Dr Kaye Lowe is Director of U-CAN Read at the University of Canberra and associate professor (adjunct). She has had a lifelong passion for literacy learning and began her teaching career in a K-3 classroom in the small rural town of Marrar. Since completing a PhD at Indiana University, Dr Lowe has worked in many learning contexts, including P-12, parent education, adult education, jails and juvenile justice. She aspires to make the journey of the reader fun and easy. In 2012, she instigated the i-Read for disinterested and disengaged secondary readers. She also instigated Boys, blokes and books, a parent literacy education program for dads and their sons. She has written four books and numerous articles on the teaching of reading and writing. She has been the recipient of many grants, three of which were for projects of national significance.
Dr Kylie Shaw is a lecturer at the University of Newcastle where she convenes the Bachelor of Teaching (Primary)/Bachelor of Arts program and is the Director of Student Experience in the School of Education. She coordinates and lectures in literacy, educational psychology and ICT courses in the undergraduate and postgraduate programs. Kylie is currently a Chief Investigator on a global research project investigating innovative teaching and learning practices for the twenty-first century, sponsored by DEC and Microsoft. She has presented at global forums on innovative teaching and has collaborated with the Stanford Research Institute (SRI International) to further develop teacher engagement in twenty-first century learning design in schools.
Dr Lisbeth Kitson is a lecturer at Griffith University at the Gold Coast, Queensland. She teaches in both undergraduate and postgraduate courses in Literacy and English education, multiliteracies and middle years English curriculum. Lisbeth is also actively engaged with pre-service teachers in her role as the First year coordinator of the Bachelor of Education (Secondary). Her areas of research interest are related to literacy and multiliteracies, with a particular focus on the integration of information and communication technologies and multi-modal texts into teaching practices. Lisbeth’s honours research investigated the literacy practices developed by one middle year student as he engaged in a computer game play during his recreational time. Literacy practices were discussed for a variety of computer games, applying the four-resource model.