The journal "Learning, Culture, and Social Interaction" emphasizes the central role of social interaction in facilitating the learning process, recognizing that learning is not only a process of individual knowledge acquisition but also a socialization process, where cultural elements and social structures have a profound impact on learning. The journal encourages interdisciplinary research involving fields such as education, psychology, sociology, and anthropology, to fully explore the diversity and complexity of learning in different socio-cultural contexts.The articles published in the journal cover learning phenomena in various social environments, from family and schools to workplaces, discussing how socio-cultural factors such as language, identity, power, and beliefs shape the learning process. Additionally, the journal pays attention to how technological advancements affect social interaction and learning methods, including how modern technological tools such as digital media, social media, and online learning platforms have become new avenues for learning. Through in-depth research on these topics, the "Learning, Culture, and Social Interaction" journal aims to provide new perspectives and insights for educators, researchers, policymakers, and all readers interested in learning and social development. Its goal is to promote a deeper understanding of the learning process and to provide a theoretical and practical foundation for designing more effective educational and social intervention strategies. Through these efforts, the journal hopes to contribute to the establishment of a more inclusive and dynamic learning environment.
学习文化与社会互动(Learning Culture And Social Interaction)是一本由Elsevier出版的一本EDUCATION & EDUCATIONAL RESEARCH学术刊物，主要报道EDUCATION & EDUCATIONAL RESEARCH相关领域研究成果与实践。本刊已入选、社会科学引文索引（SCIE）来源期刊，该刊创刊于2012年，出版周期4 issues/year。2021-2022年最新版WOS分区等级：Q2，2023年发布的影响因子为2，CiteScore指数4.4，SJR指数0.821。本刊非开放获取期刊。 《学习、文化与社会互动》期刊强调了社会互动在促进学习过程中的核心作用，认识到学习不仅仅是个体获取知识的过程，更是一个社会化的过程，其中文化元素和社会结构对学习有着深远的影响。该期刊鼓励跨学科的研究，涉及教育学、心理学、社会学、人类学等多个领域，以全面探索学习在不同社会文化背景下的多样性和复杂性。期刊所发表的文章涵盖了从家庭、学校到工作场所等不同社会环境中的学习现象，探讨了语言、身份、权力、信仰等社会文化因素如何塑造学习过程。此外，该期刊还关注技术进步如何影响社会互动和学习方式，包括数字媒体、社交媒体和在线学习平台在内的现代技术工具如何成为学习的新途径。通过对这些主题的深入研究，《学习、文化与社会互动》期刊旨在为教育工作者、研究人员、政策制定者以及所有对学习和社会发展感兴趣的读者提供新的视角和见解。它的目标是促进对学习过程更深层次的理解，并为设计更有效的教育和社会干预策略提供理论和实践基础。通过这些努力，期刊希望为建立更加包容和动态的学习环境做出贡献。
What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.003
Teacher-student interaction on wikis: Fostering collaborative learning and writing
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.12.002
Dual-eye-tracking Vygotsky: A microgenetic account of a teaching/learning collaboration in an embodied-interaction technological tutorial for mathematics
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.05.003
Knowledge co-construction activities and task-related monitoring in scripted collaborative learning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.011
The “fullness of life”: Learner interests and educational experiences
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.11.005
Triggering and maintaining interest in early phases of interest development
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.11.007
Play in adult-child interaction: Institutional multi-party interaction and pedagogical practice in a toddler classroom
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.014
Textbook interaction: A study of the language and cultural contextualisation of English learning textbooks
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.006
Exploring Visual Communication and Competencies Through Interaction with Images in Social Media
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.003
Effects of an interculturally enriched collaboration script on student attitudes, behavior, and learning performance in a CSCL environment
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.004
The aim of the game: a pedagogical tool to support young children’s learning through play
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.001
Smartphones in Classrooms : Reading, Writing and Talking in Rapidly Changing Educational Spaces
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100319
Interest development and learning in choice-based, in-school, making activities: The case of a 3D printer
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.11.009
Sociomateriality as a partner in the polyphony of students positioning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100332
Research techniques and methodologies to assess social learning in participatory environmental governance
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100331
Socialization of a student teacher on teaching practice into the discursive community of the classroom: Between a teacher-centered and a learner-centered approach
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.05.001
Capturing deliberative argument: An analytic coding scheme for studying argumentative dialogue and its benefits for learning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100350
Facilitators, teachers, observers, and play partners: Exploring how mothers describe their role in play activities across three communities
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.04.002
How do Moroccan-Dutch parents (re)construct their parenting practices? : Post-migration parenthood as a social site for learning and identity
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.12.003
Digitally mediated interaction as a resource for co-constructing multilingual identities in classrooms
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.005
‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.006
Vocational knowing in subject integrated teaching: A case study in a Swedish upper secondary health and social care program
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.01.002
The rhetoric and the reality: Exploring the dynamics of professional agency in the identity commitment of a Chinese female teacher
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.04.008
When preschool girls engineer: Future imaginings of being and becoming an engineer
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100372
Discourse acquisition in peer talk – The case of argumentation among kindergartners
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100342
Unit of analysis from an ecological perspective: Beyond the individual/social dichotomy
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100329
Socially responsive classrooms for students with special educational needs and disabilities
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100334
Expanding educational chronotopes with personal digital devices
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.002
Promoting self-determination for students with intellectual disability: A Vygotskian perspective
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.05.006
The intertwined effect of collaborative argumentation and whole-class talk on the process of scientific concept learning: A case study
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2018.07.005
Enhancing proactive safety management in schools using the change workshop method
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100348
Using sociocultural discourse analysis to analyse professional discourse
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.04.003
Teachers’ beliefs as a component of motivational force of professional agency
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.03.007
Teacher agency in professional development programmes – A case study of professional development material and collegial discussion
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100330
The interactional management of learner initiatives in social studies classroom discourse
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100341
Lived experience as a unit of analysis for the study of learning
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100345
What are children being taught in the mosque? Turkish mosque education in the Netherlands
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100326
The use of mathematics in early childhood classroom transitions to foster co-construction of knowledge, negotiation, and cultural mediation
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100320
Bridging known and new: Inquiry and intersubjectivity in parent-child interactions
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.011
Ontological not-knowing to contribute attaining practical wisdom: Insights from a not-knowing experience in ‘samba-de-gafieira’ dance to the value of being and responding from within our practical experience and practical knowledge
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.01.008
Cultivation of a deceiver – The emergence of a stage character in a student theatre production
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.02.005
Multi-theoretic research involving classroom video analysis: A focus on the unit of analysis
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/j.lcsi.2019.100344
Mediated Development and the internalization of psychological tools in second language (L2) education
来源期刊：Learning, Culture and Social InteractionDOI：10.1016/J.LCSI.2019.100322
