The proliferation of digital data has been presented as heralding a revolution in research methods for the study of social phenomena, such as IS. For some authors, this revolution involves the abandonment of the traditional scientific method in favour of purely inductive data-driven research. Others proclaim the emergence of a new, quantitative, computational social science that will displace qualitative methods, while others see digital data as potentially enriching qualitative research. All these claims, however, take the nature of data for granted, assuming that they straightforwardly instrument reality and that understanding of the world can therefore be gained through their analysis alone. This chapter presents a critical analysis of this ‘pre-factual’ view, arguing that data are not natural givens, but are performed, brought into being by situated practices that enact particular representations of the world. The implications of such a conceptualization of data for research methods in Information Systems and organizational research are discussed.

The learning sciences (LS) is an interdisciplinary field that studies teaching and learning. This chapter explains how the thirty-three chapters are organized. The chapter is grouped into four key themes: (1) a shift from thinking of knowledge as facts and procedures to a conception of knowledge as situated in visible practice; (2) an expansion of a view of learning from purely cognitive to a sociocultural view that also incorporates collaboration and conversation; (3) the role of technology in learning; (4) research methodologies used in LS. The chapter closes with a short history of the field of LS from the 1980s through the present.