Curriculum Vitae

Academic Background
PhD English Education, University of Illinois, 1989
MA Literacy Education, Idaho State University, 1983
BA English and Creative Writing, Western Kentucky University, 1976
Pennsylvania State Secondary English Teaching Credential, Saint Joseph's University, Philadelphia, 1978

Professional Experience
1992-present Associate Professor of English Education, University of Colorado at Boulder
1989-92 Associate Professor of Literacy Education, University of Michigan, Ann Arbor
1980-85 English Teacher/Language Arts Teacher, Alameda Junior High School, Pocatello, Idaho
1978-80 English/Journalism Teacher, Salisbury High School, Allentown, Pennsylvania

Program Chair
2000-2004 Instruction and Curriculum in the Content Areas, Secondary Education

Academic Awards
University of Colorado at Boulder, Faculty Award for Outstanding Service, 2000

International Reading Association Outstanding Dissertation Award: The Role of Reading and Writing in the Acquisition of Knowledge: A College Students' Self-Directed Engagements in Reading and Writing to Learn, 1989

National Council of Teachers of English, Promising Researcher Finalist: The Role of Reading and Writing in Acquisition of Knowledge: A Study of College Students' Self-Directed Engagements in Reading and Writing to Learn, 1989

Outstanding Published Research Article in the Journal of Educational Research for Denner, P. & McGinley, W. (1992). Effects of two prereading activities on a junior high students; story recall.

Selected Publications—Articles
McGinley, W., & Kamberelis, G. (2002). Just Only Stories. Colorado Libraries Journal, 28, 6-10.

McGinley, W., & Conley, K. (2001). Literary retailing and the re-making of popular reading. Journal of Popular Culture, 35.2, 207-220.

Kamberelis, G., & McGinley, W. (2001). Literature and the life of our classrooms: Transforming our students/transforming ourselves. Language and Literacy Spectrum, 11, 63-74.

McGinley, W., Meacham, S. DiNicolo, C., & Conley, K. (2000). “We’ve been through it: The pedagogy of adult community members in an urban after school program. 49th Yearbook of the National Reading Conference.

McGinley, W., Conley, K., & White, J. (2000). Pedagogy for a few: The modern book industry as literature teacher. Journal of Adolescent and Adult Literacy, 44, 204-214.

McGinley, W., & Mahoney, T. (1998). Cultural authority and the discursive construction of literature in commercially produced book club discussion guides. In Literacy research, theory and practice: Views from many perspectives. Forty-Seventh Yearbook of the National Reading Conference.

McGinley, W., & Kamberelis, G. (1996). Maniac Magee and Ragtime Tumpie: Children negotiating self and world through reading and writing. Research in the Teaching of English, 30, 1-39.

McGinley, W., Mahoney, T., & Kamberelis, G. (1995). Reconsidering stories. Statement: Journal of the Colorado Language Arts Society, 31, 9-16.

McGinley, W., & Denner, P. (1995). On teaching stories. Portals: Journal of the Idaho Council of the International Reading Association, 2, 8-13.

McGinley, W., & Kamberelis, G. (1992). Transformative functions of children's writing. Language Arts, 69, 10-18.

McGinley, W. (1992). The role of reading and writing while composing from sources. Reading Research Quarterly, 27, 227-248.

McGinley, W., & Kamberelis, G. (1992). Personal, social, and political functions of children's reading and writing. In Literacy Research, Theory and Practice: Views from Many Perspectives (pp. 403-412). Forty-First Yearbook of the National Reading Conference.

McGinley, W., & Kamberelis, G. (1992). "I'm glad I wrote it instead of just saying it." In S. Hudson-Ross, L. Miller-Cleary, M. Casey (Eds.) Children's voices: Children talk about literacy. Montclair, NJ: Boynton Cook.

Kamberelis, G., & McGinley, W. (1992). One writer's construction of text and self: The role of voice. In Literacy research, theory and practice: Views from many perspectives (pp. 199-214). Forty-First Yearbook of the National Reading Conference.

Abdullah, S., Kamberelis, G., & McGinley, W. (1992). Literacy, identity, and resistance within the African American slave community and some reflections for new forms of literacy pedagogy. In Literacy Research, Theory and Practice: Views from Many Perspectives (pp. 379-391). Forty-First Yearbook of the National Reading Conference.

Denner, P. R., & McGinley, W. (1992). Effects of two prereading actitivies on junior high students' story recall. Journal of Educational Research, 86, 11-19.

McGinley, W., & Madigan, D. (1990). The research story: A forum for integrating reading, writing, and learning. Language Arts, 67, 474-483.

McGinley, W., & Tierney, R. J. (1989). Traversing the topical landscape: Reading and writing as ways of knowing. Written Communication, 6, 243-269.

Tierney, R. J., Soter, A., O'Flahavan, J., & McGinley, W. (1989). The effects of reading and writing on thinking critically. Reading Research Quarterly, 24, 134-173.

McGinley, W. (1989). The effects of reading and writing upon critical thinking. (Technical Report No. 527). Urbana: University of Illinois, Center for the study of reading.

Denner, P. R., McGinley, W., & Brown, E. (1989). The effects of story-impressions as a prereading-writing activity on students' story comprehension. Journal of Educational Research, 82, 320-326.

McGinley, W., & Tierney, R. J. (1998). Towards a view of reading and writing as ways of knowing and learning. (Technical Report No. 423). Urbana: University of Illinois, Center for the Study of Reading.

McGinley, W., & Denner, P. R. (1987). Story-impressions: A prereading-writing activity. Journal of Reading, 31, 248-253.

Selected Publications—Book chapters
McGinley, W., T. Mahoney, & G. Kamberelis (1997). Re-visioning reading and teaching literature through the lens of narrative theory. In T. Rogers and A. Soter (Eds.), Reading Across Cultures. New York, NY: Teachers College Press.

Valencia, S., McGinley, W., & Pearson, P. D. (1989). Assessing progress in reading and writing. In G. Duffy (Ed.), Reading in the middle school. Delaware, NJ: International Reading Association.

Selected Publications—Book chapters (referred)
McGinley, W., Whitcomb, J., & Zerwin, S. (2005). Amazing Space: Reading Life in the Literature Classroom. In D. McIerney (Eds.). Research on sociocultural influences on motivation and learning, Volume 5. Information Age Press, pp. 253-272.

Creative Works—Poetry
McGinley, W. (2006). Legends and love: A dramatic poem. Performed at Denver's Paramount Theater. January, 2006.

Funded Research and Community-Outreach Projects

2007 Director and Principal Investigator
Univesity of Colorado Outreach Council
Cultivating Creative and Performance Literacies in an Urban High School
University of Colorado at Boulder $8,000

2007 Director and Pricipal Investigator
University of Colorado Outreach Council
Re-imagining Literature Instruction in a Public High School
University of Colorado at Boulder $8,000

2006 Director and Principal Investigator
University of Colorado Outreach Council
Cultivating Creative and Performance Literacies in an Urban High School
University of Colorado at Boulder $16,000

2006 Director and Principal Investigator
University of Colorado Outreach Council
Re-Imagining Literature Instruction in a Public High School
University of Colorado at Boulder $16,000

2005 Director and Principal Investigator
University of Colorado Outreach Council
Literacy and Learning for Life: After School Homework Club
Whittier International Elementary School
University of Colorado at Boulder $16,000

2004 Director and Principal Investigator
University of Colorado Outreach Council
Learning to Teach and the Pedagogy of Adult Community
Mentors in an Urban After School Literacy Program
University of Colorado at Boulder $16,000

2003 Director and Principal Investigator
University of Colorado Outreach Council
Learning to Teach and the Pedagogy of Adult Community
Mentors in an Urban After School Literacy Program
University of Colorado at Boulder $16,000

2002 Director and Principal Investigator
University of Colorado Outreach Council
Learning to Teach and the Pedagogy of Adult Community
Mentors in an Urban After School Literacy Program
University of Colorado at Boulder $4,000

2002 Director and Principal Investigator
IMPART Research and Award Program
Learning to Teach and the Pedagogy of Adult Community
Mentors in an Urban After School Literacy Program
University of Colorado at Boulder $4,000

2001 Director and Principal Investigator
University of Colorado Outreach Council
Learning to Teach Mathematics: The Lessons of Community Mentors
in an Urban After School Program
University of Colorado at Boulder $5,000

2000 Co-Director and Co-Principal Investigator
University of Colorado Outreach Council
Literacy and Learning for Life: Learning to Teach and the Lesson
of Adult Community Mentors in an Urban After School Program
(with Shuaib Meacham) Denver, Colorado
University of Colorado at Boulder $10,000

1999 Co-Director and Co-Principal Investigator
National Council of Teachers of English Grant-In-Aid
CU in the House: Community Education Through Poetry and Hip-Hop
in an Urban Community (with Shuaib Meacham)
University of Colorado at Boulder $11,000

1998 Director and Principal Investigator
International Reading Association, Elva Knight Research Award
Literacy and Stories: The Teaching Practices of Adult Tutors
in an Urban Elementary School
University of Colorado at Boulder $5,000

1998 Director and Principal Investigator
Council on Research and Creative Work: Grant-in-Aid
Literacy, Storytelling, and Vernacular Culture Among
Adults in an Urban Literacy Program
University of Colorado at Boulder $5,000

1998 Director and Principal Investigator
IMPART Research Award Program
Literacy, Storytelling, and Vernacular Culture Among
Adults in an Urban Literacy Program
University of Colorado at Boulder $4,000

1998 Director and Principal Investigator
University of Colorado Outreach Council and Bueno Center
Tutoring to Teach: Experiences of Undergraduate Tutors
in an Urban High School and the Decision to Teach
University of Colorado at Boulder $7,000

1994 Director and Principal Investigator
International Reading Association, Elva Knight Research Award
Personal and Social Functions of Adolescents' Story Reading $5,000

1991 Director and Principal Investigator
University of Michigan, Rackham Graduate School Faculty Research
Grant and Fellowship
The Transformative Functions of Children's Literacy Practices in an
Urban Elementary School
University of Michigan at Ann Arbor $10,000

1989 Director and Principal Investigator
National Council of Teachers of English, Teacher-Researcher
Collaboration Grant
A Study of Students' Writing About Their Communities and Their Lives
NCTE Urbana, Illinois $5,000