Catherine Compton-Lilly (https://orcid.org/0000-0002-2116-7374) holds the John C. Hungerpiller Chair in the College of Education at the University of South Carolina. She teaches courses in literacy and equity education and works with professional development schools in Columbia. Her interests include early reading and writing, student diversity, and working with families. She engages in longitudinal research projects that extend over a decade. Her interests include exploring how time operates as a contextual factor in children’s lives as they progress through school and construct their identities as students and readers. Compton-Lilly has published eleven books and numerous peer-reviewed research articles. Her research has been funded by Spencer, NCTE, IRA, and Harvard University. She is currently funded by the Fulbright Scholars Program to work with Indigenous communities in Taiwan.

Margaret R. Hawkins (https://orcid.org/0000-0001-6766-247X) is a professor in the Department of Curriculum and Instruction and the Second Language Acquisition PhD program at the University of Wisconsin–Madison. Her work attends to languages, literacies, and learning across classroom, home, and community-based settings in local and global contexts. Her research has examined classroom ecologies; families and schools; language teacher education; out-of-school spaces of learning; globalization, mobility, and education; and digitally mediated communications. She is currently exploring semiotics and relations in transmodal communications. A community-engaged scholar, Hawkins has worked with schools, communities, community organizations, and institutions of higher education around the world. She is the recipient of the 2019 Leadership Through Research Award from the Second Language Research SIG of the American Educational Research Association and the 2019 Erwin Zolt Digital Literacy Gamechanger Award from the International Literacy Association.