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STEM Tuesday — Let’s Explore Botany!– Interview with Author Sally Walker

By on October 23, 2018   /   Botany, Common Core & NGSS, STEM Tuesday  

Welcome to STEM Tuesday: Author Interview & Book Giveaway, a repeating feature for the fourth Tuesday of every month. Go Science-Tech-Engineering-Math!

Today we’re interviewing Sally Walker, author of this month’s featured botany book, CHAMPION: The Comeback Tale of the American Chestnut Tree. Among its favorable reviews is one from Kirkus, calling it, “A compelling, inspiring true story of a species rescued from extinction through decades of determined innovation.” 

 

 

Mary Kay Carson: Why did you write Champion?

Sally Walker: I’ve known part of the American Chestnut tree’s story since I was in high school. My biology teacher assigned a leaf collection project. We could only include trees native to New Jersey, where I lived. Any tree was okay, with the exception of the American Chestnut tree, because, he said, it was extinct. My father, however, knew that wasn’t true. It turned out that American Chestnut tree was my dad’s favorite type of tree.  And he knew they were not extinct: Their roots still survived in New Jersey forests (and in other states) and gave rise to new sprouts. These saplings grew for 10 or so years, and then succumbed to the chestnut blight. Even so, the roots continued to send up more sprouts. My dad and I visited a forest not too far from our home. A half-hour trek into the woods, and we found a chestnut sapling. I was thrilled to be able to add one of its leaves to my leaf collection project.

There’s nothing I enjoy more than a good mystery, and the story of the American Chestnut tree is like a Russian Matryoshka doll: mystery within mystery within mystery. I channeled my inner Nancy Drew and hoped readers would join me as I hunted for clues. Clues that would explain why American Chestnut trees died, and clues that would lead to a solution that would restore the trees to health.  I wrote the story for people, young and old, who, like me, enjoy spending time outdoors. Who like wondering about the natural world. And who listen to the songs that trees sing.

Sally M. Walker has brought science to life in more than 20 books for young readers, including Secrets of a Civil War Submarine and Blizzard of Glass. Her research has seen her corresponding with experts in archaeology, geology, forensic anthropology, and genealogy, interviewing scientists, and touring the Warren Lasch Conservation Center in North Charleston, South Carolina, where she saw the H.L. Hunley and her artifacts. Walker lives in DeKalb, Illinois. sallymwalker.com

MKC: Could you share a memorable moment—or two—from your research for Champion?

Sally: My most thrilling chestnut experience occurred while I was visiting England. Castanea sativa, the European Chestnut, thrives there. The massive trunks of several-hundred-year-old chestnut trees are unbelievable. Seeing them—and hugging one—let me imagine how very majestic the American Chestnut trees growing in our forests had been before the blight killed them.

When I first walked into the American Chestnut Foundation’s orchards, in Virginia, I was astounded to see many hundreds of young chestnut trees. Healthy, lush with leaves. A flash of blue caught my eye—an indigo bunting landed in one of the larger trees.  I felt as though I’d entered a magic kingdom.  AND THEN I LEARNED HORRIBLE NEWS!  The team I was working with would be inoculating the young trees with the fungus that gives American Chestnut trees the blight. Some of the trees we inoculated would have some resistance to the blight, but most of them would die. But I did my job, knowing that the young trees that lived would become parent trees for new blight-resistant generations.

MKC: Did you set out to write a STEM book? 

Sally: I don’t choose to write STEM books. I write about what interests me. Finding fossils and cool rocks. Watching insects, animals, and fish. Understanding how a submarine rises and sinks. When I am gardening, using a stick and a small rock to help me shift a larger rock to a new place. I guess most people would say this is science—the “S” in STEM. But for me it’s simply the way I was raised. My parents encouraged me to ask question, exploring the world to find answers, and experiment. To use my mind and imagination.

I have a college degree in geology and archaeology, but that was from before the term STEM was invented.  I studied those areas because they are incredibly fascinating and fun, full of puzzles and mysteries. What I love about STEM is that it shows kids that science, technology, engineering, and math are interrelated. As they learn, students can draw connections among the fields and see how each part affects the other, often in a way that relates directly to some aspect of her or his life. STEM creates a network.

MKC:  Any recommendations for readers who enjoyed Champion? 

Sally: Deep Roots: How Trees Sustain Our Planet by Nikki Tate and Treecology: 30 Activities and Observations for Exploring the World of Trees and Forests by Monica Russo are nonfiction, while End of the Wild by Nicole Helget and Wishtree by Katherine Applegate are fiction.

Win a FREE copy of CHAMPION: The Comeback Tale of the American Chestnut Tree!

Enter the giveaway by leaving a comment below. The randomly-chosen winner will be contacted via email and asked to provide a mailing address (within the U.S. only) to receive the book.

Good luck!

Your host this week is fellow tree freak Mary Kay Carson, author of Mission to Pluto and other nonfiction books for kids. @marykaycarson

 

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Building Community for Children’s WOC/Indigenous Writers

By on October 22, 2018   /   Articles, Diversity, For Writers  

Art installation at the Loft Literary Center in 2017

Children’s writers of color and Indigenous writers have voices that need to be heard and stories that need to be told. In Minneapolis, Minnesota, the Loft Literary Center is helping that happen with a series of drop-in classes for Writers of Color and Indigenous Writers. This writing center is truly a special place for writers in the Twin Cities. For me, it’s where my writers’ group meets and also where I’ve had the opportunity to learn from experienced writers through classes and lectures. It’s a place of community where writers of all kinds can learn, grow, and connect.

For the Writers of Color and Indigenous Writers series of classes, each one focuses on a different writing topic and is taught “from the perspective of writers of color and Indigenous writers, meaning that the unique experiences of these writers are accounted for in the materials provided to the class discussions,” says Marion Gómez, Program Associate for these classes at the Loft.

I asked Marion (MG) a few questions about the series of classes (now in its third year), and also talked with Sarah Warren (SW), an instructor of the children’s writers class in the series. Here are their thoughts on finding community and support for children’s writers of color and Indigenous writers.

Marion, how did this series of classes start and how has it changed over the years?

MG: The class came out of a collaboration between David Mura and the Loft. David Mura approached the Loft with the idea of him teaching a class intended for writers or color and Indigenous writers that would address some of the barriers these communities often face—such as cost and participants having unpredictable schedules. The Loft received a Minnesota State Arts Board Arts Learning grant in 2015 to fund a free, multi-genre class with drop-in attendance taught by David Mura. The class began in February of 2016, meeting the first and second Wednesdays of each month until August, 2016.

David Mura taught the first and second years exclusively, but this last year Diego Vázquez Jr., Vanessa Ramos, Michael Kleber-Diggs, Heid E. Erdrich, Kao Kalia Yang, Sarah Park Dahlen, Erin Sharkey, and Sarah Warren joined David in teaching the class, each teaching one session with David teaching the first and last classes. This last August, Sarah Park Dahlen taught a class that examined insider and outsider authorship in children’s books and in October, Sarah Warren taught an introductory class on writing children’s picture book biographies.

Sarah, how did you become involved with teaching for this series of classes?

SW: I started attending classes at the Loft over 17 years ago. I love to write and I’m grateful for opportunities to develop. The Loft is special. We get to learn from other authors. Instructors have a working knowledge of the field. I also appreciate the network of support I’ve cultivated from classes and conferences. I never would have found my footing in this profession without help from several mentors. Community is priceless. I’m proud that I get to contribute what I know as a teaching artist.

What do you think is most valuable about this series of classes at the Loft?

MG: Bringing more writers of color and Indigenous writers into the world is so important in combating racism and oppression. The more writers of color and Indigenous writers we have the more their truths will be heard, the less alone these writers and their communities will feel, and the more galvanized they’ll be to demand justice. I love the sense of community that has formed among the students. Some have even formed outside writing groups after meeting in the class.

SW: For most of us, sharing our stories with children means negotiating the publishing industry. That was a huge learning curve for me. I had worked so hard to build up my ego… to believe my art was something worth investing in. Once I started getting critiqued and rejected, my ego started to get beat down by outside perspectives. Sometimes, that was good! I needed to grow and learn and become a better writer. Sometimes, that was bad. The industry and the outside voices weren’t open to my cultural point-of-view. The problem was, I didn’t know the difference. I didn’t know when I needed to change, and when I needed to push back. Now, I have people I can go to when I need perspective. It took me way too long to find those people. I think classes like these can build a powerful network for POC/Indigenous writers.

I am all for building a space where artists of color and indigenous artists can get feedback, offer support, and share wisdom without feeling exoticized, humiliated, tokenized, abnormal, or lonely. I’ve felt all of those things (usually not at the same time) in class. It’s stressful.

Marion, what kinds of students attend, what do they say about the classes, and how does the Loft get students involved?

MG: The students vary in age, race, experience level, and type of writing they do. Some of the students have also taught a session of the class and/or are published authors while others are very new it writing. What I hear repeatedly from them is that they love being around other writers of color and Indigenous writers. That this intentional space allows them to feel less isolated and free to express themselves more fully. After we received the grant in 2015, we held three preview classes at various locations in Minneapolis and Saint Paul to reach out to perspective students as well as promoted the class at Loft events and on social media. The classes are listed in our quarterlies, which are distributed throughout the Twin Cities. I also have a listserv of past and present participants I send a monthly email to, letting them know about upcoming classes and other opportunities, and I’m always inviting new writers of color and indigenous writers to the class I meet. I’m so grateful to you, Karen, for helping spread the word through the Mixed-Up Files blog!

Sarah, how do you think children’s publishing will benefit from having more writers of color and Indigenous writers? 

SW: I heard Daniel José Older say in an interview, “To me, it’s a huge human rights violation, to deny an entire generation of young people of color…generation after generation of young people of color the right to see ourselves as protagonists in stories. How else are we to conceptualize ourselves as protagonists in our lives if not through the stories we are told?” That’s me he’s talking about. I never saw myself in stories unless I suspended my own personhood and slipped fully into someone else’s skin. We need the chance to grow up seeing many possible versions of ourselves. The community of writers serving kids should be just as diverse as its audience.

What do you suggest for other writing centers hoping to start similar programs?

MG: I recommend they start by listening to the communities they want to serve so that they can design a program that really addresses the needs and desires of these communities.

SW: Not all writers are comfortable calling themselves experts or teachers. Some of us don’t even feel comfortable calling ourselves writers! Find a way to mentor potential teaching artists. Be open to unconventional teaching styles. Accommodate students who aren’t comfortable in formalized educational settings by seeking out safe community spaces. Make sure to pay your artists!

What do you suggest for children’s writers of color and Indigenous writers wanting support and instruction in writing?

MG: Come to the class! We will have at least two classes focused on writing for children/young adults in the next round starting this spring. The Loft also has a new mentorship program for writers of color and Indigenous writers called Mirrors and Windows. Applications for this year have already closed but will be accepted again next summer (2019). The most important thing they can do is find a community that supports them.

SW: If you read things that resonate with you, contact the authors. Let them know their work struck a chord. Ask questions. Attend conferences and readings and classes. Ask questions. Read your work out loud. If you connect with other writers, form a group! Go to my website: sarahwbooks.com. Do you have questions? Email me! I’m happy to share resources. Keep writing. We need your voice!

 

Thanks so much for sharing your experiences with the Writers of Color and Indigenous Writers series of classes at the Loft, Marion and Sarah! To learn more about the Loft, visit https://www.loft.org. Are there any classes like these in your city? Tell us about them in the comments!

Marion Gómez is a poet and teaching artist based in Minneapolis. She has received grants from the Minnesota State Arts Board and the Jerome Foundation. Her poems have appeared in La Bloga, Mizna, and elsewhere. Her poem “Father Bought Mangos” was selected for the Saint Paul Almanac’s Impressions Project. She is a member of the Latinx spoken word collective Palabristas and works at the Loft.

 

 

 

 

Sarah is an early childhood educator who graduated from the Loft’s Master Track writing apprenticeship program in 2006. Her debut picture book, Dolores Huerta: A Hero to Migrant Workers was picked for the Amelia Bloomer Top Ten Book List and awarded a Jane Addams Peace Association Children’s Book Award honor. Her picture book about the singer Beyoncé is forthcoming from Houghton Mifflin. Sarah’s family lives in Minneapolis with their dog, Bruce Valentine. Visit sarahwbooks.com.

 

 

 

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Wonders of Weird with Kelly Milner Halls

By on October 19, 2018   /   Author Interviews  

I am very lucky to have the opportunity to chat with multi-award winner author Kelly Milner Halls! This interview came about at a perfect time. We are less than two weeks away from Halloween and chatting with Kelly about her just-released book “Death Eaters. Meet Nature’s Scavengers.” What an occasion to connect a holiday kids enjoy with fascinating science about the real death eaters of nature.

Kelly writes about the ‘wonders of weird,’ real and unproven (yet). She is the author of over 50 books and numerous articles, and her work is well known for being carefully and thoroughly researched and presents the most current information in a way kids love.

“Death Eaters” has already caught the eye or librarians and reviewers:

Junior Library Guild Selection
Fall 2018

Cybil Award Nominee
September 2018

Booklist
September 2018

So, are you ready for a treat (no trick, despite being close to Halloween)? Kelly tells us about nature’s team in charge of recycling all biological matter on the planet. I knew some of this fascinating creatures, but others took me by surprise.

MUF:  Why did you write this book about death eaters?
KMH: When I was a kid, I found a dead kitten in my tree house. It broke my heart, but I knew my father would help me bury it. After we laid it to rest, I was afraid of what was happening to its little body. Then I was curious. I felt bad for being curious, and confessed it to my father. He explained to me what happened to bodies in the earth. As sad as I was, I felt better knowing the kitten at least had a purpose in death–to feed other creatures that helped keep balance in the world. So I decided to explore that topic with young readers.

MUF: What death eaters did you include in your book?
KMH: I tried to include a good cross section of animals from the extensive realm of death eaters. I covered some (but not all) bacteria, insects, small mammals, large mammals, birds and sea creatures.

MUF: Do you have a favorite death eater?
KMH: I was astonished to discover pill bugs are death eaters. I knew they ate metals from soil, including iron from blood spilled. But I didn’t know they’d actually eat tiny bits of flesh too. It was fun to make a discovery that was so new to entomologists.

MUF: What are you most excited about this book?
KMH: I’m pleased that Millbrook was bold in their photo selections. Not all kids will love this book, I recognize that. But those that do will appreciate the pictures that don’t shy from telling this story. Gore wasn’t essential. Truth was.

MUF: How can teachers use this book in the classroom?
KMH: Teachers can use this book to encourage respect for all animals, even maggots and flies. We all have a purpose in the circle of life, and once we understand that, it is much easier to spread the love. I’m all about love, so that pleases me. I also love that death eaters are the ultimate recyclers. Recycling is so important to saving the world. I hope kids will step up to do their part and are grateful it doesn’t include eating carrion.

MUF: How long have you been interested in the Wonders of Weird, as you have named your website?
KMH: I was a weird kid and I am a weird older lady. I have always been fascinated by the strange, surprising, and odd…the weird. So my books often reflect that mindset.  I also love helping kids understand that being weird is being unique. It’s also pretty fun.  If I can help them learn to love themselves and others, I’ll have helped make the world a kinder place.

Kelly Milner Halls

MUF: Let’s talk about Halloween. If you were a little girl today, what would your Halloween costume be?
KMH: My favorite costume as a kid was Robin (as in Batman and Robin).  But today I’d probably like to be Pikachu.

MUF: What is your favorite part of working on a book?
KMH:I love research more than anything else. Second would be sharing what I’ve discovered with kids at school visits.

MUF: What’s your advice to young readers who love weird stuff?
KMH: Don’t be embarrassed by your unique point of view. Each of us has a purpose in this life, and it’s not to be like everyone else. We are meant to discover our unique passions and use them for making the world a better place. Who you are is exactly who you were meant to be. So celebrate it!  And I’ll celebrate it, too.

This has been wonderful, Kelly. Thank you for being with us today! And thank you to all MUF followers for reading. Who knows?  “Death Eaters. Meet Nature’s Scavengers” might inspire your Halloween costume this year.

 

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