Literacy Teachers Navigating Turbulent Times in Canada

Adrian M. Downey, Ph.D., is an Assistant Professor at Mount Saint Vincent University in the Faculty of Education. His research is eclectic but broadly situated in curriculum studies, educational foundations, and Indigenous education. In recent years, his particular foci have included affect and emotion, posthumanism, and ex-colonialism, among other things.

Tiffany L. Gallagher, Ph.D., is a Professor in the Department of Educational Studies. She is recognized for her research that aims to enhance the learning of students with literacy difficulties and learning challenges. Supporting the professional learning of teachers through instructional and inclusion coaching is also a focus of her work. Longitudinal, multi-varied participant perspectives are the cornerstone of Tiffany’s research projects. She has extensive experience applying research findings to support teacher development, mentoring and tutoring. Tiffany is also the Director of the Brock Learning Lab which offers community-based tutoring for K-12 students and mentors undergraduate volunteer tutors.

Amélie Lemieux, Ph.D., is an Associate Professor at the University of Montreal’s Faculty of Education, in the Department of Teaching and Learning. Her research interests include: reading research, literature teaching, and multimodality, all informed by critical social justice epistemologies and posthumanist perspectives. Her work has been published in such journals as Reading Research Quarterly, Literacy, Professional Development in Education, Discourse, Language Arts, and British Journal of Educational Technology

Dr. Lori McKee is an Associate Professor in the Department of Curriculum Studies at the University of Saskatchewan. Lori’s research focuses on the intersections of literacies, pedagogies, and teacher professional learning. She is currently a co-investigator on the Reading Pedagogies of Equity: Networked Literacy Pedagogues as Resources for Academic Reading Praxes in Teacher Education project (funded through a SSHRC Insight Grant, Rachel Heydon, PhD, Principal Investigator).

Joe Stouffer holds a PhD in Language and Literacy Education and is an Associate Professor in the Department of Curriculum and Pedagogy and Chair of the Undergraduate Education Committee at Brandon University. Drawing on over twenty years of experience as a former classroom teacher, Reading Recovery Teacher Leader, and work as literacy consultant across Canada, his teaching and research interests focus on formative reading and writing assessment, early literacy pedagogies, and Reading Recovery.

Jeffrey Wood is from Métis and settler ancestry and lives as a guest on the traditional lands of the Atikameksheng Anishnawbek under the Robinson-Huron Treaty. He is a full professor in the School of Education and the School of Indigenous Relations at Laurentian University and is the Early Learning Lead for the Moosonee and Moose Factory District School Area Boards. A former kindergarten teacher, Jeffrey has been working with young children for the past twenty-five years. His research interests include: early childhood education, early literacies and Indigenous education.