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. 

More 

 


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