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Claire Acevedo is an Australian educator now based in the United Kingdom where she is an affiliated researcher in Language and Literacies at The Centre for Research in Education and Educational Technology (CREET) at the Open University. She concurrently provides educational services to schools and education sectors across Europe and South America where she leads professional development (in English, Spanish and Swedish). She is experienced in using Systemic Functional Linguistics via ‘Sydney School’ genre pedagogy to improve reading and writing outcomes for under achieving students in all areas of the school curriculum. She has collaborated with Dr David Rose, University of Sydney, over two decades on the latest research into genre-based reading and she specializes in delivering Reading to Learn literacy acceleration professional development to teachers and teacher educators. She is the co-founder and deputy chair of Reading for Life (http://reading4life.org) a non-profit association that promotes social justice in society and equity in education all over the world.

David Rose is Director of Reading to Learn and an Honorary Associate of the University of Sydney. His research includes literacy teaching practices and teacher professional learning, analysis and design of classroom discourse. His books include The western desert code: An Australian cryptogrammar, 2001, and, with J.R. Martin, Working with discourse, Genre Relations and Learning to write, Reading to learn: genre, knowledge and pedagogy in the Sydney School.

Rachel Whittaker, PhD (English Department, Universidad Autónoma, Madrid), coordinated Spain's team in the project: Teacher Learning for European Literacy Education (tel4ele.eu) which brought Reading to Learn to a number of European countries (see http://telcon2013.com/, formule.es) and Lenguaje y Textos monograph 2017, co-edited with Isabel García Parejo), and supervised the translation of Rose & Martin's Learning to Write, Reading to Learn into Spanish as Leer para aprender: lectura y escritura en las áreas del currículo (Pirámide 2018). She is active in teacher education and has published a number of articles on Reading to Learn pedagogy and on CLIL in Spain.