About this journal

Journal of the Learning Sciences (JLS) is one of the two official journals of the International Society of the Learning Sciences ( www.isls.org). JLS provides a multidisciplinary forum for research on education and learning that informs theories of how people learn and the design of learning environments. It publishes research that elucidates processes of learning, and the ways in which technologies, instructional practices, and learning environments can be designed to support learning in different contexts.

JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced.

Successful submissions should position their argument within extant literature in the learning sciences. They should reflect the core practices and foci that have defined the learning sciences as a field: privileging design in methodology and pedagogy; emphasizing interdisciplinarity and methodological innovation; grounding research in real-world contexts; answering questions about learning process and mechanism, alongside outcomes; pursuing technological and pedagogical innovation; and maintaining a strong connection between research and practice.

JLS invites studies of learning in a broad range of contexts, including formal learning environments as well as learning in informal contexts. Relevant settings can include schools, higher education, community settings, museums, workplaces, play spaces, and family life, as well as online and virtual worlds. Domains of learning can include subject areas, such as literacy, history, science or mathematics, as well as other domains, such as teaching expertise, medical diagnosis, or craft knowledge. Research that problematizes disciplinary boundaries is also welcome. Work that foregrounds the design of innovative technologies for learning is a priority for JLS. In all cases, however, the fundamental focus is on understanding the processes, tools, and contexts, as well as outcomes, of learning in its myriad forms.

JLS articles draw on theoretical frameworks from such diverse fields as cognitive science, sociocultural theory, educational psychology, computer science, and anthropology. Submissions are not limited to any particular research method, methodology, or theoretical framework, but must be based on rigorous analyses that present new insights into how people learn and/or how learning can be supported and enhanced. Manuscripts should carefully describe the methods used, and justify their fit to the research questions that are posed in the manuscript.

Publication office: Taylor & Francis, LLC, 530 Walnut Street, Suite 850, Philadelphia, PA 19106

FOUNDING EDITOR EMERITUS

Janet L. Kolodner

EDITORS-IN-CHIEF

A. Susan Jurow, University of Colorado, Boulder, USA

Jianwei Zhang, University at Albany, State University of New York, USA

ASSOCIATE EDITORS

Leema Berland, University of Wisconsin-Madison, USA

Gaowei Chen, University of Hong Kong, Hong Kong

Crina Damsa, University of Oslo, Norway

Ravit Duncan, Rutgers, the State University of New Jersey, USA

Melissa Gresalfi, Vanderbilt University, USA

Erica Halverson, University of Wisconsin-Madison

Ilana Horn, Vanderbilt University, USA

Mitchell Nathan, University of Wisconsin-Madison, USA

Lina Markauskaite, University of Sydney, Australia

Edna Tan, University of North Carolina Greensboro, USA

EDITORIAL ASSISTANT

Thomas Underwood, University at Albany, State University of New York, USA

EDITORIAL BOARD

Sanne Akkerman, Utrecht University, the Netherlands

Dor Abrahamson, University of California-Berkeley, USA

Flavio Azevedo , University of Texas at Austin, USA

Ryan Baker, University of Pennsylvania, USA

Megan Bang, Northwestern University, USA

Brigid Barron, Stanford University, USA

Angela Barton, Michigan State University, USA

Paulo Blikstein, Columbia University, USA

Rainer Bromme, University of Munster, Germany

Carol Chan, University of Hong Kong

Clark Chinn, Rutgers University, USA

Douglas B. Clark, Vanderbilt University, USA

Kevin Crowley, University of Pittsburgh, USA

Joshua Danish, Indiana University, USA

Elizabeth A. Davis, University of Michigan, USA

Bram De Wever, Ghent University, Belgium

Richard Duschl, Pennsylvania State University, USA

Noel Enyedy, University of California-Davis, USA

Frank Fischer, University of Munich, Germany

Barry Fishman, University of Michigan, USA

Janice Gobert, Rutgers University, USA

Susan Goldman, University of Illinois at Chicago, USA

Kimberly Gomez, University of California-Los Angeles, USA

Louis Gomez, University of California-Los Angeles, USA

Jeffrey A. Greene, University of North Carolina, USA

Kai Hakkarainen, University of Helsinki, Finland

Rogers Hall, Vanderbilt University, USA

Richard Halverson, University of Wisconsin-Madison, USA

Daniel Hickey, Indiana University, USA

Cindy E. Hmelo-Silver, Indiana University, USA

Yotam Hod, Haifa University, Israel

Michael S. Horn, Northwestern University

Michael J. Jacobson, University of Sydney, Australia

Yasmin B. Kafai, University of Pennsylvania, USA

Eleni Kyza, Cyprus University of Technology, Cyprus

Nancy Law, University of Hong Kong

Victor Lee, Utah State University, USA

Sharona T Levy, University of Haifa, Israel

Robb Lindgren, University of Illinois, USA

Chee-Kit Looi, National Institute of Education, Singapore

Susan McKenney, University of Twente, Netherlands

Maxine McKinney de Royston, University of Wisconsin-Madison, USA

Tom Moher, University of Illinois at Chicago, USA

Elizabeth Moje, University of Michigan, USA

Judit Moschkovich, University of California-Santa Cruz, USA

D. Kevin O'Neill, Simon Fraser University, Canada

Chandra Hawley Orrill, University of Massachusetts Dartmouth, USA

Jun Oshima, Shizouka University, Japan

James Pellegrino, University of Chicago at Illinois, USA

William Penuel, University of Colorado Boulder, USA

Joseph L. Polman, University of Colorado Boulder, USA

Josh Radinsky, University of Illinois at Chicago, USA

Antti Rajala, University of Helsinki, Finland

Peter Reimann, University of Sydney, Australia

Abby Reisman, University of Pennsylvania, USA

Ann Rivet, Teachers College Columbia University, USA

Jeremy Roschelle, Learning Sciences at Digital Promise, USA

Nikol Rummel, University of Bochum, Germany

Baruch Schwarz, Hebrew University of Jerusalem, Israel

Bruce Sherin, Northwestern University, USA

Molly Shea, University of Washington, USA

James D. Slotta, Boston College, USA

Mike Stieff, University of Illinois at Chicago, USA

Na'ilah Suad Nasir, The Spencer Foundation, USA

Iris Tabak, Ben-Gurion University of the Negev, Israel

Miwa Takeuchi, University of Calgary, Canada

Carla van Boxtel, University of Amsterdam, the Netherlands

Shirin Vossoughi, Northwestern University, USA

Noreen Webb, University of California Los Angeles, USA

Michelle Wilkerson, University of California Berkeley, USA

Alyssa Wise, New York University, USA

Susan A. Yoon, University of Pennsylvania, USA

News, offers and calls for papers

News and offers

• Journal of the Learning Sciences Facebook

The International Society for Learning Sciences (ISLS) is a professional society dedicated to the interdisciplinary empirical investigation of learning as it exists in real-world settings and how learning may be facilitated both with and without technology.

Journal of the Learning Sciences website: https://www.isls.org/publications/journals 

To apply as a new member of the International Society for Learning Sciences, or to renew your membership, please use their membership application.

Annual membership is just $109 US ($60 US for students).

For more information please contact [email protected]