Dear Colleagues;

As Learning Inquiry starts it second year of publication we are
sending out a call for participation in our ongoing attempt to create
a transdiciplinary forum to engage the widest variety of perspectives
on learning. We're looking for articles and special issues that push
the boundaries and include new perspectives, but also take the
opportunity to share research and experiences from particular
locations of inquiry to a larger audience.

Learning Inquiry is a refereed scholarly journal, which is devoted to
establishing the area of "learning" as a focus for transdisciplinary
study. The journal's goal is to be a forum centered on learning that
remains open to varied objects of enquiry, including machine, human,
plant and animal learning as well as the processes of learning in
business, government, and the professions, both in informal and formal
environments. The audience for this journal is anyone interested in
learning, understanding its contexts, and anticipating its future.

The first volume of Learning Inquiry has included papers from a wide
variety of perspectives that have helped to frame the discourse we
hope the journal will engender.  Our first issue, on the futures of
learning included contributions from Gary Natriello, Erik De Corte,
Helen Verran, Mark Warschauer, Stuart Moulthrop, Douglas Kellner and
Heinz Mandl on Discovery Networks, Metaphysics and Learning, Play, and
Knowledge Management. Leonard J. Waks brought together a "Special
Issue on Listening and Reflecting" with participation from Sophie
Haroutunian-Gordon, Stanton Wortham, Latherine Schultz, Suzanne Rice,
Elizabeth Meadows, Megan Laverty, Andrea English, A. G. Rud and Jim
Garrison Past and forthcoming contributions cover topics as diverse as
 the ethical challenges of training brain surgeons, organizational
learning theory, futures of digital learning, music and math, learning
and discipline, and situated cognition.

Learning Inquiry strives to strike a balance between presenting
innovative research and documenting current knowledge to foster a
scholarly dialogue on learning independent of domain and
methodological restrictions. Learning Inquiry also presents special
issues that identify the central areas of learning inquiry to provide
focus for future research.

How to submit a paper Please visit the journal website (http://
learning-inquiry.info)

Editors: Jason Nolan Ryerson University, CANADA

Jeremy W. Hunsinger University of Illinois, Chicago, USA

Editorial Board:
David Berliner, Arizona State University, USA;
Megan Boler, University of Toronto, CANADA;
Erik De Corte, Catholic University of Leuven, BELGIUM;
Katie Embree, Columbia University, USA;
Charles Ess, Drury University, USA & Norwegian University of Science
and Technology, NORWAY;
Jim Garrison, Virginia Tech, USA;
Henry Giroux, McMaster University, CANADA;
Mimi Ito, University of Southern California, USA & Keio University,
JAPAN;
Cushla Kapitzke, Queensland University of Technology, AUSTRALIA;
Heinz Mandl, Ludwig Maximilians University, GERMANY;
Kinshuk, Athabasca University, CANADA;
Penina Mlama, University of Dar es Salaam, TANZANIA;
Nuria Oliver, Microsoft, USA;
K. Ann Renninger, Swarthmore College, USA;
Ingvar Sigurgeirsson, Iceland University of Education, ICELAND;
Joel Weiss, University of Toronto, CANADA