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Agent Spotlight: Stacey Kendall Glick

By on February 27, 2019   /   Articles, Editor / Agent Spotlight  

Literary agent Stacey Kendall Glick is Vice President of Dystel, Goderich & Bourret LLC. She brings a varied background in film and television development to her work as a literary agent, having held varied roles in entertainment including scouting for books to be adapted into feature films, a position as a story editor, and as a child actress who appeared on TV, in films and in theater. She represents a wide range of titles from nonfiction to adult, YA, and middle grade fiction and picture books. Her clients include four middle grade debuts for 2019: Jennifer Camiccia (THE MEMORY KEEPER), Wendy S. Swore (A MONSTER LIKE ME), Jeanne Zulick Ferruolo (RUBY IN THE SKY) and Jenni Walsh (the SHE DARED series). Stacey notes on her web page that she “wants to see more heartwarming, inspiring middle grade fiction and nonfiction.” Learn more about Stacey Glick at https://www.dystel.com/stacey-glick/.

Hi Stacey! Thanks so much for agreeing to chat with us. I’m really curious about how your background in film and TV influences your taste in middle grade fiction. Do you think you gravitate toward stories that feel like they’d be well suited for the big screen?

I think I’ve always been a naturally visual reader. As a childhood actress, then working in film and TV development before becoming an agent 20 years ago, stories that jump off the page and have a visual element always appealed to me. But I also appreciate quieter stories too. Not every book can be or should be a movie.

Several of your Novel19s middle-grade debut clients this year deal with some form of trauma. In Jen Camiccia’s book, THE MEMORY KEEPER, Lulu has a syndrome called Highly Superior Autobiographical Memory (HSAM), which essentially means she recalls with near perfect clarity every moment of her life. And at the same time, her grandmother is suffering from trauma-induced amnesia and losing her memory. What drew you to this story?

I have four daughters, all of whom are middle grade (or newly graduated from) readers so I am always looking for books that resonate with me personally but I know will also appeal to my girls. I’m drawn to contemporary realistic stories that explore the often complicated relationships between family and friends, and kids who struggle with challenges and need to find solutions to their problems. To me, that’s real life and if we can teach our kids through books how to better navigate and manage a difficult world, we’ll all be better off for it.

Let’s talk about your another of our debut middle grade clients, Wendy Swore. Her book, A MONSTER LIKE ME, publishes on March 5. It’s been compared to both Wonder and The Thing About Jellyfish. Sophie, the protagonist, is a monster expert. And she’s also convinced that she is a monster because of a facial disfigurement. Can you talk about that a bit?

 

I loved the idea of this book from the pitch, and the minute I opened the first page, I had a feeling it was going to be a winner. The book is so warm and genuine, and Sophie is such an endearing character. Her struggles are unique to her but familiar enough to feel relatable to all readers. Her way of looking at the world and managing in it, despite having something that makes her so obviously “different” is what really made me fall in love with the book in the same way I did with Wonder when I first read it with my girls.

Are you an editorial agent? Is there any one piece of advice you give to middle grade authors? In other words, are there any common kinds of problems that you are good at helping MG authors fix?

I’ve been very fortunate to work with talented authors who are able to craft and create stories that are often in great shape at first draft stage. Both Jennifer and Wendy sent manuscripts to me that were almost ready to go. I really appreciate authors who go through multiple drafts and get feedback from writers’ groups and beta readers before they send it out to agents. It makes our job easier to be able to think about sales strategy and business decisions without having to focus too much on editorial concerns and an elaborate revision process. That said, if I fall in love with something and think it needs work, I will do what I have to do to create the best draft possible for submission before sending it out.

What can middle grade authors do to help teachers deepen the reading experience, or better help students engage with their texts, in the classroom?

I love when authors have the opportunity to engage with students. It’s such a wonderful way for a reading experience to come to life. Asking questions that readers can use to discuss the book and see things from a different perspective can help. This season I also represented the start of a middle grade nonfiction series called She Dared by Jenni L. Walsh. The series focuses on accessible biographies for middle grade readers of strong, brave young women. The first two books in the series are about Malala Yousafzai, the Afghani activist author, and Bethany Hamilton, the surfer who lost an arm to a shark attack but went on to become a professional surfer.

What do you see as the biggest challenge for the middle grade authors you represent, once they sign their first contract?

I think the hardest thing is to overcome what might be seen as modest sales for a first book, and then trying to sell a second book when an option publisher passes. It’s easier (though not easy) to do in children’s books than adult. But it still requires a very different and sometimes a more creative approach.

I should also mention another of your debut authors this year, Jeanne Zulick Ferruolo, whose marvelous contemporary middle grade, Ruby in the Sky, published in February to starred reviews in Kirkus and Booklist. It’s already become one of my very favorite middle grade novels. I needed to read that one with many tissues in hand. And you have a gorgeous picture book, Bird Watch by Christie Matheson, that just published yesterday. You’ve had quite a year!

Anything else you’d like to elaborate on that I haven’t asked you? How’s life treating you?

Good! I really enjoy my work with children’s books and authors. I also help to run a wonderful conference affiliated with Rutgers University, the Rutgers University Council on Children’s Literature (this year on October 19, 2019), which your readers might be interested in learning more about. It’s the only conference I know of that offers attendees a one-on-one meeting with an editor or agent, and because it’s local to NYC and just one day, we get a lot of agents and editors to attend. There’s always a great keynote speaker as well. Last year, we had Jane Yolen and her daughter Heidi Stemple. Thanks for having me!

 

Connect with Stacey on Twitter at @staceyglick

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STEM Tuesday– Taking a Look at Climate Change/Earth Science– Interview with Sneed Collard

By on February 26, 2019   /   Climate Change/Earth Science, Common Core & NGSS, Cross-Curricular, 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 Sneed Collard, author of HOPPING AHEAD OF CLIMATE CHANGE: Snowshoe Hares, Science, and Survival. The book follows scientists as they study snowshoe hares and other animals that change their coat colors each winter as they adapt to shorter winters brought on by climate change.

Mary Kay Carson: How did Hopping Ahead of Climate Change come about? 

Hopping Ahead of Climate Change: Snowshoe Hares, Science, and Survival was named a Junior Library Guild selection.

Sneed Collard: This book actually has an instructive background in patience and timing. I first got a contract for this book for Houghton Mifflin’s well-known “Scientists in the Field” series, and planned to travel to Bhutan to follow Scott Mills and other scientists as they studied animals that changed their coat colors every year. The year was 2008, the dawn of the Great Recession, and unfortunately I was unable to get the permissions I needed to travel and work in Bhutan so the entire project just fell apart. As it turned out, that was a good thing, because Professor Mills was just beginning his work on coat-color-changing animals and I really wouldn’t have had much to say about his work at the time.

Around 2014, however, I happened to run into Prof. Mills again and asked him what he’d been working on. He enthusiastically shared results of his recent research looking at the impacts of climate change on snowshoe hares, and I thought, “Oh, well now is the time to write this book.” By this time, I’d also started my own publishing company, Bucking Horse Books, and I thought, “Rather than go through the multi-year process of trying to get a contract for this book, I am just going to write and publish it myself.” It was one of the best moves that I’ve made.

MKC: Could you share a favorite research moment? 

Sneed: One of the really fun things about this project was the opportunity to go into the field in Montana with Prof. Mills and visit his research laboratories, then located at North Carolina State in Raleigh. During several trips, I had the opportunity to watch Prof. Mills track radio-collared snowshoe hares as well as take blood samples and tag them. On my last visit with him, we headed into the woods near Seeley Lake, Montana. Scott had set out cages the night before and we hit the jackpot, capturing a number of snowshoe hares. One of the last was a young hare, or leveret. Scott coaxed the leveret into a burlap sack while he took a blood sample and tagged it. Then, I stood a few yards away ready to take a photo as he released the hare back into the wild.

“He’s going to go fast,” Scott warned. When he opened the sack, though, the hare didn’t run away. Instead, it just sat in Dr. Mills’ lap for about twenty seconds. Then, it hopped toward me and posed for another twenty seconds while I fired photo after photo.

“Wow,” Scott said. “They never do that. I think it was doing that just for you.” One of those photos, by the way, ended up on the title page and page 54 of the book.

Sneed B. Collard III has written more than eighty award-winning nonfiction and fiction books for young people including Woodpeckers—Drilling Holes & Bagging Bugs; One Iguana, Two Iguanas: A Story of Accident, Natural Selection, and Evolution, and his newest picture book Birds of Every Color. In 2006, Sneed was awarded the prestigious Washington Post-Children’s Book Guild Nonfiction Award for his body of work. Learn more about Sneed at his website www.sneedbcollardiii.com.

MKC: What are you working on now? 

Sneed: So a passion I have shared with my sixteen-year-old son, Braden, for the past five years is birds. (Follow their birding blog at www.fathersonbirding.com.) I am constantly thinking about bird diversity and biology, and the survival issues faced by many birds. This has resulted in a number of recent books including Fire Birds—Valuing Natural Wildfires and Burned Forests, Woodpeckers—Drilling Holes and Bagging Bugs, and my newest picture book title, Birds of Every Color, which features photos by both Braden and myself. To study birds, scientists and ordinary citizens spend a huge amount of time counting birds and it was suggested to me that this might make a good topic for a book. Braden and I started our research by participating in recent Christmas Bird Counts in our area, but I also plan to participate in a variety of other bird-counting programs held in various places and at various times of the year. It’s one of those books where I probably won’t know exactly where it’s heading until I’ve completed my research, but I think it will turn into an engaging series of stories about birds and bird studies.

MKC: Do you have a STEM background?

Sneed: Science has been a part of my life since my earliest memories. Both of my parents were biologists, and I vividly remember going out catching crickets with my mom or digging through tidepools with my dad while they were still students at U.C. Santa Barbara. I must have gotten the gene because I didn’t hesitate to declare a marine biology major at U.C. Berkeley before going on for a master’s in scientific instrumentation at U.C.S.B. I realized, though, that there were probably enough scientists to save the world. The bigger problem was the immense gulf between what scientists know and what the general public—including politicians—understand. I think it was this gap that helped push me into a writing career.

Win a FREE copy of Hopping Ahead of Climate Change!

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 is Mary Kay Carson, author of Alexander Graham Bell for Kids, Mission to Pluto, Weird Animals, and other nonfiction books for kids. @marykaycarson

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AUTHOR INTERVIEW: Sarah Scheerger on debut OPERATION FROG EFFECT

By on February 25, 2019   /   Articles, Author Interviews, Diversity  

I just read an absolutely delightful debut called OPERATION FROG EFFECT (Random House), by author Sarah Scheerger. It’s funny, sometimes sad, has a wonderfully diverse cast of characters, and even includes a graphic novel element.  The multi-POV novel traces one transformative year in the life of teacher Ms. Graham’s fifth-grade students. Because of her innovative teaching style, students learn to rely on their own ingenuity, deepen their empathy for each other, and fight for what they believe in. Their story is told through their journal entries and drawings.

As I often do, I drafted my middle-grade son to read with me, and he loved it too, so when I got the chance to interview Sarah, I included some of the questions he had for her as well.

Interview with Sarah Scheerger

The Origins of OPERATION FROG EFFECT

MUF: What inspired you to write this book?

My fourth-grade teacher, Mr. Nubling, was innovative. He took risks, he made us think, and he understood when we made mistakes. He had a “growth mindset” before that was such a popular concept. He actually had us build our own model rockets in class and shoot them off on the school fields. (This probably wouldn’t happen today, but this was the eighties.) Mr. Nubling only had four fingers on one hand. One year (not my year), a student accidentally shot off his rocket while Mr. Nubling was still securing it in place. And despite losing a digit, Mr. Nubling continued to shoot off rockets every year with his fourth graders.

When I thought of writing a middle-grade novel, my upper elementary years jumped out at me as the most memorable. My character Emily has the voice most similar to my own fifth-grade voice. I connected with her need to belong and her confusion as her friend group shifts. All the characters in this story are fictional, of course.

MUF: Why did you decide to use a multi-POV approach?

I love the way multiple points of view provide the opportunity for misunderstandings, for unreliable narrators, and for a quick moving pace. I love the use of the graphic novel component (Blake’s voice) for multiple reasons. I see how my own children gravitate toward reading graphic novels, and I wanted a way to incorporate some of that element in this story. I thought perhaps the graphic novel component might widen the potential readership. Plus. . . I love how illustrations can convey emotions. Also, I wanted to create a character who has his own unique learning style. Blake is a student who struggles with writing but loves to draw.

Teaching Tolerance

MUF: I was fascinated by the Whistler/Non-Whistler project. Is that a real teaching model?

My fourth-grade teacher, Mr. Nubling, did this experiment with our class. To be honest, my memory is fuzzy, so I’m not sure whether he did an eye color experiment or based it on gender. I only remember my feelings of injustice! I was confused and upset… and that experiment has stuck with me ever since.

When writing this book, I researched the eye color experiment. It originated with a teacher, Jane Elliot. She talked about it on “Oprah” back in the nineties. Here’s a clip. https://www.huffingtonpost.com/2015/01/02/jane-elliott-race-experiment-oprah-show_n_6396980.html

In my first version of Operation Frog Effect, I considered doing the actual “eye color experiment”. But after much thought, my editor and I decided the point would be most poignant if I selected something entirely random, like the ability to whistle. (By the way, I cannot whistle myself.)

About that Frog…

MUF: Frogs are an important symbol in many cultures – often indicating a need for transformation or cleansing, for a new perspective on life. I can’t help but wonder whether this symbolism tied into your choice of the frog as a class pet? Ms. Graham’s class had an incredibly transformative year!

You’re totally right. This was a transformative year for Ms. Graham’s class.
Sweet Kermit was an addition during my first round of edits. My editor and I were brainstorming titles and ideas for metaphors and themes. We decided that a class pet frog could bring out Blake’s nurturing/caring side, had the potential for fun complications (oops—frog on the loose!) as well as created fun cover art. (My heart melts for the frog on the cover of the book.)

The frog symbolism was important too. You’re right that frogs are an important symbol for many cultures, and my editor and I also loved the concept of making ripples. Frogs make ripples in the water, and my characters made ripples in the world. (I love the ripples on the cover too!)

Writing the Book

MUF: What is your favorite part?

I love Blake’s sections. Gina Perry did a fabulous job. I’m hopeful that his sections will reach kids in a different way than the traditional text. Interestingly, I rewrote all of Blake’s sections for the audiobook. It was a group effort—I worked together with the producer to transform the illustrations back into inner dialogue… what Blake would have been thinking as he was sketching. (This was so fun—the producer and I met for coffee and worked together!)

And the counselor in me loves the little tidbits of social-emotional learning that Ms. Graham shares with her class.

MUF: What was the hardest part of the book to write?

Oh, great question! I did find it challenging to keep track of threads and details across characters. I kept lists and charts. I wanted to give each character equal playing time, make sure they each had their own arc, their own strengths, and their own weaknesses. I wanted to be sure the voices were different enough to be distinct. I also took extra care with the representation of my diverse characters. I had seventeen different authenticity readers! Each reader shared different insights, from his/her own perspective. It was really important to both me and my editor that we take extra steps to be sure we represented each character authentically.

(Cool fact: the audiobook is narrated by nine different diverse voices. This was really important to me, and I’m so thrilled with the end result.)

MUF: How many times did you have to rewrite?

Too many to count! Let’s just say that I started this book when my daughter was born. And now
she’s four and a half!
I do love revisions, though. Once I have the skeleton of the book written, I enjoy going back and fine-tuning.

Writing Multiple POV

MUF: Multi-POV books can be a real challenge in revisions – how did you approach that challenge?

This was definitely a challenge! There were so many layers of revisions with this book. I managed this in a variety of ways, but mostly I followed these steps:
• I went through and revised threads/overall plot
• then went back through one voice at a time, looking carefully at how this specific change impacted each specific character (for example, all of Kayley’s entries, then all of Cecilia’s, etc.)
• And then… I went back through the whole manuscript from beginning to end.

These multi-layered revisions occurred many times throughout the revision process. One change in a single plot point impacted each character in his/her own unique ways. Each time I went through I found more details to change.

MUF: My son and I both had the same comps in mind as we read – BECAUSE OF MR. TERUPT by Rob Buyea, and THE LAST FIFTH GRADE OF EMERSON ELEMENTARY by Laura Shovan. Did either of those influence your writing or your choice to do multi-POV?

Perhaps on some level, the book Wonder impacted my choice to do Multi-POV. I have a huge author crush on that book. R.J. Palacio reached so many kids, and I’ve enjoyed watching how teachers have incorporated Wonder into their curriculum. Since I’m a school-based counselor, I love it when teachers find creative ways to incorporate social-emotional learning and empathy-building into their curriculum.

I think Because of Mr. Terupt and The Last Fifth Grade of Emerson Elementary are great comps too. In fact, you’ll find all these books (as well as tips about classroom activities) in the School Stories Educator’s Guide at the following link: https://images.randomhouse.com/promo_image/9780525644125_5528.pdf

Thank you for reading Operation Frog Effect! Here’s a link to the audiobook clip: https://www.penguinrandomhouse.com/books/575577/operation-frog-effect-by-sarah-scheerger/9780525644125/

OPERATION FROG EFFECT, published by Random House, will be on shelves TOMORROW, February 26, 2019.

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