Προσκεκλημένοι Ομιλητές

Mary Kalantzis

Mary Kalantzis was from 2006 to 2016 Dean of the College of Education at the University of Illinois, Urbana-Champaign. Before this, she was Dean of the Faculty of Education, Language and Community Services at RMIT University, Melbourne, Australia, and President of the Australian Council of Deans of Education. With Bill Cope, she has co-authored or co-edited: New Learning: Elements of a Science of Education, Cambridge University Press, 2008 (3rd edition, 2022); Literacies, Cambridge University Press 2012 (2nd edition, 2016); A Pedagogy of Multiliteracies, Palgrave, 2016; e-Learning Ecologies, Routledge, 2017; and the two volume grammar of multimodal meaning: Making Sense and Adding Sense, Cambridge University Press, 2020.

Cathy Burnett

Professor of Literacy and Education, Sheffield Hallam University, UK

Cathy Burnett is Professor of Literacy and Education at Sheffield Institute of Education, Sheffield Hallam University, UK. She is perhaps best known for work that adopts a sociomaterial sensitivity in exploring relationships between children, digital media and literacies within and beyond educational contexts. Her current research and writing explores the effects of research and data practices in education. She is a past president of the United Kingdom Literacy Association, a co-editor of Journal of Early Childhood Literacy and an ex teacher and teacher educator who is passionate about exploring innovative and mutually  empowering relationships between teachers, researchers and literacy research. Her co-authored and co-edited books include: Undoing the Digital: Literacy and Sociomaterialism (2020), New Media in the Classroom: Rethinking Primary Literacy (2018), Unsettling Literacies: Directions for Literacy Research in Precarious Times (2022) and Research Mobilities in Primary Literacy Education: how teachers encounter research in an age of evidence-based teaching (forthcoming).

Kate Cain

Professor of Language and Literacy, Lancaster University, UK

Kate Cain is Professor of Language and Literacy in the Department of Psychology, Lancaster University, UK. Her research focuses on language and literacy development and breakdown from preschool through to adolescence, with a particular focus on understanding the development and role of the skills that support reading comprehension. Her books include Understanding and teaching reading comprehension: A handbook (co-authored with jane Oakhill and Carsten Elbro). Her research on reading comprehension has influenced the most recent version of England’s National Curriculum and informed the development of several training programmes, in the UK and other countries, designed to support reading comprehension. The influence of Kate’s research on the teaching and assessment of reading comprehension beyond academia has been recognised by impact awards from the Economic and Social Research Council and Lancaster University. She was President of the Society for the Scientific Study of Reading (2022-2023) and recipient of the International Dyslexia Association Samuel Torrey Orton Award (2014).