Paul Sturges, Professor Emeritus, Loughborough University and Professor Extraordinary, University of Pretoria. He has traveled widely throughout the world, giving lectures and conference presentations, leading workshops on Intellectual Freedom topics, providing consultancy, and researching. He has published more than 200 articles, reviews, reports and books that are focused on varieties of issues in information science, with an emphasis on the developing world, a strong specialization in ethics of information, and a recent focus on curriculum development. Chair of the International Federation of Library Associations’ (IFLA) Freedom of Access to Information and Freedom of Expression (FAIFE) Committee 2003-9. Consultant to INASP Curriculum Development Project 2012-15, with workshops in Malawi, Vietnam, Tanzania, Kenya and Ethiopia. Made Officer of the Order of the British Empire (OBE) in 2010 for services to libraries in the UK and overseas, and awarded the IFLA Medal in 2011.
Dr Darlene Ciuffetelli Parker is an Associate Professor in the Faculty of Education at Brock University, Ontario, Canada. With many peer reviewed and invited research articles, chapters, books, reports, policy briefs, and newspaper columns, Ciuffetelli Parker’s commitment to narrative inquiry methodology is mirrored by her deeply felt commitment to literacy, critical literacy and narratives of experience. Her current areas of study include teacher education, literacy narratives as they relate to social justice, and poverty and its effect on education in Canadian elementary and secondary schools. Ciuffetelli Parker has completed two large funded projects which spanned over four years on students and families affected by poverty, and educators who work in elementary school communities affected by poverty in Ontario, resulting in a research report as well as a co-authored book entitled Poverty and Schools in Ontario (Ciuffetelli Parker & Flessa, 2011). The book is having an impact on initial teacher education and the continuing professional development of teachers. Ciuffetelli Parker continues to research and write on poverty in secondary school settings as she advances partnerships to support deeper knowledge. She readily is an invited keynote/speaker, providing impactful talks to various organizations including: District School Boards, Research Panels/Partnerships, Ontario College of Teachers, Principal Associations, Canadian Women’s University Council, Child Youth Network, poverty reducation networks, and the community at large. Ciuffetelli Parker’s research and teaching throughout her tenure at Brock University has been recognized locally and internationally with prestigious awards, including: the 2012 international American Educational Research Association (AERA) recipient of the Early Career Award of the Narrative Research Special Interest Group, the 2012 Faculty of Education Award for Excellence in Teaching at Brock University, and the 2013 recipient of the institutional Brock Distinguished Teaching Award. Dr. Ciuffetelli Parker was an administrator, literacy resource-consultant, and elementary teacher in Toronto for over fifteen years before joining Brock University as a professor. She obtained her PhD from the Department of Curriculum and Teacher Development at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT).
Dr Terry Anne Campbell is a Professor in the Schulich School of Education at Nipissing University. Her scholarship centres on teacher education and literacy(ies), focussing on reading, writing, and talk theory and practice in elementary classrooms. She was a storyteller and elementary teacher, as well as a Reading Recovery™ and resource teacher in North Bay for over twelve years before joining the department of teacher education at Nipissing University. She teaches undergraduate courses in Language and Literacies, and graduate courses in the MEd and PhD programs. Recent research projects include a two-year investigation into digital storytelling and writing in junior level classrooms. She has travelled and published widely, presenting workshops and papers on her chief area of interest and expertise: classroom practices that effectively support students as engaged literacy learners in the 21st century. She is currently co-editor of the What Works: Research into Practice monograph series.
Dr Lorayne Robertson is an Associate Professor and former Associate Dean in the Faculty of Education at the University of Ontario Institute of Technology. Her research interests include the implementation of BYOD policies in schools, and critical media health studies. As a former school district superintendent and education officer, her research includes investigations into the use of digital technologies in applied settings such as schools, colleges, and universities. Dr Robertson has just completed a tour in India where she has been collaborating on equity and inclusion in schools.
Joe Kim is an Associate Professor in Psychology, Neuroscience and Behaviour at McMaster University and is actively involved in the scholarship of teaching and learning. He co-ordinates the innovative McMaster Introductory Psychology (macintropsych.com) program which combines traditional lectures with interactive on-line resources and small group tutorials. The program has been prominently featured in Maclean’s, Globe and Mail, Toronto Star and numerous education media outlets. He directs the Applied Cognition in Education Lab (acelab.mcmaster.ca) which aims to understand how cognitive principles such as attention, memory and learning can be applied to develop evidence-based interventions in education and training. Current research interests include: retrieval practice, interleaving, mind wandering, and exercise-learning interactions. He also organizes the annual McMaster Symposium on Education and Cognition (edcog.mcmaster.ca) which brings together cognitive scientists, educators and policy makers to explore how cognitive science can be applied to educational policy and instructional design.