Introduction

[Extract] In a recent paper (Wals et al. 2014), we, the editors of this special section, argue for a new model of collaborative research among scientists, educators, and the public to strengthen links between science and society with a focus on place and identity. We envisioned citizen science (CS) as a mechanism for enabling the convergence of science and society and for, ultimately, more effective processes of public engagement and learning that could lead to meaningful socioecological outcomes. Bonney et al. (2014), called for strategic investments and more coordination to help CS reach its full potential. We developed their ideas by assuming not only that any qualitative and quantitative data gathered through CS initiatives can provide useful input to conservation science, but also can simultaneously empower citizens to engage in ongoing debates about local and global environmental and sustainability issues. This special section follows an international call for contributions to these topics and further examines them by presenting research that addresses a number of key questions. First, to what extent does the use of CS precipitate conservation education outcomes in terms of citizens' improved knowledge, understanding, and engagement in local and global conservation issues? Second, are data generated by CS of sufficient quality to be useful for conservation science? Third, what methodological issues influence the effectiveness of CS initiatives in terms of their impact on learning and on conservation outcomes, and how can they be addressed