Marnie Campagnaro, Ph.D., is an Assistant Professor at the University of Padova and didactic coordinator of a postgraduate course in Children’s Literature. Her main research fields include picturebooks, emergent literacy, children’s response to literature, fairy-tales, architecture and domestic geography, nonfiction, fashion, Italian children’s writers. She has lectured as a visiting professor at several European universities and been an invited speaker at numerous international conferences. In 2013, she hosted the Ninth Annual International Conference on The Child and the Book network and in 2017 she was appointed to organize the 6th International Conference of the European Network of Picturebook Research. Her most recent publications include The materiality of silence. The curious cases of Munari, Charlip and their picturebooks with no pictures (FronteiraZ, 2020); Materiality in Bruno Munari’s Book Objects: The Case of Nella notte buia and I Prelibri (Libri & Liberi, 2019), and Narrating” homes and objects: images of domestic life in Italian picturebooks since the mid-20th century (RPD Journal of Theories and Research in Education, 2019; From Palace to House. The Changing Domestic Settings of Fairy-tales (Encyclopaideia, 2017).

Nicola Daly is a Senior Lecturer in the Division of Education at the University of Waikato, Hamilton, New Zealand where she teaches courses in children’s literature and language learning pedagogy. She is the Co-director of the Waikato Picturebook Research Unit. Her research focus is multilingual picturebooks and her recent publications can be found in The Linguistics Landscapes International Journal, the Journal of Multilingualism and Multiculturalism, and the New Review of Children’s Literature and Librarianship. She has been a recipient of several fellowships related to her research in children’s literature including a Fulbright New Zealand Scholarship (2019-202); the Internationale Jugendbibliothek Fellowship (2017); the Marantz Picturebook Collection Fellowship (2016); the Dorothy Neal White Collection Fellowship (2014). She has also co-edited several books including, most recently Daly, N., Limbrick, L. & Dix, P. (Eds.) (2018). Understanding ourselves and others in a multiliterate world. London: Trentham Press

Kathy G. Short is a professor of Language, Reading and Culture in the College of Education at the University of Arizona, USA, where she is the Endowed Chair of Global Literature for Children and Adolescents. She is also Director of Worlds of Words: Center of Global Literacies and Literatures, an initiative to build intercultural understanding through global literature (wowlit.org). Her research foci are inquiry, dialogue, interculturality, critical content analysis, and global children’s literature. She has worked extensively with teachers around the world to develop inquiry-based curriculum and intercultural understanding through children’s literature. She has co-authored and co-edited many books and articles, including Critical Content Analysis of Visual Images in Literature for Young People, Critical Content Analysis of Children’s and Young Adult Literature, Teaching Globally: Reading the World through Literature, Creating Classrooms for Authors and Inquirers, Stories Matter: The Complexity of Cultural Authenticity in Children’s Literature, and Essentials of Children’s Literature. She has served on award committees, including Notable Books for a Global Society, the Caldecott Medal, and the Batchelder Medal. She was President of the National Council of Teachers of English and of the US Board of Books for Young People. Resources, including examples of her syllabi and publications, can be found at https://new.coe.arizona.edu/person/kathy-g-short