Connecting Fields, Connecting Scholars: Breaking Down the Walls between Learning and Information Sciences

Ahn, June; Erickson, Ingrid; Meyers, Eric

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https://hdl.handle.net/2142/47394 Copy

Description

Title

Connecting Fields, Connecting Scholars: Breaking Down the Walls between Learning and Information Sciences

Author(s)

• Ahn, June
• Erickson, Ingrid
• Meyers, Eric

Issue Date

2014-03-01

Keyword(s)

• learning science
• information science
• collaboration
• synergy
• synthesis

Abstract

"The ways in which people interact with information are evolving rapidly. Yet, the academic disciplines of information science and learning science -- seen by some to be orthogonal domains (Bates, 1999) -- often approach related issues of sociotechnical culture, context, and computation from highly proximate yet vastly ""siloed"" perspectives. In the spirit of the conference's `breaking down walls' theme, we seek to begin breaking down some of the barriers that separate information and education studies. We have three direct goals in organizing this session: 1) To identify and reinforce the nascent community of scholars within the iSchool community that have interests in the intersection of information and learning; 2) To discuss and sharpen key ideas at the intersection of information and learning science that participants could leverage for future scholarship; 3) To identify and develop a set of concrete takeaways related to our theme such as ideas for future research proposals, journal articles, and/or applications. Our primary method for achieving these goals will be via a set of brainstorming activities that focus on identifying and understanding points of synergy between information and learning science."

Publisher

iSchools

Series/Report Name or Number

iConference 2014 Proceedings

Type of Resource

text

Language

english

Permalink

http://hdl.handle.net/2142/47394

DOI

https://doi.org/10.9776/14205

Copyright and License Information

Copyright 2014 is held by the authors of individual items in the proceedings. Copyright permissions, when appropriate, must be obtained directly from the authors.

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