|Dr. LeeAnne Wilson earned an Ed.D. in literacy education and children’s literature from the University of Maine in 2001; her M.Ed. in curriculum and instruction from Cambridge College, Massachusetts in 1988; her elementary and secondary school teaching certification in 1969 from University of California, Berkeley; and her B.A. in government and history in 1968 from Pomona College, California. She has served as assistant professor (2003-2008) and associate professor (2008-present) of education and English at Husson University, Maine and adjunct graduate instructor (2001-present) in education and human development at University of Maine. She was also a curriculum coordinator and literacy specialist for Union 102 Maine Schools (2001-2003); a LAN administrator, co-instructor and assistant to the undergraduate dean for Cambridge College (1989-1997); an elementary and secondary social studies teacher and curriculum developer (1983-1986); and an elementary and secondary special/alternative education teacher (1969-1975).
Dr. Wilson is co-editor of The Dragon Lode, the peer-reviewed journal of the International Reading Association Children’s Literature and Reading Special Interest Group (CL/R SIG). She also serves on the New England Reading Association (NERA) Board and the editorial board of the NERAJournal, and she was member/chair of the Orbis Pictus Award Committee of the National Council of Teachers of English (NCTE) from 2002-2008. Peer-reviewed publications include co-writing a chapter, “Bold New Perspectives: Issues in Selecting Nonfiction” (2008) and the article, “A Study of Voice-recognition Software in Teacher Response,” (2008) and writing the articles, “Getting Down to Facts: A Case for Importance of Sources” (2006) and “A Metaphor is Pinning Air to the Wall” (2001). Non-peer-reviewed publications include professional and children’s book reviews for NERAJournal (2002-present) and reviews of nonfiction children’s books for Language Arts (2002-2008). Her other interests include dance, weaving tapestry, photography and history.
As a Fulbright Visiting Lecturer, Dr. Wilson will teach courses that incorporate writing and children’s literature into the theory and practice of reading instruction. Through interactive, reflective, experiential courses she will address the following themes: reading content, procedures to understand and use content, purposes for reading, contexts for and uses of knowledge, and the perspectives historians or scientists use in assessing and learning from text. Young people in reading families learn literacy through interactions, but for students without such experiences the processes of literacy are not second nature and teachers nurture those experiences and skills.