Introduction to the Special Issue “Revealing Mutually Constitutive Ties between the Information and Learning Sciences”
June Ahn and Ingrid Erickson
People interact with technology, information, and each other much differently than they did a decade ago and, in some ways, even a year ago. Indeed, these claims are no longer new, nor undocumented. Researchers have revealed for years now how information and communication technologies (ICTs) are shifting the way that many individuals go online as part of their everyday routine (Madden, Lenhart, Duggan, Cortesi, & Gasser, 2013); aid in the development of new friendships or social conflict (e.g. bullying, youth drama etc.) (Ahn, 2011; boyd, 2014; Ito et al., 2013); and create opportunities to publicly ponder questions about life, love, politics, or where to eat for dinner (e.g., He, Kraus, & Preece, 2013; Mamykina, Manoim, Mittal, Hripcsak, & Hartmann, 2011; Morris, Teevan, & Panovich, 2010).
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