As a research community, the International Society of the Learning Sciences has always worked hard to maintain representation across multiple dimensions of diversity, including, but certainly not limited to regions and disciplines. The events of this past Summer challenge both our personal senses of safety and wellbeing as well as our bonds of community and joint engagement, which rest upon that foundation, a foundation meant to enable a productive synergy in the light of diversity. In this time that shakes us to our very core, we reflect on our research with renewed vigor, asking ourselves the hard questions of what we stand for as a community. In the research of the learning sciences, we strive to further STEM education (Matuk and Linn 2018; Solli et al. 2018), but now our faith even in science is challenged as we look to an uncertain future with respect to a vaccine for COVID 19. In our CSCL research, we advocate for support that increases transactivity in the collaborative interactions supported in our learning environments (van Heijst et al. 2019), but in both our personal and professional lives we struggle to engage with communities whose political beliefs are far different from our own. We conduct research in the hopes to foster a sense of agency and self-efficacy in the students our research touches (Lee and Song 2016; Tchounikine 2019), and yet the natural disasters around us challenge the extent to which we can truly believe we are in control. In the midst of these shifting sands, we offer to this community the September edition of the International Journal of Computer-Supported Collaborative learning, comprising four full articles and one squib, all of which speak to these themes, with a consistent deep inspection of processes of collaboration. In the words of Gutiérrez and Jurow (2016), we look hopefully into these processes “that empower learners to become authors of their own futures”. Though we as a journal community greatly value both large scale quantitative research (Holtz et al. International Journal of Computer-Supported Collaborative Learning https://doi.org/10.1007/s11412-020-09329-z

中文翻译：

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共同建设社区：迈向公平的 CSCL 实践和流程。

作为一个研究团体，国际学习科学学会一直努力在多元化的多个维度保持代表性，包括但不限于地区和学科。去年夏天发生的事件既挑战了我们个人的安全感和幸福感，也挑战了我们的社区纽带和共同参与，这些都建立在这个基础之上，这个基础旨在根据多样性实现富有成效的协同作用。在这个动摇我们核心的时刻，我们以新的活力反思我们的研究，问自己关于我们作为一个社区代表什么的难题。在学习科学的研究中，我们努力推进 STEM 教育（Matuk and Linn 2018; Solli et al. 2018），但现在，我们甚至对科学的信念也受到挑战，因为我们展望了关于 COVID 19 疫苗的不确定未来。在我们的 CSCL 研究中，我们提倡支持以增加我们学习环境中支持的协作互动中的交互性（van Heijst 等al. 2019），但在我们的个人生活和职业生活中，我们都在努力与政治信仰与我们大相径庭的社区打交道。我们进行研究，希望在我们研究的学生中培养一种能动性和自我效能感（Lee and Song 2016；Tchounikine 2019），然而我们周围的自然灾害挑战了我们真正相信自己的程度掌控之中。在这些流沙之中，我们向这个社区提供 9 月版的《国际计算机支持协作学习杂志》，其中包括四篇完整的文章和一篇爆破文章，所有这些文章都谈到了这些主题，并对协作过程进行了持续深入的检查。用 Gutiérrez 和 Jurow (2016) 的话来说，我们希望研究这些“让学习者能够成为自己未来的作者”的过程。尽管我们作为一个期刊社区非常重视大规模定量研究（Holtz 等人。国际计算机支持协作学习期刊 https://doi.org/10.1007/s11412-020-09329-z 我们满怀希望地研究这些“使学习者能够成为自己未来的作者”的过程。尽管我们作为一个期刊社区非常重视大规模定量研究（Holtz 等人。国际计算机支持协作学习期刊 https://doi.org/10.1007/s11412-020-09329-z 我们满怀希望地研究这些“使学习者能够成为自己未来的作者”的过程。尽管我们作为一个期刊社区非常重视大规模定量研究（Holtz 等人。国际计算机支持协作学习期刊 https://doi.org/10.1007/s11412-020-09329-z