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This year’s International Conference of the Learning Sciences (www.isls.org/icls2014) will feature the theme of “practices encompassing the range of contexts and processes in which people learn.” In this first issue of 2014 of ijCSCL, we present four explorations of that theme. We begin with a consideration of Activity Theory as a framework for analyzing the systemic contexts of CSCL practices. This is followed by detailed qualitative and quantitative analyses of knowledge building across the age spectrum of schooling: from primary school (4th and 5th grade) to tertiary school (first year college). Finally, the collaborative construction of knowledge is studied at the global level of adults posting to Wikipedia. In preparation for last year’s CSCL conference, a series of editorial introductions to ijCSCL raised the issue of the interrelationships among individual, small-group, and community learning (Stahl 2012, 2013a, b). It is interesting to read the articles in this new issue as in part investigations of such interrelationships. The notion that “interactional resources” such as geometric objects in mathematical problem solving can be seen to be bridging levels of analysis was recently elaborated in (Oner 2013; Stahl 2013c, esp. Ch. 6; Zemel and Koschmann 2013). This notion of resources plays a theoretical role similar to that of artifacts in Activity Theory and appears, for instance, in the scaffolds of epistemic games, the notes of knowledge-building forums and the pivotal-knowledge postings of Wikipedia in the papers of the current issue. Intern. J. Comput.-Support. Collab. Learn. (2014) 9:1–6 DOI 10.1007/s11412-014-9189-4

Analyzing the multidimensional construction of knowledge in diverse contexts