Frances Hoyte is a researcher and lecturer in the School of Education and Professional Studies, Griffith University. She teaches courses on language and literacy development in early childhood and the early school years. Her research interests focus on children’s language and literacy development and pedagogies for teaching the English Curriculum. Frances has extensive experience in school education, working as a teacher, curriculum leader and researcher in rural and regional settings and in suburban schools marked by cultural diversity and socio-economic disadvantage. She is the current President of the Australian Literacy Educators’ Association Meanjin (Brisbane +) Local Council.

Dr. Jennifer C. Mann is a Research Scientist at Duke University’s Center for Child and Family Policy. Her work focuses on asset-based, humanizing approaches to multilingual learner education, literacy development, and student wellbeing. She brings extensive experience as a former K–12 and adult ESL teacher and as a current teacher educator in Duke's program in education. Dr. Mann’s research bridges schools, communities, and policy through research to practice approaches. She has published widely in leading peer-reviewed journals and books, led and evaluated large-scale professional learning initiatives, and shares research with educators and policymakers with relevance across diverse educational contexts.

Katina Zammit is an Associate Professor at Western Sydney University. She is passionate about improving literacy outcomes for students from socio-economically disadvantaged and cultural and linguistically diverse backgrounds. She collaborates closely with colleagues on projects and publications, including academics and teachers in schools, undertaking projects to improve students’ engagement in learning and education. Her work focuses on making connections between changes in teachers’ practices and students’ academic outcomes, as well as developing students’ multiple literacies. Her research on student engagement, writing, multiliteracies, translanguaging and literacy pedagogy has been widely published.