Faculty and Staff Profiles

She recently edited a volume entitled, "Literacy in Times of Crisis: Perspectives and Practices." Her work on the literacy practices of families who are homeless has been published in The Reading Teacher and Urban Education. She has published in other top journals including  Journal of Literacy Research, Journal of Latinos in Education, and Journal of Adolescent and Adult Literacy.  She has also published her own teacher research in journals such as Curriculum Theory, Teacher Education Quarterly, and Action in Teacher Education.  She is a currently on the review board of The Journal of Adolescent and Adult Literacy and The Reading Teacher.  

• Teaching Certificate Lifetime Texas Elementary (Grades 1-8) General -   -  
• Bachelor of Arts Major: English and Psychology - Rice University, Houston, TX - 1986 Cum Laude
• Masters of Arts Major: Elementary Education - Austin College, Sherman, TX - 1987
• Doctor of Education in Curriculum and Instruction Major: Reading/Language Arts - University of Houston, Houston, TX - 1992

• Teacher, 7th Grade, Oak Ridge Intermediate School, Texas -   - 1987
• Teacher, 6th Grade, Charlett Taylor Hearne Elementary School - Alief Independent School District, Texas - 1987-1988
• Teacher5th Grde, Mildred Rickard Landis Elementary School - Alief Independent School District, Texas - 1988-1990
• Teacher, 1st & 2nd grades, Mildred Richard Landis Elementary School - Alief Independent School District, Texas - 1990-1992
• Research Assistant, National Aeronautics and Space Administration - Johnson Space Center, Texas - 1992
• Adjunct Professor, Summer Term, Teacher Education - University of St. Thomas, Houston, TX - 1992
• Project Director, National Aeronautics and Space Administration - Johnson Space Center, Texas - 1992
• Literacy Consultant, Boone Elementary - Alief Independent School District, Houston, TX - 1992-1993
• Lecturer, Spring Term, Curriculum and Instruction - University of Houston, Houston, TX - 1993
• Assistant Professor, Literacy, Learning, and Language Program - University of Southern California - 1993-2000
• Associate Professor, Literacy, Learning, and Language Program - University of Southern California - 2000-2004
• Volunteer,   - Costa Rican Humanitarian Foundation - 2004-2005
• Associate Professor, Literacy, Learning, and Language Program - University of Southern California - 2005-2006
• Associate Professor, Instruction and Curriculum Leadership - College of Education - 2006-2007
• Professor, Instruction and Curriculum Leadership - College of Education, University of Memphis, Memphis, TN - 2007-Present
• Faculty Associate, College of Educational Studies - Chapman University - 2015-present

• Promising Beginning Teacher - The Center for the Expansion of Language and Thinking, Tucson, Arizona - 1989
• Outstanding Doctoral Student - Department of Curriculum and Instruction, University of Houston - 1991-1992
• 1992 Joshua Weinstein Dissertation Excellence Award - Phi Delta Kappan, University of Houston Chapter -  
• Finalist of the Outstanding Dissertation ofthe Year Award - International Reading Association - April, 1993
• James H. Zumberge Fellow - Faculty Research and Innovation Fund. Literacy Practices in Inner-City Schools and Homes, $17,000 - 1994-1995
• Top 20 of Most Requested Articles Since Journals Inception - Latina educators and school discourse: Dealing with tension on the path to success. Journal of Latinos and Education - May, 2006
• Awarded Graduate Assistant - Joint Project in the CREP-COE - 2006-2007
• Faculty Reseach Grant - ICL, College of Education $2,000 - Spring, 2007
• Excellence in Service - ICL - 2009
• Excellence in Research - ICL - 2010
• Excellence in Service - ICL - 2011
• Excellence in Service - ICL - 2013
• Paper of the Year - AERA, Systems Thinking SIG - 2021

• When "Home" is a Homeless Shelter (Principal Investigator, 100%) - John Randolph & Dora Haynes Foundation - $45,000 - 2003-2004
• Literacy Teacher Inquiry Groups (Principal Investigator, 100%) - GTE/Verizon - $92,600 - 2000-2001
• Communities of Practice for Latinas: Becoming Teachers of Beginning Readers (Co-Principal Investigator, 80%) - The Center for the Improvement of Early Reading Achievement - $37,750 - 1998-1999
• Interest and engagement as a Function of Community Context and Tasks for High Risk Children ( Co- Principal Investigator 50%) - The Center for the Improvement of Early Reading Achievement - $75,461 - 1997-1999
• Latina Educators: Analyzing the relationship between personal literacy experiences and instructional decisions (Principal Investigator, 100%) - Southern California Study Center - $5,000 - Spring 1999
• Haynes Faculty Fellowship Assessing How Policy Changes in Reading Instruction Affect Classroom Practice and Children (Principal Investigator, 100%) - Haynes Faculty Fellowship - $8,000 - Spring 1995
• Dissertation Support - Texas State Reading Association Research Award - $1,000 - 1992

• School of Education, USC - Handbook Committee - 2000
• Department of Curriculum and Instruction, School of Education, USC - Supervised Student Teachers - 2000-2006
• Department of Curriculum and Instruction, School of Education, USC - Teacher Education Committee - 2000-2006
• USC - Marshall at Graduation - 2001, 2003
• School of Education, USC - Served on Faculty Council - 2001-2004
• Literacy, Language and Learning, Dept of Curriculum and Instruction, School of Education, University of Southern California - Program Lead - 2001-2004
• USC - PECC, University Committee on Teacher Education - 2001, 2004, 2005
• Teacher Education, Dept of Curriculum and Instruction, School of Education, University of Southern California - Served on committee to create a philosophy statement for the program - 2002
• School of Education, USC - Chaired Curriculum Committee - 2003
• University of Memphis, professional - Journal of Latinos in Education: Reviewer - 2004-2007
• Department of Curriculum and Instruction, School of Education, USC - Lead revision of literacy courses - 2005
• School of Education, USC - Served on Ed.D. committee - 2005
• School of Education, USC - Program Chair for Teacher Education in a Multicultural Schools - 2005, 2006
• University of Memphis, Reading Program - Revision of Doctorate Program - 2005-2006
• University of Memphis, Professional - Research in the Teaching of English - 2005-2007
• University of Memphis, community - Consultant with Memphis Interfaith Association - 2006-2007
• University of Memphis - Consultant with Striving Readers - 2006-2007
• University of Memphis - Participating with TLinc, goal is to encourage teacher communication through technogy - 2006-2007
• University of Memphis - Teacher Education Program Interviews - 2006-2007
• University of Memphis, professional - The Reading Teacher: Reviewer - 2006-2007
• University of Memphis - The Assissi Foundation University Representative - 2006-2007
• University of Memphis - Participating in Fall Graduation - Fall, 2006
• University of Memphis, ICL - Graduate Programs Committee - Fall, 2006
• University of Memphis, community - Bent Tree Apartments, Tutoring - October, 2006
• University of Memphis, community - Holiday Performance for Homeless Families - December, 2006
• University of Memphis, ICL - Panel Discussion with Graduate Class - December, 2006
• University of Memphis, community - Read Aloud Event, Douglass Elementary - December, 2006
• University of Memphis, community - Hospitality Hub - Fall, 07
• University of Memphis, community - Presentation at Target Family Book Fair - January, 2007
• University of Memphis, ICL - Science Fair Judge - February, 2007
• University of Memphis, community - Consultant with MIFA, children's book collection - Spring, 2007
• University of Memphis, ICL - Undergraduate Programs Committee - Spring, 2007
• University of Memphis, community - Presentation at My Daddy, My Teacher organized by Together for Children - April, 2007
• Community - Women's Foundation for Greater Memphis, Grants Committee Women - 2007- present
• Memphis, community - Implementing literacy and arts curriculum at Salvation Army - Fall, 2008
• Memphis, community - Consultant for Camp Steady, MCS for homeless children - June and July, 2008
• University of Memphis, ICL - Research committee - 2008-2009
• University of Memphis - Program Coordinator - 2008-2010
• University of Memphis - Reading Program Representative Mid-South Reads - 2008- 2010
• University of Memphis - University Undergraduate Grade Appeals - 2008-2011
• University of Memphis - Marshall - Fall, 2010
• COE - T & P committee - Fall 2010
• Memphis Community - HUB Homeless Coordination Servies - Summer 2010
• Community - Literacy Consultant, Renewal Place - Summer 2010- 2015
• Memphis Community - Midtown Taekwondo Fund Raising Committee - 2010- 2013
• Professional Community, Reading Research Quarterly - Guest Reviewer - 2011-2013
• Literacy Research Association - Distinguished Scholar Committee - 2011-2013
• Professional, Community - Review Board Journal of Adolescent and Adult Literacy - 2012-present
• Professional, Community - Review Board The Reading Teacher - 2012- 2014
• ICL - Graduate Committee - 2013- Current
• Professional, Community - Review Board The Journal of Literacy Research - 2014-2016
• Professional, Community - Guest Reviewer, Research in the Research on the Teaching of English - 2014- present

• Yaden, D. B., Smolkin, L. B., MacGillivray, L. (1993). A Piagetian interpretation of children’s understanding of letter associations during alphabet book reading.  Journal of Reading Behavior, 25 (1), 43-68.
• Yaden, D. B., & MacGillivray, L., Way, R. D., & Villareal, J. (1994).  Authentic literacy assessment:  NASA technology addressing adult literacy.  Computers in the Schools, 2, 73-84.
• MacGillivray, L., & Hawes, S. (1994). “I don’t know what I’m doing, they all start with ‘B’:” Children negotiating peer reading interactions.  The Reading Teacher, 48, 210-217. 
• MacGillivray, L. (1994). Tacit shared understandings of a first grade writing community.   Journal of Reading Behavior, 26 (2), 245-266.
• MacGillivray, L. (1994). Juggling as a metaphor for learning to composing. The California Reader, 28, 10-14.
• MacGillivray, L. (1995).  Teacher research.  In J. Lemlech (Ed.), Teachers and principals at work: Becoming a professional leader (pp.117-140).  New York:  Scholastic. 
• MacGillivray, L., Tse, L., & McQuillan, J. (1995).  Second language and literacy teachers consider literature circles:  A play. Journal of Reading, 39, 36-44.
• MacGillivray, L., & King, J. (1995).  Inside/out:  Talking and questioning our teaching selves through email exchanges. In K. Hinchman, D. Leu, & C. Kinzer (Eds.), National Reading Conference Yearbook (pp. 407-416). Chicago: National Reading Conference.
• Freppon, P., &  MacGillivray, L. (1996).  Imagining self as teacher:  Preservice teachers’ creations of personal profiles of self as first year teacher. Teacher Education Quarterly, 23, 19-33.
• MacGillivray, L. (1997). “I’ve seen you read:” Reading strategies in a first grade classroom.  Journal of Research in Childhood Education, 11, 135-146. 
• MacGillivray, L. (1997). Do what I say, not what I do: An instructor rethinks her own teaching and research. Curriculum Theory, 27(4), 469-488.
• MacGillivray, L., & Martinez, A. M. (1998).  Princesses who commit suicide: Primary children writing within and against gender stereotypes.  Journal of Literacy Research, 30 (1), 53-84.
• Carspecken, P., & MacGillivray, L.  (1998). Raising consciousness about reflection, validity, and meaning.  In O. Shacklock & J. Smyth (Eds.), Being reflective in critical educational and social research (pp. 171-190). London: Falmer Press.
• Yaden, D., Rowe, D., & MacGillivray, L.  (1999). Emergent literacy (Technical Report No. 1-005).  Ann Arbor, MI:  University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant]
•  Yaden, D., Rowe, D., & MacGillivray, L.  (2000).  Emergent literacy.  In M. Kamil, P. Mosenthal, P. D. Pearson , & R. Barr (Eds.), Handbook of Reading Research, Volume III.  Mahwah, NJ:  Erlbaum     
• MacGillivray, L., & Freppon, P. A.  (2000). Reflections over time:  Preservice teachers’ images of their first year of teaching.  Action in Teacher Education, 22 (2), 122-132.
• Rueda, R., MacGillivray, L., Monzo, L., & Arzubiaga, A. (2001).  Engaged reading: A multi-level approach to considering sociocultural factors with diverse learners. In D. McInerny & S. VanEtten (Eds.), Research on socio-cultural influences on motivation and learning (pp. 233-264). Information Age Publishing, Inc.
• Rueda, R., MacGillivray, L., Monzo, L., & Arzubiaga, A. (2001). Engaged reading: A multi-level approach to considering sociocultural factors with diverse learners. (Research Report No. 1-012). Ann Arbor, MI: University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant]
• Walker, N. T., MacGillivray, L., & Aguilar, J. A.  (2001). Negotiating higher education: Latina teachers’ memories of striving for success (Research Report No. 3-010).  Ann Arbor, MI:  University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant]
• Davis, J. B., & MacGillivray, L. (2001).  Life lessons from adolescent books with teen parents. English Journal, 90, 90-96.  
• Orellana, M., Monkman, K., & MacGillivray, L. (2002). Parents and teachers talk about literacy and success. CIERA Report No. 3-020. Ann Arbor, MI: University of Michigan, Graduate School of Education, Center for the Improvement of Early Reading Achievement.  [peer reviewed by representatives of the federal grant]
• MacGillivray, L., Aguilar, J., & Walker, N. (2002). Latina educators and school discourse: Dealing with tension on the path to success.  CIERA Technical Report 3-018. Ann Arbor, MI: University of Michigan, Graduate School of education, Center for the Improvement of Early Reading Achievement. [peer reviewed by representatives of the federal grant]
• Monkman, K., MacGillivray, L., & Leyva, C. (2003). Literacy on three planes: Infusing social justice and culture into classroom instruction. Bilingual Research Journal, 27, 245-258.
• Aguilar, J. A., MacGillivray, L., & Walker, N. T. (2003). Latina educators and school discourse:  Dealing with tension on the path to success. Journal of Latinos and Education, 2, 89-100. 
• MacGillivray, L. & Rueda, R. (2004).  Listening to inner city teachers of English language learners: Differentiating literacy instruction.  In F. Boyd (Ed.), Multicultural and multilingual literacy and language practices. New York: Guildford Publications, Inc. 
• MacGillivray, L., Ardell, A. L., Curwen, M. S., Palma, J. (2004). Colonized teachers: Examining the implementation of a scripted reading program. Teaching Education, 15(2), 131-144. 
• MacGillivray, L. (2005). When "home" is a homeless shelter. Final report for the John Randolph & Dora Haynes Foundation. 
• MacGillivray, L., & Curwen, M. (2007). Tagging as a social literacy practice. Journal of Adolescent and Adult Literacy, 50(5), 354-369.
• Barillas, M. & MacGillivray, L. (2008). For the Family: One teen's self-selected digital literacies. Language and Literacy. 
• MacGillivary, L., Ardell, A., & Curwen, M.  (2009). Libraries, churches and schools: Literate lives of homeless women and children. Urban Education (45) 221-245.
• MacGillivray, L. (2010).  "Hallelujah!” Bible-based Literacy Practices of Children Living in a       Homeless Shelter. In MacGillivray, L. (Ed.) Literacy in Times of Crisis (pp. 32-46). New       York: Routledge.  
• Heise, D. & MacGillivray, L. (2011). Implementing an art program for children in a homeless shelter. Studies in Art Education, 52(4), 323-336.  
• Henward, A. & MacGillivray, L. (2012) “It’s a combination of the Bible and what’s in your heart”: Unresolvable tensions and contested narratives in a southern child care center. Journal of Curriculum Theorizing.
• Henward, A. S., & MacGillivray, L. (2014). Bricoleurs in preschool: girls poaching horror media and gendered discourses. Gender and Education, 26(7), 726-742. 
• Heise, D. & MacGillivray, L. (2014). Fostering resilience in an intergenerational art and literacy program. Intersection of Art and Special Education. A Publication of the Kennedy Center for Performing Arts.
• MacGillivray, L. & Goode, G. (2016) “What’s our word?”“Focus”: An Analysis of a Tutoring Program at a Family Homeless Shelter. Tutoring and Mentoring Journal, 24(3), 186- 201.
• MacGillivray, L., Curwen, M. S., & Ardell, A. (2016). “No Matter How You Word It, It’s For Me”: Mandated Writing Practices in a Homeless Shelter for Mothers in Recovery. Journal of Literacy Research, 48(2), 192- 220. DOI: 10.1177/1086296X16662174
• Curwen, M. Ardell, A., MacGillivray, L., & Lambert, R. (2018). Systems thinking in a second grade curriculum: Students engaged to address a statewide drought in Frontiers in Education: Teacher Education,3, 9. DOI: org/10.1177/1086296X16662174
• MacGillivray, L., Ardell, A. L., Curwen, M. S., & Wiggin, S. (2019). " I feel normal here": The social functions of a book club in a residential recovery program. Journal of Language and Literacy Education, 12(1), 1-23.
• Holman, L. F., MacGillivray, L., Salem, W., & Tarbett, L. B. (2019). Book club groups to aid relational connection and trust among addicted trauma survivors. Journal of Creativity in Mental Health, 14(1), 37-53.
• Curwen, M. S., Ardell, A., & MacGillivray, L. (2019). Hopeful discourse: Elementary children’s activist responses to modern-day slavery grounded in systems thinking. Literacy Research: Theory, Method, and Practice, 68(1), 139-161.

• Seraphin, W. MacGillivray, L., & Owens-Pierson, K. (March/April 2021)“It Gives Me the Spirit of Writing” A Culturally Diverse After-school Writing Club with Fifth Graders and Undergraduate Education Majors. Literacy Today38(5), pp. 42-43.

• Goode, G.S. & MacGillivray, L. (2023). Using systems thinking maps for inquiry learning. Childhood Education Innovations, 5(99), 14-21.

• Goode, G.S. & MacGillivray, L. (2023). The construction of systems thinking pedagogy during a professional development institute. Journal of Pedagogical Research, 7(4), 275-302.

• Goode, G., Target, L. MacGillivray, L. (2024- online access). Who cares for teachers? Operationalizing an ethic of care in professional development. Teaching and Teacher Education. Volume 153, January 2025, 104803
•  Ardell, A., Curwen, M., & MacGillivray, L. (2025). “You’re not meant to learn alone”: A second grade teacher’s high-leverage pedagogical practices driven by systems thinking. In Schlein, C. & Crump, S. (Eds.), Active and engaging classrooms: A practical exploration. Information Age Publishing. Book chapter accepted for publication in AERA Classroom Management Special Interest Group book series.

• MacGillivray, L. (1992, December). Self-meaning and literacy in a first grade classroom.  Paper presented at the 42nd Annual Meeting of the National Reading Conference, San Antonio, TX.
• MacGillivray, L. (1992, December). “You’re the boss of your own spelling”: An analysis of a first grade writing community.  In D. Yaden (Chair), Developmental and longitudinal perspectives of kindergarten and first grade children’s acquisition of literacy in whole language and basal environments.  Paper presented at the 42nd Annual Meeting of the National Reading Conference, San Antonio, TX.
• MacGillivray, L. (1993, April). A qualitative study of the interrelationships of self, meaning, and literacy in a first grade classroom.  Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
• MacGillivray, L. (1993, December). Teaching and learning critical literacy: An instructor rethinks her own assumptions. In J. Niles (Chair), Looking critically at our own teaching: Sharing power in undergraduate literacy classes. Paper presented at the 43th Annual Meeting of the National Reading Conference, Charleston, SC. 
• MacGillivray, L. (1993, April).  First graders’ shared understandings about creating meaning in a literacy community.   In N. Roser (Chair), Outstanding dissertation.  Paper presented at the annual meeting of the International Reading Association, San Antonio, TX.
• MacGillivray, L.  (1993, April).  Shared understandings about creating meaning in a literacy community.  Paper presented at the annual meeting of the International Reading Association, San Antonio, TX.
• MacGillivray, L.  (1994, November).  The relationship between feminism and teaching in the academy:  One woman’s journey.  Paper presented at the 44th Annual Meeting of the National Reading Conference, San Diego, CA.
• MacGillivray, L. (1994, November).  Insight or mis-sight:  Examining qualitative research processes in a study of primary children’s home and school literacy interactions.  Paper presented at the annual meeting of the National Council of Teachers of English Research Assembly, Orlando, FL.
• King, J., & MacGillivray, L.  (1994, November).  Inside/outside: Talking and questioning our teaching selves.  Paper presented at the 44th Annual Meeting of the National Reading Conference, San Diego, CA.
• MacGillivray, L., & Freppon, P.  (1995, April).  Imagining self as teacher: Preservice teachers’ creations of personal profiles of self as first year teacher.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• MacGillivray, L. (1995, April).  Do what I say, not what I do: An instructor rethinks her own teaching and research.  Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• MacGillivray, L. (1995, November).  To gather or not to gather: Selective data collection during home literacy observations.  Paper presented at the 44th Annual Meeting of the National Reading Conference, New Orleans, LA.
• MacGillivray, L. (1995, November).  Hit and run activism. Paper presented at the 45th Annual Meeting of the National Reading Conference, New Orleans, LA.
• MacGillivray, L., & Freppon, P. (1996, November). Reflections over time:  Preservice teachers’ images of their first year of teaching. Paper presented at the 46th Annual Meeting of the National Reading Conference, Charleston, SC.
• MacGillivray, L., Martinez, A. & Simonsen, H.  (1996, October). “Girls look silly when they play baseball!” “Boys can’t play Chinese jump-rope!": What happens when feminist researchers get a chance to teach. Paper presented at the AERA SIG’s Research on Women in Education Conference, San Diego, CA.
• MacGillivray, L. (1997, March). Inner city parents' beliefs about literacy.  Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• MacGillivray, L. (1997, November). Inner city parents and literacy: What do parents  believe and what does this mean for classroom instruction?  Paper presented at the 47th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• MacGillivray, L. (1997, November). Boys, bodies, and blood: Learning masculinity in a literacy classroom.  Paper presented at the 47th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• Yaden, D., Rueda, R., MacGillivray, L., & Orellana, M. (1998, February). Fostering emergent literacy in a bilingual preschool setting. Paper presented at the annual meeting of the National Council of Teachers of English Research Assembly Midwinter Conference, Sociocultural Views of Literacy: Creating Communities of Learners, Los Angeles, CA.
• MacGillivray, L., & Martinez, A.  (1998, May). Literacy research: Home tours with young children.  Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
• MacGillivray, L., Leyva, K., & Monkman, K.  (1999). Collaboration with reading educators: Setting the stage for success.  Paper presented at the annual meeting of the California Reading Association, San Diego, CA. 
• MacGillivray, L., Orellana, M. F., Monkman, K., & Rueda, R. (1999, April).  Parents and teachers from an inner city immigrant community talk about literacy and success.  Paper presented at the  annual meeting of the American Educational Research Association.
• Walker, N., & MacGillivray, L. (June, 1999). Latina teachers: Outsiders within teacher education.  Paper presented at Reclaiming Voices Conference, Los Angeles, CA.
• Walker, N., Aguilar, J., & MacGillivray, L. (December, 1999). How early experiences in reading and writing influence Latina educators/paraeducators’ views of English literacy.   Paper presented at the annual meeting of the National Reading Conference, Orlando, FL.
• Aguilar, J., Walker, N., & MacGillivray, L.  (December, 1999).  Latina educators: Finding a place in higher education.  Paper presented at the 49th Annual Meeting of the National Reading Conference, Orlando, FL.
• Rueda, R., MacGillivray, L., & Vargas, E.  (2000, May).  Research vs. administrative issues and considerations in school change for English language learners: A case study.  Paper presented at the annual meeting of the International Reading Association, Indianapolis, IN.
• Rueda, R., & MacGillivray, L.  (2000, May).  Latina teachers talk about their own early reading:  What we can learn about teaching reading to English language learners?  Paper presented at the annual meeting of the International Reading Association, Indianapolis, IN.
• Aguilar, J., MacGillivray, L., & Walker, N.  (2000, April).  Latina educators and dominant school discourses:  The costs of success. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
• Rueda, R., MacGillivray, L., Arzubiaga, A., & Monzo, L.  (2000, November). Reading engagement and motivation to read:  A multi-level approach.  Paper presented at the 50th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• Monzo, L., & MacGillivray, L. (2000, December). Gender, culture, and literacy: Competing discourses in Latina mothers’ talk. Paper presented at the 50th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• MacGillivray, L., Walker, N. T., & Aguilar, J. A. (2000, December). Literacy learners as literacy teachers: Then and now.  Paper presented at the 50th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• MacGillivray, L., Aguilar, J. A., & Walker, N. T. (2000, December). School literacies and dominant school discourses: Latina educators and academic success. Paper presented at the 50th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• MacGillivray, L. (2000, December). (Chair and Discussant). Critical spaces in teacher education: Exploring issues of teaching and diversity through adolescent literature. Symposium conducted at the 50th Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• Rueda, R., Arzubiaga, A., Monzo, L., & MacGillivray, L. (2001, March). The relationship of Latino family’s instrumental knowledge about school. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
• Rueda, R., MacGillivray, L., Monzo, L., & Walker, W. (2001, December).  Early language learning and literacy experiences:  How they impact current ideology and teaching practices of Latina teachers and paraeducators.  Paper presented at the 51st Annual Meeting of the National Reading Conference, San Antonio, TX. 
• MacGillivray, L., Skoda, J., Curwen, M. S., & Ardell, A. L. (2001, December). Implementation of a reading program: Inner-city teachers reflect. Paper presented at the 51st   Annual Meeting of the National Reading Conference, San Antonio, TX.
• MacGillivray, L., Skoda, J., Curwen, M., & Ardell, A. L. (2002, April). “We’re more than just teachers…”:  Teacher discourses and their responses to a mandated scripted reading program. Paper presented at the American Educational Research Association, New Orleans, LA.
• MacGillivray, L., & Rueda, R. (2002, May). Early language learning and literacy experiences:  How they impact current ideology and teaching practices of Latina teachers and para-educators. Paper presented at the International Reading Association, San Francisco, CA. 
• MacGillivray, L., Curwen, M. S., Skoda, J., & Ardell, A. L. (2002, December). “If I could be a whole language teacher”: Subjugated knowledges through a mandated scripted reading program. Paper presented at the 52nd  Annual Meeting of the National Reading Conference, Miami, FL.
• MacGillivray, L., Ardell, L. A., Curwen, M. S., & Skoda, J.  (2002, December).  “It’s all about the teacher…”: Teacher discourse and a mandated scripted reading program. Paper presented at the 52nd   Annual Meeting of the National Reading Conference, Miami, FL.
• MacGillivray, L., Curwen, M. S., Skoda, J., & Ardell, A. L. (2003, May). Text, talk, and $$$: Lessons learned from taking teacher inquiry to the next step. Paper presented at the American Educational Research Association, Chicago, IL.
• MacGillivray, L., Curwen, M. S., Ardell, A. L., & Skoda, J. (2003, December).  Alliances, bridges, and clashes: Examining conflict in teacher inquiry groups. Paper presented at the 53rd Annual Meeting of the National Reading Conference, Scottsdale, AZ.
• MacGillivray, L., Curwen, M., & Ardell, A. (2004, May). “So it’s not literacy…it’s reading  and writing”: Diverging definitions of “literacy” among members of a teacher inquiry group. Paper presented at the American Educational Research Association.
• MacGillivray, L., & Ardell, A. (2004, December). When "home" is a homeless shelter. Paper presented at the 54th Annual Meeting of the National Reading Conference, San Antonio, TX.   
• Barillas, M., & MacGillivray, L. (2004, December). Immigrant Mexicano: Adolescents' literacy discourses. Paper presented at the 54th Annual Meeting of the National Reading Conference, San Antonio, TX.
• MacGillivray, L., & Curwen, M. (2004, December). Tagging as a situated local literacy practice. Paper presented at the 54th Annual Meeting of the National Reading Conference, San Antonio, TX. 
• MacGillivray, L., & Curwen, M. (2005, April). Literate acts: Practices of young adult Mexican American taggers. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• MacGillivary, L., Ardell, A., & Curwen, M. (2005, April). Libraries, churches, and schools: Literate lives of homeless women and children. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
• MacGillivray, L., Curwen, M., & Ardell, A. (2005, November). Literacy and homelessness. Paper presented at the 39th Annual Meeting of the California Reading Association, Ontario, CA.  
• Tsai, T. & MacGillivray, L. (2005, December). The construction of gender in an Asian American adolescent girl's writing. Paper presented at the 55th Annual Meeting of the National Reading Conference, Miami, FL.  
• Colorado, K., & MacGillivray, L. (2007, May). Siblings reading together. Paper presented at the International Reading Association, Vancouver, Canada. 
• Barillas, M.  & MacGillivray, L. (2007, May). For the family: One teen's self-selected digital literacy practices. Paper presented at the International Reading Association, Vancouver, Canada.
• MacGillivray, L., Curwen, M., & Ardell, A. (2007, April). Examining institutional resources for the academic success of homeless children. Paper presented at the 2007 AERA Annual Meeting, Chicago, Illinois. 
• MacGillivray, L. (2007, December). Children living in a homeless shelter.  Paper presented at the National Reading Conference, San Antonio, TX.
• MacGillivray, L. (2007, December). (Discussant). Literacy in times of crisis: Four Perspectives.  Symposium conducted at the National Reading Conference, Austin, TX.
• MacGillivray, L. (2008, February). Homelessness and literacy: Exploring reciprocity. Paper presented at the National Conference of Teachers of English Assembly for Research, Bloomington, Indiana.
• MacGillivray, L. & Brenner, D. (2008, December) Overview of Crisis and Literacy. Paper presented at the National Reading Conference, Miami.
• MacGillivray, L., Ardell, A., & Curwen, M. (2009, December). "We talked about a book we love:" One shelter director's talk of mothers and children living in a homeless shelter, their literacy practices, and the activities she plans for them. Paper presented at the National Reading Conference, Albuquerque, NM.
• MacGillivray, L., Curwen, M., Ardell, A. (2010, December). [Without literacy] it would be like where we were just doing time: Literacy practices in a shelter for homeless families. Paper presented at the annual meeting of Literacy Research Association: Fort Worth, TX.
• Ardell, A., Curwen, M., & MacGillivray, L. (2011, April). “Like Oprah’s Book Club”: Creating a community of readers in a homeless shelter for mothers with addiction. Paper presented at the American Educational Research Association: New Orleans, MS.
• Curwen, M., Ardell, A., & MacGillivray, L. (2011, February). Book club participation in a homeless shelter for mothers with addictions. Paper presented at the National Council of Teachers of English Assembly For Research Midwinter Conference: Madison, WI.  
• Ardell, A., Curwen, M., & MacGillivray, L. (2011, December). Composing a sober life: The daily writing of mothers as recovering addicts living in a homeless shelter. Paper presented at the Literacy Research Association: New Orleans, MS.
• MacGillivray, L., Ardell, A. & Curwen, M. S., (2012, April). “It’s like a mental vacation”: Creating a reader’s habitus in homeless shelter. Paper presented at the annual meeting of the American Educational Research Association (AERA), Vancouver, Canada.
• MacGillivray, L., & Henward, A. (2012, December). It’s a combination of the Bible and what’s in your heart: Contesting dominant narratives in a Southern Child Care Center. Paper presented at the Literacy Research Association, San Diego, CA.
• MacGillivray, L & Goode, G. (2012, December). “What’s our word?” “Focus”: An Analysis of a Tutoring Program at a Family Homeless Shelter. Presented at the Literacy Research Association, San Diego, CA.
• MacGillivray, L., Curwen, M., & Ardell, A. (2012, December). Violence, Poverty, and Addiction: Mothers Responding to Literature in a Book Club at a Homeless Shelter. Paper presented at the Literacy Research Association, San Diego, CA.
• Henward, A. & MacGillivray, L. (2012, December). Teachers’ storybook practices in the Bible belt: Negotiating cultural models of instruction. Literacy Research Association, San Diego,CA.
• Henward, A. & MacGillvray, L. (2013, April). Preschool girls taking up horror. Paper presented at the Annual Meeting of the American Educational Research Association. San Francisco, CA.
• Heise, D. & MacGillivray, L. (2013, July). Fostering resilience through art and literacy. Paper presentation at the Kennedy Center for Performing Arts Conference: Intersection of Art and Special Education, Washington, D.C.
• MacGillivray, L. (2013, December). Discussant. Symposium: What count as data? The annual meeting of the Literacy Research Association (LRA), Dallas, Texas.
• Azim, K. A., MacGillivray, L. & Heise, D. (2015, February). Resisting Ideological State Apparatuses with women in a shelter for families who are homeless: An exploration of Althusser through Foucault. Paper presented at the Southeast Philosophy of Education Society (SEPES), Memphis, TN.
• Azim, K. A., MacGillivray, L., & Heise, D. (2015, February). Navigating through spaces: A qualitative research study of women in a community-based art and literacy program in a shelter for families who are homeless. Paper presented at the Annual Ethnographic and Qualitative Research Conference (EQRC), Las Vegas, NV.
• MacGillivray, L., Heise, D., & Azim, K. A. (2015, April). An intergenerational community-based art and literacy program in a shelter or families who are homeless. Paper presented at the American Educational Research Association (AERA), Chicago, IL.
• Curwen, M., MacGillivray, L., & Ardell, A. (2015, April). “I’ve been living one way and it hasn’t been working”: Mothers in one homeless shelter share literacy practices and aspirations for their children. Paper presented at the American Educational Research Association: Chicago.
• MacGillivray, L., Azim, K. A., & Heise, D. (2015, May). Between resisting and reproducing labels: Ethical explorations of the meaning of homeless, addict, and mother. Paper presented at the International Congress of Qualitative Inquiry (ICQI), Urbana-Champaign, IL.
• Ardell, A, Curwen, A., & MacGillivray, L. (December, 2015) And then what? and ŒSo what? and “Now what?: Elementary teachers¹ experiences learning to use systems thinking to plan literacy curriculum. Paper presented at the Literacy Research Association¹s 65th Annual Conference, Carlsbad, CA.