Dr. Linda Laidlaw is a Professor in Language and Literacy Education at the University of Alberta. She teaches courses at the graduate and undergraduate level in early literacy, drama education, writing, and literacy for the elementary years. Formerly a classroom teacher, her research focuses on digital and mobile technologies in primary education, and she is particularly interested in the relationship between children’s digital practices at home and their experiences at school. She is active in literacy research and has developed Canadian Social Sciences and Humanities Research Council Grants projects focusing on literacy and diversity, literacy and play, and digital literacies. Her latest projects are an international collaborative study, Reimagining literacy education: Being literate in the twenty first century (SSHRC PDG) which aims to develop new frames and strategies for literacy education in a changing world, and Making literacy through maker literacies: Building learning opportunities in early childhood (SSHRC IG).
Dr. Gail Cormier is an Assistant Professor in Language, Literacy and Curriculum at the Faculty of Education at Université de Saint-Boniface in Manitoba where she teaches undergraduate and graduate courses. Her PhD research, for which she earned a SSHRC Joseph Armand Bombardier doctoral scholarship, focused on Linguistic Landscapes in secondary schools in Manitoba where French was the language of instruction. Her research interests include scholastic linguistic landscapes, language education in minority and French immersion contexts, multimodal literacy in second language education, sociolinguistics and language awareness.
Dr. Robert LeBlanc is Assistant Professor of ELA/Literacy at the University of Lethbridge and a member of the directorate for the Institute of Child and Youth Studies (I-CYS). He holds a PhD from the University of Pennsylvania, where he received the AERA Outstanding Dissertation Award from the Catholic Education SIG. Conducting research at the intersections of New Literacy Studies and interactional sociolinguistics, his interests include classroom talk, intertextual relationships, and discourse in spaces of diversity. Dr. LeBlanc’s work has appeared in journals such asLanguage & Communication, Research in the Teaching of English, Journal of Adolescent & Adult Literacy, Language Arts, Linguistics and Education, English Journal, Ethnography and Education, Journal of Catholic Education, Anthropology & Education Quarterly, Classroom Discourse, and Written Communication.
Dr. Meridith Lovell-Johnston is an assistant professor in the Faculty of Education at Lakehead University’s Orillia Campus. Meridith graduated with her PhD in language and literacy from the University of Alberta in 2014. Her research areas include reading pedagogy and assessment and the integration of technology into teaching. Her most recent projects investigate the implementation of literacy and inquiry practices within the Full-Day Kindergarten model in Ontario and the development of self-regulation and literacy capacity amongst Indigenous children in Northern Ontario.
Dr. Martine Pellerin is professor and associate dean of research and innovation at the Faculty Saint-Jean, University of Alberta. Her scholarship background is in the field of second language acquisition and educational technologies. She taught French Immersion (K-12) for over 20 years and is involved in professional development for teachers through collaborative action research (CAR). She teaches courses in the undergraduate and graduate programs in the areas of early literacy, digital literacy, digital and mobile technologies in the language classroom, participative research methodologies, and digital methodology. Her main research areas include the use of digital and mobile technologies in the language classroom; the oral language as a cognitive tool; digital literacy for a new era, digital ethnography, and collaborative action research. She is the author of the pedagogical online resource: Capsules orales, Parler pour apprendre: l’oral au service de l’apprentissage en immersion (https://capsulesorales.csj.ualberta.ca/) et co-author with Lavoie , C. (2018). La démarche didactique de la communauté de recherche lexicale : www.uqac.ca/crl . She has received the IT Ambassador Award from U of A for her outstanding technology leadership and contributions.
Dr. Rahat Zaidi is Associate Professor and Chair of Language and Literacy at the Werklund School of Education, University of Calgary, Alberta, Canada. She holds an MA, an MPhil, and a PhD in the didactics of languages and cultures from the Université de la Sorbonne, Paris, France. She has taught in various international and national settings that include the Institut National des Languages et des Civilizations Orientales, Paris, France, the University of Hamburg, Hamburg, Kassel University, Kassel, Germany, and the Ontario Institute for Studies in Education, University of Toronto, Canada. Dr. Zaidi is author and co-editor of a number of books and articles including Anti-islamophobic Curriculums, Literacy Lives in Transcultural Times, Thinking About and Enacting Curriculum in Frames of War and Framing Peace: Thinking About and Enacting Curriculum as Radical Hope. She has experience working with culturally and linguistically diverse immigrant families and has developed a corpus of work showcasing collective knowledge mobilization in order to create sustainable models of language awareness and multilingual pedagogies in Education—Literacy and Language Development and Socialization in twenty-first-century classrooms.
Dr. Zheng Zhang, PhD, is an Assistant Professor, Faculty of Education, Western University, London, Ontario, Canada (firstname.lastname@example.org). Her research interests include curriculum studies of transnational education, literacy and biliteracy curriculum, internationalization of curriculum, multimodal literacy, cross-border teacher education undergirded by new media literacies, and multiliteracies pedagogy in culturally and linguistically diverse backgrounds. These primary research areas have addressed pertinent educational challenges in the era of changes with increasing cultural and linguistic diversity, rapid global connectivity, and fast-paced technological changes.
Yina Liu, Editorial Assistant, Language and Literacy University of Alberta, Canada
Lara Polak, University of Alberta, Canada