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STEM Tuesday: Science in Fiction Books – Author Interview with Mary Knight and Giveaway

By on December 26, 2017   /   Author Interviews, Common Core & NGSS, Giveaways, Science in Fiction, 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! 

Your host this week is Dr. Amber J. Keyser, evolutionary biologist and author of many books for young readers. Today, she’s interviewing Mary Knight, the author of Saving Wonder.

About the book: Having lost most of his family to coal mining accidents as a little boy, Curley Hines lives with his grandfather in the Appalachian Mountains of Wonder Gap, Kentucky. Ever since Curley can remember, Papaw has been giving him a word each week to learn and live. Papaw says words are Curley’s way out of the holler, even though Curley has no intention of ever leaving.

When a new coal boss takes over the local mining company, life as Curley knows it is turned upside down. Suddenly, his best friend, Jules, has a crush on the coal boss’s son, and worse, the mining company threatens to destroy Curley and Papaw’s mountain. Now Curley faces a difficult choice. Does he use his words to speak out against Big Coal and save his mountain, or does he remain silent and save his way of life? With everything changing, Curley doesn’t even know if there will be anything left to save.

About the author: Mary’s debut novel, SAVING WONDER (Scholastic), won the 2017 Green Earth Book Award, a Parents’ Choice award, a Sigurd Olsen honorable mention for nature writing from Northland University, and was named a Notable Book for Social Studies by the Children’s Book Council. In addition to author visits and working on her next novel, Mary is a mentor for the Carnegie Center’s Author Academy in Lexington, Kentucky. She is also co-authoring a professional development book for teachers called CoreEmpathy: Transforming the Literacy Classroom. More about Mary and her work at www.maryknightbooks.com. 

Praise for SAVING WONDER from School Library Journal: Descriptions of the setting’s fragile beauty are so subtly interwoven with dialogue and action, they’re not only powerful visual images but ever-present reminders of what’s at stake in Curley’s fight…Characters are fully developed and endearing, their dialogue direct and sincere…Curley and Pawpaw’s word-a-week ritual crystallizes their relationship for the readers and gives Curley the confidence to take on an adversary that seems more powerful than he is. VERDICT A remarkable debut novel from an author to watch.

Also check out great reviews from Bookpage and Publisher’s Weekly.

Mary’s ideas for how to use SAVING WONDER to introduce STEM topics in the classroom: Generally, teachers who want to use the story of Saving Wonder as a “jumping off point” for further exploration of STEM topics have found it to be very versatile. Fiction has a unique function in engaging student interest in STEM topics by showing how an individual life is being personally affected by that topic or issue.

For instance, my novel offers a very personal, heartfelt betrayal of how one family (and community) is affected by a coal company’s decision to mine a mountain. A fictional story can show readers WHY we study and explore these topics, WHY they matter to people in their everyday lives. The story inspires interest and then, the student has their own personal stake in what they are researching and exploring…because they’ve “walked in a character’s shoes” and seen that topic from that character’s point of view. In short, a story can inspire them to care…and that caring makes all the difference in their learning.

Math topics:

First paragraph of the book, Curley says that learning a word a week from his grandfather and going through the alphabet twice a year is “a perfect system.” I love asking readers “why” this is. What’s the math? A teacher could ask: What are some examples of perfect systems? “Is an equation a ‘perfect system.’ What makes a system “perfect?’

Researching statistics / surveys on the effects of mountaintop removal on the Appalachian region. Exploring the economics involved in the issue, i.e. jobs versus effects on environment and public health.

Science topics:

Extinct species in the Appalachian Mountains: What made the Appalachians a perfect habitat for animals during the ice age? What made species go extinct? The considerations / consequences of introducing a new species into a region. (The introduction of western elk into the Appalachian region is explored in the novel.)

The long-term effects of extractive mining processes, specifically mountaintop removal mining, on environment and health. 

(Science and engineering) Designing experiments on run-off and water quality on nearby streams. One fifth-grade teacher in South Charleston, West Virginia created a classroom experiment showing how toxic minerals leech into the soil and then, streams and rivers. Contact Knight through her website for a copy of this lesson. 

How mountains are formed. If the Appalachians are among the oldest mountains in the world, why are they so short? 

How coal and other energy materials are formed. How and why they burn (chemistry).

Sustainable vs non-sustainable energy systems. (Cost analysis / diagrams could also be a math topic.)

One of Curley’s words is “tipping point.” What does “tipping point” mean in science? What are some examples of a tipping point? Scientific demonstrations of “tipping point,” say when water becomes a solid and/or a gas. Relating the scientific to social or cultural tipping points may enhance understanding of both.

Curley and his friends use the power of technology to spread the news about the mining threat to their mountain and to inspire other people to care through the power of their words. Where are all the places where technology comes into play in the novel–for good or ill? How does their use of technology have to do with “tipping point?” What is the definition of “going viral” these days and how may it differ from the past?

How might you use technology to spread the word regarding something you care about? Projects could revolve around this. One middle school teacher, after reading Saving Wonder with her class, invited her students to answer the question: “What makes something worth fighting for?” And then they created projects in which they took action to make a difference in their community. This same invitation could be made, inviting students to incorporate technology in their design / response.

On a more social note . . . 

In Saving Wonder, my protagonist Curley Hines has a conversation with the new coal boss, Mr. Tiverton, concerning the mountaintop removal mining planned for Curley’s mountain. Both characters have their say, offering what the mountain and the proposed mining means to them. I think this scene offers a great example of how to have a civil conversation where both parties are able to speak and be heard–something I believe we need more of in today’s divisive culture. I created the following lesson based on this scene to help students create and practice civil conversation. This is not STEM oriented, specifically, but anyone in a STEM field will one day need this skill! This was a guest blog for Jacqueline Jules’ blog, “Pencil Tips Writing Workshop.”

These are just a few ideas for integrating the “A” of language arts into “S-T-E-M” to increase the vibrancy of learning! 

A Q & A with Amber J. Keyser and Mary Knight:

When you began to work on Saving Wonder, which came first, the environmental issues or the characters?  

Chronologically speaking, my experience and impassioned response to the environmental destruction of mountaintop removal coal mining came first, but it wasn’t until I was “introduced” to my main character, Curley Hines, that the story began to unfold.

When my husband and I moved to Kentucky from the Pacific Northwest eight years ago, we were missing our mountains, so when we heard that a state park was offering elk tours in eastern Kentucky, we jumped at the chance to explore our new landscape. Little did we know that that tour would land us on an active mountaintop removal (MTR) site. We were absolutely flabbergasted at the sight of so much devastation—hundreds of acres absolutely stripped of all life. The experience led me to conduct research on the mining practice for the next two years, while also participating in some environmental activism.

Two years after that initial experience, I was researching the setting of another novel I was writing when I came upon a historic gazebo in a public park in Cincinnati. People through the decades had carved their initials on its stone wall. As I was running my hands over the engravings, I came upon one that read: “I love Curley Hines” and in that moment, I knew that boy. I tell my readers that “he came to me whole.” I knew that he was tall and thin with curly hair, of course, that he was really smart and lived in the Appalachian Mountains of eastern Kentucky with his grandfather. And I began hearing his voice. He wanted to tell me his story! It was then that I knew MTR would provide the central conflict. I had finally found a story big enough to explore the topic.

What was the most interesting thing you learned while working on this book?

As part of my research, my assistant interviewed a contact she had in the mining permit field to answer my story-specific questions. When he was asked, “What stops mountaintop removal?” he answered, “Very little.”

Although I knew how challenged environmentalists are regarding MTR in Kentucky where many say, “Coal is King,” this answer was still very sobering. We followed up later by asking, “We’re not looking for what is probable, but rather, what might be possible to stop MTR.” He said, “Well, I suppose if an ancient Native American burial site were found, maybe some petroglyphs…” and then he said, “But none of that would matter UNLESS (caps, mine) there was also a large public outcry.” This was when I understood the power of numbers in getting what you want…or stopping what you don’t want. These answers figured prominently in the choices I made with my plot. Specifically, this was when the Native American element entered my story—an element I love. As I talked with Cherokee elders now living in the commonwealth, I discovered that the state government doesn’t even recognize that they exist nor that they ever lived here. Historians claim Native Americans were just passing through!

Can you tell us a fascinating research tidbit that you weren’t able to work into the book?

There is a very important tree that is a central element to the story—a tree that my young characters call “Ol’ Charley.” It was initially a Native American marker tree, a tree that some theorize was bent as a sapling to indicate the direction of trails or to sacred sites. An anthropologist who was a member of the Cherokee tribe and who vetted the Native American elements in the book strongly disagreed with this theory, however. To include his name in the credits, we decided to change the tree to a sycamore. The sycamore plays an important role in the Cherokee creation story and sometimes Native Americans hid in its hollowed trunks to escape “removal,” otherwise known as The Trail of Tears. I felt good about making Ol’ Charley a sycamore…but I still miss the marker tree!

Why are STEM topics important to you? 

Honestly, the most important mission I have as a fiction writer is to engage my readers in a really good story. STEM topics offer great material that can capture a reader’s attention and inspire their curiosity—which in turn keeps them turning those pages! But I have a confession to make—I didn’t really set out to introduce STEM topics in my novel. That just happened. Now, however, I’m the one who’s hooked! My next novel intentionally explores issues around endangered species and global warming on the beautiful of island of Hawaii…and yes, I had to go there to conduct my research!

I hope all you STEM folks check out SAVING WONDER and find lots of ways to use it in your classrooms! As you do, I hope you will also send me your lesson ideas. I love sharing these with other teachers. Feel free to contact me at maryknight314 (at) gmail (dot) com.

Happy STE(A)Ming! Don’t forget the wonder of ‘A’!

Buy a copy of SAVING WONDER! 

Win a copy of Saving Wonder! 

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.

About Amber J. Keyser: Evolutionary biologist Amber J. Keyser has an MS in zoology and a PhD in genetics. She writes both fiction and non-fiction for tweens and teens. More information at www.amberjkeyser.com.

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Adventure, Intrigue, and Korea, OH MY!

By on December 22, 2017   /   Author Interviews, Book Lists, children's bookstores, Fiction, For Librarians, For Parents, For Teachers, independent bookstores  

One of the perks of being a teacher is the authors who grace our school halls, no matter where in the world those halls stand. Korea is such a place, currently front and center in recent events.

First, let me say, as a teacher and author, I appreciate the process: long hours, extensive research, pondering, the wrestling and wavering of ideas, bits of your heart and soul on paper. I value how one’s experiences provide rich content for the stories we create and how those events can touch the lives of students in the classroom. I especially love when students are able to connect to the person behind those words.

Meet author, Anne Sibley O’Brien, and her middle grade novel, In the Shadow of the Sun, an adventure story set in North Korea.

When our school librarian announced an upcoming author visit, I was intrigued to learn that the author, Anne Sibley O’Brien, had grown up in South Korea as a daughter of medical missionaries. A prolific picture book author, Ms. O’Brien’s first novel for middle school kids, In the Shadow of the Sun, unfolds in North Korea, a country currently in the midst of rising tensions around the world.

When my class and I pick up an author’s work, I remind them we are looking inside the mind of another person. We are immersing ourselves into a world that has been created from nothing. If someone else was to tell the same story, it would be voiced from a totally different perspective. In Ms. Obrien’s case, we are not only privilege to her writing acumen, but also bicultural experiences that provide sustenance in the backdrop of a foreign land.

Book Synopsis: North Korea is known as one of the most oppressed countries on Earth, with a dictatorial leader, a starving population, and harsh punishment for rebellion.

Not the best place for a family vacation.

Yet, that’s exactly where Mia Andrews finds herself, on a tour with her aid-worker father and fractious (would irritable be better here?) older brother, Simon. Mia was adopted from South Korea as a baby, and the trip raises tough questions about where she feels she really belongs. Her dad is then arrested for spying, just as forbidden photographs of North Korean slave-labor camps fall into Mia’s hands. The only way to save Dad: get the pictures out of the country. Thus, Mia and Simon set off on a harrowing journey to the border, without food, money, or shelter, in a land where anyone who sees them might turn them in, and getting caught could mean prison — or worse.

 Author Interview

In the Shadow of the Sun, Anne Sibley O’Brien

Please tell us about In the Shadow of the Sun and how you came to write it.

Our family arrived in Korea in March 1960, when my parents were hired by the Presbyterian Church to do medical missionary work. I was seven. We lived in Seoul and Daegu and on the island of Geoje, and I attended Ewha Women’s University for my junior year of college. Along the way I became bilingual and bicultural, and that background has influenced the content of some of my books, including the folktale 바보 온달, published as The Princess and the Beggar (now out of print) and my graphic novel of the Korean hero tale, The Legend of Hong Kil Dong: The Robin Hood of Korea. 

Those books were both inspired by retellings of traditional Korean stories. In the Shadow of the Sun, however, is a completely original story, and a modern one. The inspiration for the book was a radio interview in which my attention was drawn to the people of North Korea in a way I’d never thought of them before. (More about the story here.) That led to a ten-year process of research and writing, including several remarkable encounters with North Koreans who had defected.

You can find more about my childhood and background, photographs and videos, responses to the novel, and whether I’ve ever visited North Korea, on the novel’s blog, InTheShadowOfTheSunBook.com. There is also an activity guide created by Island Readers and Writers.

How do the events in your book tie into our current events with North Korea?

In the Shadow of the Sun is the first fictional portrayal of contemporary North Korea for young English-speaking readers. When I was writing it, I never anticipated just how much the DPRK would be in the spotlight!

The picture of North Korea that’s presented in the media is such a cartoonish one. I think it’s important to consider not just the government but the people, everyday citizens who have no say in what their leaders do. Of course, my plot is a completely imagined one, but I’ve tried to weave in bits of current North Korean politics and society — and most of all, people — in a way that will give readers a glimpse of what it might be like to live there today. In the Author’s Note, I also recommend other books and films which can add more context. I hope that people might come away from the novel with a sense of the humanity of North Korea’s people.

 

 

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Dealing with Mental Health Issues in Middle Grade Literature

By on December 20, 2017   /   Diversity, Fiction, For Librarians, For Parents, For Teachers, Op-Ed  
Mental Health in Middle Grade Literature

Mental Health in Middle Grade Literature

(EDITED TO ADD: Responsibility in these kinds of topics is of the utmost importance. There are many books that do NOT handle issues like these appropriately–and some that increase stigmas rather than assuage them–so please make certain that books are informed whenever they assert any kind of mental illness. Familiarize yourself with the Diagnostic and Statistical Manual of Mental Disorders, build relationships with professionals, and be careful that books you recommend are supportive and empowering rather than detrimental. 

It is important to represent these children in the fiction they read, but it is essential that they be represented well.)

So I’ve been thinking a lot lately about mental health and neurodivergence in children’s literature.

As a bit of background, I’ve worked with teens and tweens in various capacities for most of my adult life, providing mentorship and guidance to kids from all sorts of backgrounds. And I’ve seen all types; enough to know that neurodiversity—that idea that everyone’s brain works differently—is the order of the day. Every child is different.

But in those differences, I’ve also seen a lot of hurt. Social structures come easy for some kids, but not for others. Some excel at math, while others look at numbers and see Greek. Many, many struggle with deep insecurities when they see the difference between themselves and those kids who are celebrated by the culture at large. And sometimes those differences in cognitive function provide enough pain and disruption to a kid’s life that they leave any sense of normalcy behind.

Some Kind of Happiness by Claire Legrand (image by Sean Easley)

Some Kind of Happiness by Claire Legrand (image by Sean Easley)

That’s a painful place to be. Students who find themselves on the margins of what we call “mental health” often experience an overwhelming sense of confusion and sadness as a result. They feel lost, adrift, and often, alone.

It’s part of our nature, I think, to believe that when hard times come, we are the only ones facing them. And when a child’s daily experience consists of a consistent string of hard times and marginalization—of any type—that sense of loneliness and hopelessness can grow even greater. As those feelings grow, so too does the gulf that these kids experience between them and the world at large.

This isn’t just something to only consider once a kid gets older and their “brain has developed,” as some might say. Statistics from the National Alliance on Mental Illness say that half of all mental health conditions begin by the time a child turns fourteen. Half. That means half of all people with these mental health issues are first experiencing these issues when they are readers of middle grade literature.

And yet, when I start seeking out books for this age group that feature these kinds of kids, the pickings are often slim. This is the time in these kids’ lives when they’re discovering what their life is going to be like—what they are going to be like—and they (and the adults in their lives) have to work hard to find examples of other kids coping with these experiences.

Insignificant Events in the Life of a Cactus by Dusti Bowling (image by Sean Easley)

Insignificant Events in the Life of a Cactus by Dusti Bowling (image by Sean Easley)

I’ve overheard parents say that they don’t want their kids reading “books like that,”—referring to those books that address mental health issues—because they don’t want their kids “exposed to that sort of thing.” This is exactly the problem, though. The kids whose parents want to shelter them from neurodiversity and neurodivergence often end up with distorted understanding of kids in their own schools who experience life differently from them. And a child who’s experiencing these feelings of differentness and otherness needs to know that their experience isn’t something to just discount. Their life has infinite value, even if they don’t realize or believe it yet.

That’s where the educators, librarians, and authors of middle grade come in. It’s our responsibility to give these kids access to books they can see themselves and learn that they fit in the world, just like anyone else. They need to know that it’s okay to claim a spot on the map and make it their own.

And I have been grateful to find more books and authors doing this lately. Books like the Alvin Ho series by Lenore Look and Kenneth Oppel’s psychological horror The Nest give us a look at kids exhibiting some OCD tendencies. Dusti Bowling’s Insignificant Events in the Life of a Cactus centers on a girl with physical challenges, but her close friend deals with his Tourette’s throughout the book in a very positive way. Patrick Ness’s A Monster Calls, Anne Ursu’s Breadcrumbs, and Claire Legrand’s Some Kind of Happiness all give heartfelt portrayals of depression. Donna Gephart’s Lily and Dunkin provides a deep rendition of a boy dealing with bipolar disorder. And Anne Ursu’s The Real Boy puts a beautiful fantasy twist on neurodiversity.

The Nest by Kenneth Oppel (image by Sean Easley)

The Nest by Kenneth Oppel (image by Sean Easley)

These are still only the tip of the iceberg. It’s important that kids with cognitive differences be normalized because—in reality—the existence of these kinds of differences IS normal. These kids are all around us. They are us. Librarians and teachers know how common those differences are, and often do a wonderful job of celebrating those books that will reach these kids where they’re at. And putting those books in the hands of kids who don’t have those cognitive “differences” will go a long way to building compassion, understanding, and acceptance of kids who feel unloved, confused, and unaccepted.

What books have you loved or recommended because they gave honest, normalizing portrayals of neurodivergence? Add your suggestions in the comments below!

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