ISLS General Announcements

Keep up to date with all the latest ISLS news!
May
19

29 (2) is online

 
Embodied pathways and ethical trails: studying learning in and through relational histories
Shirin Vossoghi et al.
 
For science and self: youth interactions with data in community and citizen science
Emily Harris et al.
 
Unpacking the learning ecosystems framework: lessons from the adaptive management of biological ecosystems
Marijke Hecht and Kevin Crowley
 
What we are missing in studies of teacher learning: A call for microgenetic, interactional analysis to examine teacher learning processes
Janet Walkoe and Melissa Luna
 
May
19

European Symposium Jan 7-8, Enschede, the Netherlands

 
We are happy to invite you to participate in the PULSE-2021 symposium on the Learning
Sciences that will take place on 
7-8 January 2021 in Enschede, The Netherlands. 
 
The aim of PULSE-2021 is to bring together early career researchers who are excited about learning and who wish to understand how learning can be enabled, improved, and supported in different contexts using (technological) tools, social networks, and practices. During PULSE-2021 you will listen to inspiring keynote speeches, participate in interactive workshops, and meet peers and leading experts during social events.
 
  • Are you a PhD or Postdoc?
  • Are you interested in Learning Sciences?
  • Are you up for meeting peers and experts in the field?
Then check our website www.pulse2021.nl to see how you can apply!
Hope to see you in Enschede!
 

PULSE-2021 organizing committee,
 
Prof. dr. Susan McKenney
Dr. Jan van Aalst
Frances Wijnen, M. Sc.
Natasha Dmoshinskaia, M. Sc.
Sharanya Lal, M. Sc.
Sara van der Linden, M.Sc
Apr
19

Susan Jurow and Jianwei Zhang next Co-editors in Chief

Earlier this week, ISLS announced that Susan Jurow and Jianwei Zhang will be the Co-editors in Chief for the next 4 volumes (2021-2024). Congratulations Susan and Jianwei! Both have extensive experience as authors, reviewers and associate editors at JLS. We look forward to working with them during the transition and wish them well in this exciting role. -- Jan and Susan. 

 

Apr
14

The fate of revised articles

This year, as part of our annual analysis of how the journal is doing, we looked at the fate of articles for which we issues an invitation to revise and resubmit. We looked at all such invitations made in 2017 and 2018. A "revise and resubmit" decision is really a rejection with an invitation to try again, and is accompanied by a lot of feedback. If the article is resubmitted it is again sent out form a full review. It turns out the news is rather good! Almost 70% of invitations resulted in resubmissions within one year, and more than 50% of those were eventually accepted. Things could be better in terms of the number of (timely) resubmissions and the quality of the revisions, but the odds of getting an article accepted after an invitation to revise and resubmit are much better than starting over at another high-impact journal. So, send us your revised paper if you have been invited.

Apr
14

Most cited articles 2015-19

We would like to share the top 3 articles from the last 5 years in terns of SSCI citations as of a few weeks ago. We also show the number of views at the publisher website.

  1. Gutierrez, K. D. & Jurow, A. S. (2016). Social Design Experiments: Toward equity by design. 49 citations and 3268 views. https://doi.org/10.1080/10508406.2016.1204548
  2. Akkerman, S., & Bruining, T. (2016). Multilevel boundary crossing in a professional development school partnerships. 42 citations and 3656 views. https://doi.org/10.1080/10508406.2016.1147448
  3. Sannino, A. et al. (2016). Formative interventions for expansive learning and transformative agency. 38 citations and 3542 views. https://doi.org/10.1080/10508406.2016.1204547 

Congratulations to all the authors!

Feb
19

Structured abstract and article history

JLS will have a new lay-out that the publisher has already implemented for some other journals. This change applies to all new accepted articles.

The biggest change is the introduction of structured abstracts for regular and special issue articles (not Reports and Reflections). From now the structured abstract should be less than 200 words and have the following elements: Background, Methods, Findings, and Contribution. We hope that structured abstracts will help bring out the significance of the paper. "Background" can help to link the article to previous work in the field of the learning sciences and beyond it. "Contribution" goes beyond a conclusion based on empirical findings to what the article adds to the literature (i.e., why would future research refer to the findings? What are the implications).

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Feb
19

JLS goes to APA style 7th edition

You probably are aware that a new edition of American Psychological Association was released last year (APA, 7th ed.). The new style has significant changes to referencing.
 
JLS has agreed with the publisher to adopt this new style with immediate effect, with a short transition period. For the next two months we will not return manuscripts that don't comply with 7th edition, but the final version that is accepted must do so. From May 1, new manuscripts must also comply. If you use EndNote, the 7th ed. APA output style already can be downloaded from the support site.
 
Feb
19

Special Issue for 2022: Learning in and Through the Arts

In November we issued a call for proposals for the next special issue, to be published in in 2021. We received 7 very good proposals, which were discussed by two independent meetings of associate editors: one for the those in the US and Canada, and one for those in Europe and Asia. We selected a proposal on learning in and through the arts, to be edited by Keith Sawyer and Erica Halverson. This proposal received the strongest support in the review and addresses an important need to extend the reach of JLS into domains of learning that are not yet well-represented in JLS. We are excited to be working on this special issue with Keith and Erica. They will issue an open call for abstracts soon.
 
Jan and Susan
Feb
06

The special issue for 2020 already has been published!

We're thrilled that the special issue for 2020 already has been published. "Situating Data Science: Exploring how Relationships to Data Shape Learning" Edited by Michelle Wilkerson and Joe Polman. Read at https://www.tandfonline.com/toc/hlns20/29/1?nav=tocList 

Feb
06

JLS 2019 Reviewer of the Year Recognition

Each year scores of learning scientists volunteer to donate their time and energy to reviewing the scholarship of their peers for JLS. These reviews are the labor that gives the journal its value to the field, and that enable the community to continue to grow and redefine itself over time. JLS prides itself on providing reviews that are thorough and constructive, that hold up scholarly standards while inviting newcomers into the intellectual community. We sincerely appreciate the contributions of all of the scholars who have provided reviews for JLS over the last year.

As noted by the editorial team at JLS, there are always some reviewers who go above and beyond the expected commitment. Sometimes that is in the form of putting in extra effort to mentor a junior scholar with support and explanation to scaffold the process of authoring a journal manuscript. Sometimes it takes the form of providing reviews that are not only thorough but also timely. Sometimes a reviewer who has already completed multiple reviews for the journal will agree to do just one more review, despite the press of many other commitments. These acts of generosity and collegial dedication are generally invisible to all but the members of the editorial team. There is a solid core of such reviewers for JLS, and each year some new ones emerge.

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Nov
01

Special Issue Call for Proposals

Journal of the Learning Sciences is inviting proposals for a special issue, to be published in 2022. Instructions for preparing a proposal are posted on the Instructions to Authors at the publisher’s website, https://tinyurl.com/y9neyuhd. Proposals are due December 2, 2019 and will be peer reviewed by the journal’s editorial leadership team. Submitters of the accepted proposal will be notified in February 2020.

In general, we are interested in proposals on emerging themes in the field. For example, proposals that take up the call for research that has impact on teaching and policymaking that was elaborated in a guest editorial in issue 27 (1); on the intersection of the learning sciences and the future of work; on novel methodological and technological approaches to teaching and learning; on artificial intelligence and learning, and so on. This list is not meant to limit the range of possibilities, but to provide some examples of possible themes. We are interested in receiving proposals that reflect the global membership of the ISLS community. This may include multiple suggested authors, a guest editor, or a discussant from outside of the United States.

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Oct
25

JLS Upcoming Webinar on Classroom Dialogue with the Cambridge Educational Dialogue Team


What is really known about classroom dialogue? Which aspects are relevant for student learning – and which do not matter?

Join the online conversation with the Cambridge Educational Dialogue Team Christine Howe, Sara Hennessy, Neil Mercer, and panelists - Christa Asterhan, and Antonia Larrain on Nov 13. #JLSWebinar #dialogicteaching #educationaldialogue

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Jun
27

Issue 28 (3) is available online!

Issue 28 (3) is available online!

IN THIS ISSUE: In Rosemary Russ and Leema Berland use activity theory to demonstrate how the pervasive tension between learning correct ideas and constructing one’s own ideas often results in unacknowledged slippage between competing activity systems within reform efforts. Marc Clarà investigates how discursively symmetric dialogue develops across lessons in collective inquiry. Doris Chin et al. test choice-based assessments (CBAs), which measure how people learn when there is minimal guidance and they must make decisions as independent learners, in the context of teaching design-thinking strategies to 6th-graders. Christina Barbieri et al. examine the effectiveness of self-explanation prompts, visual signalling cues, and a combination of the two features on middle school students’ algebra learning.

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Jun
27

The Best Paper Published in JLS Award for 2018


The Best Paper Published in JLS Award for 2018 was announced on June 21, at the closing session of the CSCL conference in Lyon. The award was won by Sarit Barzilai and Clark A. Chinn for their paper, "On the goals of epistemic education: Promoting apt epistemic performance,” published in 27(3), 353-389. The paper will be available open access till the end of September. Congratulations to Sarit and Clark!
 
 
 
Jun
21

2018 impact factor 3.545

The JLS impact factor for 2018 is 3.545, which is up from 3.000 in the previous year. The current rank is 8/243 for Education and Education Research, and 7/59 in Educational Psychology. Congratulations to all the authors, editors and reviewers whose work made this good result possible.

May
25

Issue 28 (2) online

In this issue: David Klahr comments on what he argues is a misrepresentation of Pasteur’s Quadrant in the learning sciences. Christina Krist et al. synthesize and build on existing frameworks to identify essential characteristics of students’ mechanistic reasoning across scientific content areas. They argue that these characteristics can be represented as epistemic heuristics, that implicitly guide mechanistic reasoning. Janneke van de Pol et al. investigate how adaptive support promotes students’ learning. They investigate (35 lessons, 7 teachers) to what extent the effect of contingent support for students’ learning is mediated by the extent to which students take up teachers’ support in subsequent small-group work. Danielle Keifert and Reed Stevens show how Inquiry as a members’ phenomenon reveals young children’s competence, sense-making, and joy in inquiry.
Mar
01

Joe Curnow and Susan Jurow to edit next special issue

In November we invited proposals for a special issue, to be published in early 2021. After reviews by the editors and associate editors of 7 proposals, we have selected: "Learning In and For Collective Social Action", to be edited by Joe Curnow (University of Manitoba) and Susan Jurow (University of Colorado). This proposal responds to a growing interest to politics, ethics and social justice in the field. We are excited about this proposal and look forward to working with the guest editors on it. Expect to see an open call for abstracts from the guest editors soon.

Mar
01

Angela Calabrese Barton and Anna Sfard receive JLS Reviewer of the Year recognition

Reviewing is a crucial service to the field, and each year JLS formally recognises its best reviewers. Selection criteria are: completing (1) multiple reviews that are thorough (2) and timely (3); that provide mentorship to authors; and (5) reflect the core values and practices of the field.

We are excited to announce that for 2018 the editorial team has selected Angela Calabrese Barton and Anna Sfard for the recognition.

Feb
14

JLS going to 5 issues per year

Issue 28 (1) is available online. This year we are going to 5 issues per year, so we should be able to get articles out a little quicker.

In this issue: constructing thematic interpretations (language arts); designing educational video games as objects to think with; learning science concepts from peer teaching (initial teacher education); and finding the best types of guidance for constructing self-explanations of sub-goals in programming.

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Oct
09

Changes to editorial board

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!

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