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Jim is a Professor Emeritus in the Department of Curriculum, Teaching and Learning of the University of Toronto. His research focuses on literacy development in multilingual school contexts as well as on the potential roles of technology in promoting language and literacy development. In recent years, he has been working actively with teachers to identify ways of increasing the literacy engagement of learners in multilingual school contexts.
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Creating Language-Friendly and Literacy-Friendly Ecologies in Multilingual Schools Unfinished Learning: Accelerating Student Catch-Up through Literacy Engagement Evidence-Based Literacy Instruction: The Central Role of Literacy Engagement
Multiliteracies and Multicultural Education
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Kelly is a literacy education author and consultant, specializing in the teaching of English Language Arts for grades 4-12. Informed by a 35-year teaching career, Kelly has developed and shares an ever-evolving body of work that helps teachers engage and empower even the most reluctant readers and writers. Kelly is the former president of the Secondary Reading Group for the International Literacy Association and the author of several professional development books.
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Freddy is President and CEO of TextProject, a nonprofit that provides resources to support higher reading levels. She is also a research associate at the University of California, Santa Cruz, and has worked in the field of early reading acquisition for 45 years, first as a teacher’s aide and teacher of primary-level students in California and, subsequently, as a teacher and researcher.
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Text Complexity Systems: A Teacher’s Toolkit Recovery and Rebuilding for Unfinished Learning in English/Language Arts New Perspectives in Learning Vocabulary: Generative Vocabulary
What is a Generative Approach to Vocabulary Instruction? How to Start Teaching a Generative Vocabulary Approach
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The Late Ernest Morrell, Ph.D. was the Coyle Professor and the Literacy Education Director at Notre Dame Center, English and Africana Studies Departments Fellow, Institute for Educational Initiatives. Dr. Morrell also headed the James R. Squire Office of Policy Research in the English Language Arts at Notre Dame’s Center on Literacy Education, which focuses on creating studies of the profession that advance knowledge and inform policy. Dr. Morrell received recognition for being one of the top 100 university-based education scholars in the 2020 and 2016 RHSU Edu-Scholar Public Influence Ranking. He was also the recipient of the Adolescent Literacy Thought Leader Award/ILA 2020, Council of English Leadership 2019 Kent Williamson Exemplary Leadership Award, the NCTE 2019 Distinguished Service Award, and was nominated to be on the Library of Congress Advisory Board for their literacy awards.
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New Directions in Literacy Teaching: Engaging Readers and Writers in 21st Century K-12 Classrooms Cultural Responsiveness and Engagement in Classrooms Becoming Powerful Readers of the Word and the World: Promoting Multicultural Readings of Children’s and Young Adult Literature (with Dr. Jolene Morrell)
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The Reading Diet, Book Clubs & Text Sets
Teaching Collaboration