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STEM Tuesday – Shining the Light on Technology, Engineering, and Math — Interview with Author Elizabeth Rusch

By on June 26, 2018   /   Engineering, Math, STEM Tuesday, Technology  
STEM TUESDAY from the mixed up files

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 Elizabeth Rusch! She’s the author of this month’s featured technology/engineering book, The Next Wave: The Quest to Harness the Power of the Ocean. This fascinating installment in Houghton Mifflin Harcourt’s Scientists in the Field series tackles the engineering challenge of turning ocean waves into useable electricity. As Horn Book‘s glowing review explains, “Rusch fully explores the engineering process, capturing the determined, entrepreneurial spirit of the profiled engineers as well as the need for creative problem-solving and ingenuity, a test-and-retest mentality, a high tolerance for failure, and perseverance through the quest for research funding.” The Next Wave received starred reviews from both Kirkus and School Library Journal.

Mary Kay Carson: Why did you decide to write The Next Wave?

Elizabeth Rusch: I keep a folder of clippings of newspaper and magazine articles that interest me. Once in a while, I read through them to see if there are any topic hiding in there that I might want to cover. About ten years ago I found that I had clipped a bunch of articles on scientists developing these cool devices to harness the movement of ocean waves and turn it into electricity. One Oregon scientist Annette von Jouanne was not only inventing clever devices but also finding ways to support other engineers and inventors in their work. I thought she would be a perfect place to start. I interviewed her and accompanied her as she tested a new device that bobbed up and down in the water and wrote an article about her work for Smithsonian magazine. As I was reporting and writing that piece, a little voice kept saying: Kids would find this fascinating – they love the beach, the ocean, invention, and environment. So I expanded my research to include the stories of other ocean energy inventors, such as “The Mikes” —Mike Morrow and Mike Delos-Reyes—childhood friends who were developing and refining a device that sits on the ocean floor that they first designed in college.

MKC: What was writing about engineering like?

Elizabeth: I loved covering a new, evolving renewable energy field. Engineers have already pretty much figured out great ways to harness solar and wind energy but ocean energy was and is still wide open. We don’t yet know the best way to take the up and down motion of waves and turn it into electricity. That means that all devices being invented and tested are wildly different. So I got to witness history in the making. Mike Morrow invited me to his lab, which was big cluttered shed in his backyard. It was like being in the garage with Steve Jobs as he invented his computer. I also observed tests in these huge wave flumes and basins and out the open ocean. Each test was really suspenseful because no one knew how the devices would perform. So I was crossing my fingers and cheering right along with the engineers.

Download an accompanying Common Core Guide and Discussion and Activity Guide for The Next Wave.

MKC: Are STEM topics especially interesting to you?

Elizabeth: I don’t actively set out to write STEM books. I am drawn to important, compelling stories that have been overlooked – and it just so happens that many of those stories are in STEM fields. I love stories of invention because they are at their core stories of the human spirit and our quest to understand the world and solve problems we face. To me, inventing something is essentially an adventure requiring creativity and heroic effort in the face of daunting obstacles. A fun example is my recent book The Music of Life: Bartolomeo Cristofori and the Invention of the Piano. While it is a picture book biography about music and history, I was delighted to see it was named a Best STEM Trade Book by NSTA-CBC.  So I guess what I’m saying is that to me STEM is just in integral part of the human story – and I love telling human stories.

Win a FREE copy of The Next Wave!

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 Mary Kay Carson, fellow science nerd and author of Mission to Pluto and other nonfiction books for kids. @marykaycarson

 

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Librarians and Teachers, Take Note! Debut Author Groups Are Great Resources

By on June 20, 2018   /   Author Interviews, For Librarians, For Teachers, For Writers, Publishing & Promotion  

Kidlit authors Julia Nobel (Novel Nineteens) and Joy McCullough (Electric Eighteens) talk to us about how you can take advantage of author debut groups to introduce the year’s hottest new fiction to your middle-grade readers.

Author debut groups are a great way for librarians and teachers to get an early preview of books coming out for kids. They also help educators get to know their authors more personally. “I think debut groups can really help the children’s book market in general,” says Julia Nobel. Nobel founded the Novel Nineteens for middle-grade and young adult authors debuting in 2019. “Some books that might be overlooked get more exposure because there are a lot of other authors talking about them.” Nobel, whose first novel for middle graders, THE MYSTERY OF BLACK HOLLOW LANE appears next year, says that some debut groups concentrate on marketing. Others are focused on mutual support. They all share a mission to introduce their books to new readers.

Joy McCullough is a member of the Electric Eighteens whose debut verse novel BLOOD WATER PAINT published this year. McCullough says debut groups are a place for authors “to ask questions, vent frustrations, and remember that whatever we’re going through, someone else is probably going through the exact same thing.”

“Writing can be a fairly solitary experience,” McCullough says. “When going through the publishing experience for the first time, that solitude is paired with heaps of anxiety and uncertainty and the unpredictable, uncontrollable nature of the publishing business. Having a group of people who are all on similar journeys and timelines can be incredibly comforting and encouraging. There are no expectations to promote each other’s books, though that happens organically as we form relationships with each other and read each other’s books. But the primary purpose, as I see it, is as a support group.”

For Librarians and Teachers: School Visits, Giveaways, and Personal Author Connections

Debut groups offer a wealth of information for teachers and librarians looking for new fiction to share with young readers. The groups’ websites provide summaries of the novels, author bios and social media links. There are also opportunities for giveaways and promotions. This year, Nobel added a feature to the Novel 19s website specifically for teachers and librarians.

Nobel says the feature includes “an author locator for those of us who do school visits, and a list of comparative titles (in case you’re looking for a new book that’s similar to Harry Potter). It also features a document that organizes books thematically. So, for example, if you’re looking a book with LGBTQIA+ characters, you will find a list of titles to explore.”

Use the Hashtag: #Novel19s

Librarians and teachers can also plug in the debut group’s hashtag to keep up with other resources, contests, and giveaways.

“We are really encouraging our authors use the hashtag when they are doing giveaways,” Nobel says. “That way, people can easily find them. Type the phrase #Novel19s into the Twitter search bar. You’ll find authors who are doing book giveaways, pre-order thank you gifts, newsletter goodies, and lots more. You’ll also be able to find new authors you want to connect with. A lot of us love interacting with educators on social media!”

McCullough agrees. “New authors are a great opportunity for schools and libraries to get in on school and Skype visits with an author at the ground floor. It’s important for authors to be paid for these visits. But at the same time, brand new authors are often charging lower rates. And some may not be charging at all as they get their feet under them with school visits. As for things like teacher guides and mailing lists, authors are super eager to connect with teachers and librarians. Author newsletters are a great source of insider info. You’ll find information on the process of publishing, extra content, and a way to connect with authors. A teacher or librarian who reaches out to a debut group asking for swag, teacher guides, etc., is likely to get lots of response!”

Big Trends in Middle Grade

I asked McCullough and Nobel if they were seeing any themes or trends in middle grade books debuting in their respective years.

“Contemporary is king in 2019! The majority of MG books in our group are set in our current time and place,” Nobel says. “Although a handful of those have a twist of magic thrown in. There are only a few fantasy novels, but they really are exceptional. Family dynamics are a common theme in every genre. So is dealing with loss. I’m excited by the number of different ways authors are approaching both those themes. With subjects including the war on drugs, baking competitions, secret societies, and living with nuns, no two books are alike, that’s for sure!

McCullough adds, “It’s been strange for me to debut as a young adult author, since I wrote a ton of middle grade before I got my debut. As a Pitchwars mentor, I’ve always worked with middle grade authors. I really feel like I am a middle grade author! Some middle-grade stand-outs [from 2018], from what I’ve read so far, include PEASPROUT CHEN: FUTURE LEGEND OF SKATE & SWORD by Henry Lien, THE THREE RULES OF EVERYDAY MAGIC by Amanda Rawson Hill, PS I MISS YOU by Jen Petro-Roy, THE UNICORN QUEST by Kamilla Benko, and LOVE SUGAR MAGIC by Anna Meriano. A few I’m super excited to read include EVERLASTING NORA by Marie Miranda Cruz, MEET YASMIN by Saadia Faruqui, FRONT DESK by Kelly Yang, THE HOTEL BETWEEN by Sean Easley.

A Community for Writers

Debut groups also offer a huge learning opportunity for writers. McCullough says, “It’s been fascinating to see the very wide a range of experiences in the publishing journey. It’s really helpful to have fellow travelers on the journey. It’s also incredibly important to keep your eyes on your own suitcase.” Nobel concurs. She says she’s amazed how many authors genuinely want to support each other. “There are a lot of people taking time out from their extremely busy schedules to work on the website, host Twitter chats, and create documents. Or to simply be there to answer questions and offer support. So far it’s been really great!”

Visit the Electric Eighteens at www.Electriceighteens.com and the Novel Nineteens at www.Novelnineteens.com.

**

Julia Nobel is a middle grade author from Victoria, Canada. Her childhood obsession with The Babysitters Club turned into a lifelong passion for reading and writing children’s literature. She offers writing master classes and courses for writers in all genres. Nobel was also a Pitch Wars Mentor in 2017. Her 4-year-old daughter likes to help her write by unplugging her computer and pressing the escape key. Her debut middle grade novel, The Mystery of Black Hollow Lane, will be published by Sourcebooks Jaberwocky in Spring 2019.

http://julianobel.com; @nobeljulia

 

Joy McCullough writes books and plays from her home in the Seattle area, where she lives with her husband and two children. She studied theater at Northwestern University, fell in love with her husband atop a Guatemalan volcano, and now spends her days surrounded by books and kids and chocolate. Blood Water Paint is her debut novel.
www.joymccullough.com; @jmcwrites

 

 

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STEM Tuesday – Shining the Light on Technology, Engineering, and Math — Writing Craft & Resources

By on June 19, 2018   /   Engineering, Math, MUF Contributor Books, Nonfiction, STEM Tuesday, Technology  

TEM From An “S” Guy

When I first saw the June STEM Tuesday June topic, Shining the Light on the TEM in STEM, I did a double take. Being a scientist, I felt left out. I threw stuff. I cursed. I ranted to my friendly Aeromonas bacterial cultures in the lab about feeling left out.

Fortunately, my cultures are good listeners and the wise bacteria kindly pointed out the fact that, if looked at from a neutral eye, the “S” in STEM actually does get a lion’s share of the STEM attention. I took this prokaryotic wisdom into consideration, returned the agar plate to the incubator, and went home to contemplate the need to shine a light specifically on the technology, engineering, and mathematics side of STEM.

It turns out that the science component of STEM does appear to hog the limelight and push the TEM to the shadows. The “T”, the “E’, and the “M” often get a bad rap. So I’ve changed my tune. Welcome to June, TEM! Glad to give you guys a moment in the electromagnetic energy waves of the solar spectrum.

But I also want to ask the TEM what we can do better to present and teach technology, engineering, and mathematics so they don’t seem quite so foreign to the majority of us. What can we do to make these things easier for young people to grasp? What can we do to help the young people who gravitate toward the TEM?

TEM Brain Muscle

TEM thinkers are often put into their own lane from the time they are young and kept there safely in that lane as they mature. Instead of expanding their knowledge base and widening their talents, TEM thinkers are often pigeon-holed to their specific skill set. Is this because they look at the world through the somewhat unique lenses of logic, design, and formula? Is there a certain level of trepidation for us to guide others down this TEM path when we ourselves are uncomfortable guiding them in those subjects?

What can we do to draw the non-TEM thinkers into at least an understanding of basic ideas and power of technology, engineering, and math? On the other hand, how can we develop TEM thinkers without slotting them down a narrow, pocket-protector lane in life?

Both TEM-phobics and TEM-philics need to be given problems to solve instead of shown the solutions. Allow them to develop their brain muscles and unique skills through problem-solving rather than simply giving them the names and uses of the tools in the toolbox. They need the space to try. They need the freedom to fail. They need an environment where mistakes are a step in the learning process and not an environment where the learning process is gauged solely by counting the mistakes.

Story

I’ve been preaching for years that the scientific method is not a series of lifeless, formulated steps but is a full technicolor philosophy of problem-solving. It’s scientific storytelling! The scientific method is to problem-solving as plot and story structure is to a writer. It gives us a plan. It gives us a beginning, a middle, and an end.

Instead of looking at TEM as solely a conglomeration of code, circuits, calculations, and formulas, we should look at the code, circuits, calculations, and formulas as tools we use to tell a story.

Unfortunately, we often get caught up and confused by the tools instead of focusing on telling the problem-solving story. The story/solution is more important than the tools. For example, what’s more important when writing a simple program to calculate the slope of a line, the programming logic or the programming language? The language is the tool we can reference or find as needed, but the logic and the design are where the real magic lies.

Is it enough to only know that the Slope = (y2-y1) / (x2-x1) or can we be a better problem solver by understanding that the rise and run of the line numerically define the slope? By defining the slope in measurable terms, we define the characteristics of the line. Once we understand the characteristics of the line, we can use that knowledge to develop a ramp to help Mrs. Hays transport her gigantinormous suitcase of books easily up the school stairs and into her classroom each and every day. Now that’s a story!

Framing the TEM (and the “S”!) in terms of telling the story of the way something works or how a problem is solved can help young thinkers expand their STEM skills without getting tangled up in the sometimes confusing toolbox.

Novel Engineering

Novel engineering is a pretty cool concept I first learned about at the 2017 nErDcampKS. I wandered into this session with no idea what novel engineering was, and as a non-teacher, no idea of its power. The concept is surprisingly simple. The teachers use a text or a story and assign the students a problem to solve from the story. The students then work in groups or as individuals to analyze, design and build a solution to the problem. Makerspace rooms or areas in the schools can be set up to give the students the resources needed.

Linda Sue Park’s A LONG WALK TO WATER was a popular choice for middle school novel engineering projects. The teachers in the session talked about how the kids worked out solutions on how to find, carry and store water more effectively.

Another upper-elementary teacher gave the example of how she used the Rapunzel fairy tale in her classroom as a novel engineering project. The goal for the students was to design an alternative system for Rapunzel (a Barbie doll) to escape the four-foot tower built in the classroom without the aid of any knights in shining armor. This teacher said her students really got into the project and came up with great solutions, including an adventurous escape from the tower on a zip line.

Thinkers & Tinkerers

In the classroom, in the lab, or in the home, let young minds be thinkers and tinkerers. No matter what letter of the STEM acronym these young minds gravitate toward, they need the platform and the space to learn. Provide books and lessons and leadership to promote a maker environment for our STEM learners. Teach them to how to use the tools of code, structures, pathways, classifications, circuits, calculations, and formulas, to help them solve problems, not get trapped or intimidated by them.

The tools don’t solve problems, problem solvers do.

Thinkers and tinkerers rule!

Now back to work. Hopefully, those Aeromonas bacteria will allow me some of my own thinking space to work through the experimental problems I’m currently experiencing.

Have a great TEM month!

Mike Hays, STEMologist, Class I

 

The O.O.L.F Files

The Out Of Left Field files this month focus on the TEM of STEM. I have to admit, there’s some pretty cool stuff listed below to check out. Readers and teachers, if you have any interesting O.O.L.F. files links you’d like to share, please leave them in a comment below. The STEM Tuesday community appreciates it! We’re all in this together!

 

 

 

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