AND THE WINNER of a gorgeous hardcover copy of THE TIME OF THE FIREFLIES from Kimberley Griffiths Little’s August 10th’s post, “How to Make a Book” is . . . Jessica Lawson!! Congratulations! Email me at kglittle@msn.com to claim your prize!
Blog
The genre of science fiction is hard to define, especially in middle grade. With its wide variety of sub-genres, it’s hard to pin down an all-encompassing descriptor for the science fiction genre. It is often a “we’ll know what it is when we see it” type of thing. One of the better definitions of science fiction I’ve come across describes science fiction as the “literature of change”. Science drives technology and technology drives change, therefore, the “literature of change” descriptor fits almost perfectly for science fiction.
No matter which sub-genre of science fiction, it is important to have a solid foundation in science. After all, it is SCIENCE fiction. This doesn’t mean the science has to be dry, concise and 100% factual, though. That’s more for hard science—the professional, peer-reviewed, journal article publishing science stuff. Even in middle-grade, a scientific foundation in sci-fi simply means the science must be solid and logical. It can be based purely on fact or totally on fictionalized science, but the science must be grounded in the logic of the story and not MacGyver science.
MacGyver science?
If you’re long in the tooth like me, you may remember the old television show, MacGyver, in which a science/engineering solution almost always appeared out of thin air. Every week, the protagonist would do something like stop the bad guy from blowing up a nuclear power plant (with 0:01 seconds left on the timer, no doubt) by building a manual self-destruct electric override switch from a paper clip, an evergreen air freshener, duct tape, a flashlight and a bologna sandwich found in the glove box of the custodial service truck abandoned in the nuclear facility’s parking lot. This “science” never made much sense—it just dropped into the story to save the day.
The point is, the science in story can be factual, it can be made up, or it can be magical. However, it must keep an internal logic within the story. The science needs to make sense within the context of the story world. It’s okay to present a world of mutant humanoids that rise to power out of an abandoned drought-ravaged African desert environment if it makes reasonable sense.
Perhaps their race has evolved chloroplast-like mitochondria to allow the transformation of solar energy directly into ATP energy to fuel their cellular functioning. The mutant humanoids possess a hybrid plant/mammalian physiology that allows them to survive the harsh conditions. The science explanation becomes plausible and logical for the race; we’ve established a basic fundamental to how the mutant race can logically thrive and prosper in a desert where available food is at a premium.
The science in a story cannot be carried around in a fanny pack only to be used in times of greatest need or when no other solution is apparent. No ‘deus ex machina’ solutions, please.
Middle-grade science fiction is no exception. If you’ve spent time around middle-schoolers, you are probably aware (or are constantly reminded) of the fact they know almost everything.The wool cannot be easily pulled over their youthful eyes. Kids are smart and they have well-honed BS meters. They know when things don’t make sense and will close the book or tell you straight up to “try again”. My idea of science-done-well in middle-grade sci-fi revolves around using scientific concepts they can understand without becoming lost. Scientific concepts which trigger a desire to learn more about the science. In other words, science presented in such a way it “fools” them into learning more.
Fantasy writer and fellow molecular scientist, Dan Koboldt, has put together a fantastic resource to help guide writers incorporating science into their science fiction and fantasy writing. Dan’s blog series is called Science in Sci-Fi, Fact in Fantasy and brings in professionals to blog about their areas of expertise as it relates to speculative literature. (Note: With my background in molecular biology and microbiology, I’ve contributed two posts to the series, The Science in Jurassic Park and Zombie Microbiology 101.) Check out Dan’s blog series if, as a reader or writer, you want to learn more about bringing the world of science and the world of science fiction into a beautiful and synchronous orbit.
Three of my favorite recent examples of using science in middle-grade science fiction are THE FOURTEENTH GOLDFISH by Jennifer Holm, WHEN YOU REACH ME by Rebecca Stead and the entertaining FRANK EINSTEIN series from Jon Scieszka and Brian Biggs.
Take home message is this: Keep the SCIENCE in science fiction. Use science to enhance your science fiction. The science should complement the story, not overloaded the story to a point of distraction. The science shouldn’t appear from thin air as a ‘deus ex machina’ solution to the main problem. Use resources, like Dan Koboldt’s blog series or simply ask a scientist for information.
Science drives technology and technology drives change, so never forget the science is a vital tool in the science fiction genre, our wonderful “literature of change”.
Share this:
Caldwell Public Library, Caldwell, KS
A library in a little town is more than just a library. Many of the small-town libraries I visit for author talks are at the heart of their communities, serving as a hub for all manner of events. But what has impressed me most about these libraries are the amazing people who lead them. Please join me in talking with Tina Welch and Lisa Moreland, who connect kids with good books and so much more in rural Kansas. Just be sure to park your muddy boots outside!
How long have you been youth librarians?
Tina (in white) in her element!
Tina: My job title is Library Director. We do not have enough staff to “delegate”
so we are all children/youth librarians. I have been at Harper Public Library for 10 years. I love reading and thought I could really serve my community through this job.
Lisa: I have been the Director at the Caldwell Public Library from 2006 until present. The “official” size of Caldwell is a little over a thousand so I order books and lead story times and change toilet paper. 🙂
What other services do your libraries offer that benefit the community?
Tina: We have a conference room that people can rent, we offer DVD’s, GED
testing, Kill-a-watts, display room, a notary service, our teen club
(service and fun, not a book club) and we bring in various speakers and
presentations from a retired NASA Astrophysicists to a Bee Keeper.
Lisa: Some of the things we do to reach out to the community are host Parents as Teachers, Legos Clubs, and art exhibits. We also host local performers and news and weather personalities, as well as bring in other interesting professionals.
What are some of the challenges and advantages of libraries in small towns?
Tina: Smaller budget, smaller staff, often have to pay extra to get speakers out
here. The same small set of people do the majority of volunteering or
fundraising for everything in town and are often “tapped out” by time it
comes to the Library. Everyone knows where I live, what car I drive, my
home phone number and family members – often have to literally leave town
to get “away” from work. Returned books show up on my front porch or in my
car.
Harper Public Library, Harper, KS
The small things that can be a disadvantage can be an advantage. Because we have less money to work with, we are appreciative of what we do have. The staff is so small, that cross-training is a must. Because we can’t afford Big Name – out of town people, we highlight the ones that are here. Even if people watch to see my car go to the library, they are also the first to ask if I am sick or my husband or my youngest son (Type 1 Diabetic) anytime I am not at work.
Lisa: Yes, I think it IS harder to be a children’s or ANY librarian in smaller towns because, in my opinion, the unemployment rate seems to be higher due to the smaller amount of jobs available. A librarian is serving not only his/her patrons’ literary needs, but also their spiritual and emotional and DAILY LIVING needs. I have been known to bring in food from my pantry for patrons or buy them lunch . . . as I say, “I don’t work for the money.” Of course, I need to be paid something to cover my own expenses, but I really do believe that working at the library is my ministry, however small it may be . . . fortunately, my husband agrees!
How does being in a small town give you the opportunity to reach at-risk children?
Tina and her fellas.
Tina: Big opportunity!!! We work with the school on many projects such as: Battle of the Books, AR books, presentations. I have even had teachers that would call me at the Library to let me know about a kids’ homework so that I could help them here and would not let them play games on the computer until the homework was done (parents agreed to this arrangement). We are the closest thing to a “Latch Key” program our little city has. We often have kids after school until Grandma, Mom, etc. pick them up after they get off work. In the summer we get kids that cannot afford the pool and sometimes do not have air conditioning at home. The school often sets up tutoring for kids to take place at the Library. In the summer many of the kids eat the free lunch provided by local churches downtown and then come to the library until a parent gets off work or until the heat of the day is gone. As I stated earlier we are a safe place and we would not let anything happen to one of our “kids.” Heck, we even go to 8th grade and high school graduations for some of these kids because we are so glad they stayed in school.
Lisa: I’ll give you a couple examples: Todd (I’m making up that name, per your books:) is a twin and he and his twin brother will be in the 5th Grade next year. Their parents have recently divorced and both parents have re-married. His twin brother mows lawns with his new stepbrother, but Todd doesn’t and is therefore at the library a lot.
To be honest, last summer, Todd was a problem and would often be disruptive. This year, I kind of “took him under my wings” and gave him various volunteer projects. He tells others that he “works for me” and has “worked at the library for about a year.”
Story time with Miss Lisa and Friends.
Like most kids, he would always “push his luck” and try to “get” more and more out of me, whether it be a drink from the fridge in the break room — or even the library’s digital camera! He said that his camera needed batteries…. The next time I worked, I made a point of bringing in a new pack of AA batteries and when he saw them, Todd said, “Are these for me?!” with the biggest grin on his face. You would have thought I was Santa Claus! It’s amazing how the littlest things to us can be the biggest things to kids who feel unloved or unappreciated at home.
Another young patron (same age as Todd) said that his mother “wouldn’t let him” fill out his summer reading chart because she couldn’t find any pens. . . . who knows if that was the truth, or if she just didn’t have the motivation or interest in helping out her son . . . so SAD! Of course, I still gave this patron reading prizes because I know he is a reader, given the books he asks me to order for him. This young man has diagnosed mental illness issues and can become quite agitated. One day, when I knew he was about to break down (he starts yelling and/or crying), I gave him $5 and said to go to the gas station and buy a treat for himself. He told me the next time I saw him that he used the money to buy presents for his younger brother and sister. Now, Lou — THAT’s why I do what I do!! And because I have always loved people and books!!!
Thank you ladies for all you do to build up your communities and your patrons!
Please tell us about YOUR favorite library or how a librarian has touched your life in the comments below.
Louise Galveston is the author of By The Grace of Todd and In Todd We Trust (Penguin/Razorbill.)
