Scott Crossley is a professor of special education and data science at Vanderbilt University. His primary research focus is on natural language processing and the application of computational tools and machine learning algorithms in language learning, writing, and text comprehensibility. His main area of interest is the development and use of natural language processing tools in assessing writing quality and text difficulty. He is also interested in the development of second language learner lexicons and the potential to examine lexical growth and lexical proficiency using computational algorithms.

Emmylou Haffner is a CNRS researcher at the Institut des textes et manuscrits modernes (CNRS/ÉNS). She holds a PhD in history and philosophy of mathematics from the Université Paris Diderot. In 2015, she worked at the Archives Henri Poincaré (Université de Lorraine) on the French mathematician Élie Cartan's notebooks. From 2016 to 2019, she held positions at the Bergische Universität Wuppertal (Arbeitsgruppe Didaktik und Geschichte der Mathematik, and Interdisziplinäre Zentru für Wissenschafts- und Technikforschung), where she studied various aspects of the manuscripts of German mathematicians Richard Dedekind and Bernhard Riemann. From 2019 to 2021, she worked at the Laboratoire de Mathématiques d’Orsay (Université Paris-Saclay), where, in particular, she led the working group on the LMO's archive and the CollEx-Persée project AMOr (Archives Mathématiques d’Orsay). Since 2022, she is a member of the Institut des textes et manuscrits modernes as the head of the team "Manuscrits scientifiques", and leads the project "Brouillons mathématiques" funded by the program Émergence(s) de la ville de Paris. 

Cerstin Mahlow is professor of Digital Linguistics and Writing Research at the School of Applied Linguistics at the Zurich University of Applied Sciences (ZHAW). Her main research areas are linguistic modeling of writing processes and writing technology. She holds a Master's degree in Computational Linguistics, Spanish Philology, and Political Sciences from Friedrich-Alexander-Universität (FAU) and a PhD in Computational Linguistics from the University of Zurich (UZH). As specialist in higher ed didactics and e-learning she is also interested in approaches for teaching future skills needed in today's and tomorrow's digitally transformed world. 

Thierry Olive is a researcher in psychology at the Centre National de la Recherche Scientifique (CNRS). He investigates skilled writing and learning to write in developing children as well as in writers with language or learning difficulties. He has published numerous articles on text composition and note-taking, in which he studies cognitive processes, orthographic skills, the involvement of working memory, and the role of digital writing tools. He is co-editor of the Studies in Writing series, published by Brill, and of the Journal of Writing Research. He is also director of the Maison des Sciences de l'Homme et de la Société, a joint multidisciplinary research unit shared by the CNRS and the University of Poitiers.

Roberto Limongi is an educator and a faculty member at the Department of Psychology at Brandon University, Canada. He also directs The Writing-brain Laboratory. His laboratory is dedicated to the study of the cognitive, computational, and neural mechanisms of the effect of writing on the brain and mind from the neurobiological framework of active inference under the free energy principle. His most important contributions have been published in Biological Psychiatry, Schizophrenia Research, Schizophrenia Bulletin, Neuroimage, and Journal of Writing Research, in which, along with Angelica Silva, he published the mental-chronometry model of writing to learn. He holds a PhD in Brain and Cognitive Sciences.

Gaëtanelle Gilquin is Professor of English Language and Linguistics at the University of Louvain, Belgium, and co-director of the Centre for English Corpus Linguistics. Her main research area is corpus linguistics, and more particularly learner corpus research. She has co-edited the Cambridge Handbook of Learner Corpus Research and is one of the founding members of the Learner Corpus Association. She is the coordinator of several corpus projects, including the Louvain International Database of Spoken English Interlanguage (LINDSEI) and the Process Corpus of English in Education (PROCEED), which comprises keylogging and screencasting data representing L1 and L2 writing processes. She is also the co-editor-in-chief of the book series Corpora and Language in Use and an associate editor of the Cambridge Elements in Corpus Linguistics series. 

Marieke Longcamp is a full professor at the Center for Research in Psychology and Neuroscience at Aix-Marseille University, and head of the Cognitive Science Master's program. Her current work focuses on the ognitive and neural bases of handwriting and typing in adults and children. She studies the neural correlates of handwriting using fMRI and EEG coupled with kinematics data acquired on a digitizing tablet, in monoscriptuals and biscriptuals (experts in two different scripts). She is also interested in functional brain changes during handwriting acquisition (behavior, fMRI, and morphometry). She also studies the interactions between linguistic processing and motor control in handwriting and typing using fMRI, EEG and behavior, and motor processes involved in the planning of keystrokes in word typing (behavior, EEG).

Giuseppe D'Ottavi is a research associate at the Institute of Texts and Modern Manuscripts (ITEM, CNRS/ENS, Paris). He has been trained as an Indo-European linguist and has found his vocation as a historian of language sciences. His research focuses on (de)structuring the frontier between historical and comparative linguistics of Indo-European languages and general linguistics. A specialist in the editing and textual genetic study of linguists' manuscripts, he is currently working on a project for a new, revised, and expanded version of Lexique d’É. Benveniste, published by J.-Cl. Coquet and M. Derycke (1971-1972). He is a committee member of the Cercle Ferdinand de Saussure, the Società di linguistica italiana and the Sodalizio Glottologico Milanese.

Jens Roeser is a senior lecturer in psycholinguistics at Nottingham Trent University’s (UK) department of psychology. His research focuses on the cognitive mechanisms that allows us to communicate meaning in language. Jens has a background in theoretical linguistics (MSc, University of Potsdam) and a PhD in Psychology (Nottingham Trent University). His PhD dissertation was the first systematic comparison of how spoken and written utterances are planned. He routinely uses image naming experiments and timecourse measures such as eye-tracking and keystroke logging to answer question about when – before pressing a key – writers mentally prepare what – names for images, their orthography, sentence syntax – and how different levels of mental preparation affect each other. Recently, he demonstrated how Bayesian mixed-effects mixture models can be used to model disfluencies in writing. In a project that received funding by the UK government's Economic and Social Research Council, he is now investigating to what extent difficulty with word spelling affects our ability to write text.