Posts Tagged “writing for children”

STEM Tuesday — STEM in Sports — Interview with Author Janet Slingerland

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 Janet Slingerland, author of The 12 Biggest Breakthroughs in Sports Technology.

Mary Kay Carson: Tell us a bit about The 12 Biggest Breakthroughs in Sports Technology?  

Janet Slingerland: The book looks at sports-related cutting-edge technology through the years. Like its name implies, these were the 12 break-through technologies that I thought had the biggest impact on the world of sports. It’s written for middle-grade readers (ages 8-12), but hopefully it engages readers outside that range, too.

MKC: Do you play sports or are you a big sports fan?

Janet: My father was a gym teacher and track coach, so it’s probably not surprising that I played sports. My favorite sport to play, by far, was volleyball. I’ve always enjoyed playing more than watching, although I have enjoyed watching a wide variety of sports over the years. I especially love the Olympics, where we see sports that are more difficult to watch on a more regular basis.

MKC: What was challenging about writing the book?

Janet: I found trying to select the 12 “biggest” breakthroughs to be challenging. To make the decision, I considered how many people the breakthrough impacted and in what way. Some made the sport more accessible to people. Others were geared toward elite athletes, but are life-saving. Yet others make sports more enjoyable (and understandable) for fans to watch.

MKC: This book is packed full of facts! Would you like to share a favorite research discovery?

Janet:  I think the thing that amazed me most was how long ago sports science originated. The study of how exercise changes the human body started when gladiators were fighting in the Roman coliseum. It may actually go even further back than that, but there are detailed records from gladiator times. Realizing the first indoor ice skating rink was built before electricity is a little mind-blowing, too. Here’s a really interesting article on the first skating rinks.

Janet Slingerland studied electrical engineering and programmed computers before deciding to share her love of STEM (and other things) with children. She has written more than 20 nonfiction books for grades K-12. Visit her at janetsbooks.com.

MKC: What inspires you to write about STEM subjects?

Janet:  My background is in engineering and embedded programming (writing code for microchips that go inside things). I’ve always been fascinated by how science explains so many things that seem like magic. The puzzle-lover in me drew me to engineering. I started writing STEM books so I could share these loves with kids (and parents/teachers).

Lately, I’ve been thinking more about how everything is interconnected. So many people think they don’t like STEM, but it’s tied to everything. We hear music thanks to the physics of sound and the biology behind how our ears work. We see rainbows and blue skies thanks to the physics of light, the chemistry of the air the light passes through, and the biology behind how our eyes perceive color. Everything in our lives has ties to STEM.

 

Win a FREE copy of The 12 Biggest Breakthroughs in Sports Technology!

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 Wildlife Ranger Action Guide, The Tornado ScientistAlexander Graham Bell for Kids, Mission to Pluto, and other nonfiction books for kids. @marykaycarson

Interview with Lauren Tarshis, author of the super popular I SURVIVED series, now with a new 9/11 graphic novel

I SURVIVED: THE ATTACKS OF SEPTEMBER 11, 2001

Photo Credit: David Dreyfuss

Lauren Tarshis is the author of the New York Times bestselling I Survived series of which there are 20 and counting! Each of these historical fiction books focuses on an iconic event from history, and tells the story through the eyes of a child who was there. The theme of the series is resilience: how human beings can struggle through even the most difficult experiences and somehow not simply survive but heal — and ultimately thrive. Now in time for the twentieth anniversary of 9/11, the bestselling I Survived the Attacks of September 11 has been adapted to graphic novel format to become I SURVIVED: THE ATTACKS OF SEPTEMBER 11, 2001, written by Lauren and illustrated with a gorgeous, realistic and contemporary art style by Corey Egbert. The Mixed-Up Files is excited to welcome Lauren Tarshis to our blog.

 

Meira: Hi Lauren, thanks so much for joining us over on The Mixed-Up Files!
The original I Survived the Attacks of September 11 was first published in 2012. What was the impetus to adapting it into a graphic novel in 2021?

Lauren: Scholastic proposed the idea of transforming my series into graphic novels, and at first I didn’t understand their reasoning. The stories were already written, right? But I trust the Scholastic team so much — my editor Katie Woehr cares as much about my series as I do, and understands how much work, care, and LOVE I put into creating each book, taking complicated topics and trying to make them accessible to kids, and bringing my characters to life for my readers. And so I green-lighted the Titanic graphic novel, which was an incredible experience. Fortunately Scholastic was able to hire Georgia Ball to write the scripts, and she captures my stories so perfectly for this format. And the artists they have chosen create such glorious worlds for my books. What a joy it’s been — first Titanic, then Shark Attacks, and most recently I Survived the Nazi Invasion. September 11 was a natural choice because of the anniversary. And what I’ve realized is that these books make my stories accessible to an entirely different audience of readers, including kids who either don’t like to read or struggle to read. And this is so exciting to me.

Meira: In I SURVIVED: THE ATTACKS OF SEPTEMBER 11, 2001 one really feels like they are there. At the end in an Author’s Note you talk about how you lived in New York at the time but was en route from a trip abroad without your children, and your own personal terror at not being with them as you were rerouted back to London. Having been in New York on that fateful day myself, with my husband who worked in the World Financial Center, I really felt how well you capture the city, the mood, and what happened. I love the choice to tell the story through the eyes of a boy whose father is a firefighter. It’s a brilliant choice as the firefighters are such heroes in the fabric of New York City—even before this act of terrorism, —and so many of their lives were tragically lost. Did you consider other eyes from which to tell the story before settling on Lucas’s?

Lauren: Thank you so much for these kind words. I actually struggled through several drafts of this book before I realized that ultimately this book wasn’t just about September 11, but about an NYFD family. I started from scratch, delved into the culture and history of the NYFD, and also created a pretty “big” front story of Lucas dealing with concussions and the loss of football as a focus and a way of coping with his father’s injury from a warehouse fire years before. The size and depth of the character’s front story varies depending on the nature of the historical event I’m writing about. 9/11 is so intense and aspects are so complicated and potentially overwhelming for young readers. Focusing on other aspects of Lucas’s life enabled me to tell the story in a way that was appropriate for my younger readers.

Meira: How do you conduct research for the books in which there is less of a personal connection and you are not immediately familiar with the setting, time period and community? How do you put yourself into the shoes of a child through which you tell the story?

Lauren: I travel to all of the places I write about (with the exception of the bottom of the North Atlantic to see the Titanic wreckage and to the shores of Japan to research the 2011 tsunami). I want to walk in my characters’ footsteps, see and feel what they are feeling. For 9/11, of course, this was easier because I grew up in CT, went to college in NYC and work in NYC. Those two towers were part of my own landscape. But for other settings, those visited are so important. Another important step in researching the books is talking to people who actually experienced the event, or who have had stories passed down, or reading diaries of letters.

Meira: Can you talk a little bit about the themes of the I Survived series—on one hand kids have a lurid fascination with disaster, on the other hand your books offer a strong sense of resilience, which in this current time seems more important than ever. How do you achieve this balance?

Lauren: This is a great question. The theme of the series is resilience and healing — I try not portray a realistic sense of how we cope with loss, how we can slowly heal, how we can help each other and ask for help. But I’m also trying to write engaging adventure stories that kids — including struggling readers — will read. Finally, I want to build their knowledge in history, science, or important cultural touchstones and references points. I would say that I give equal weight to these three strands of the series.

Meira: What was it like to see your words come to life in this way? Authors whose books are turned into movies are often asked how it feels to see their characters with specific features, and their story acted out. What is it like to see your story told in this graphic format?

Lauren: I do feel that the experience of the graphic novels has been akin to seeing my books turned into an animated series. It’s been wonderful — because the team has done such a superb job. I’ve been dazzled by all of the artists who have worked on the series, and Corey Egbert was such a fantastic choice for this book.

Meira: I read an interview with you in which you mention how you started the series for your son and as an answer to reluctant readers. Can you talk a little bit about that here in light of this now being a graphic novel. (And I ask as the mother of two sons who find even short text tedious, especially if the font is small, but will devour anything in graphic format regardless of font size.)

Lauren: I so related to your boys, because not only were my boys reluctant readers but I struggled to read. And so these are the readers I’m picturing as I’m writing the books, and these are the readers I’m hoping will especially love the graphic novels.

Meira: Are there plans for more of the series to become graphic novels? Or for new I Survived books?

Lauren: We just finished I Survived the Grizzly Attacks, 1967, and the team is working on I Survived Hurricane Katrina. There are more planned after that, but we haven’t yet decided which topics.

Meira: What advice would you have for writers looking to break into series writing, in particular for reluctant readers?

Lauren: I would say that reluctant readers “deserve” access to important stories, fascinating chapters in history, characters who will inspire them and fortify them as they face challenges. Just because a child doesn’t love to read doesn’t mean they aren’t deeply curious about the world. Writers for reluctant readers have to work a little harder to make stories that much more engaging, to pull the reader through the book using suspense, rich descriptive details, and humor. These readers need to feel deeply connected to the characters, and invested in what happens. I will also say that there is no more rewarding audience to write for. NOTHING is more inspiring and motivating to me then en email from a kid saying “I hate to read but love your series!”

Meira: Is there anything I haven’t thought to ask that you’d like our readers to know?

Lauren: I just want to thank you for the chance to be a part of your wonderful blog, and for your thoughtful questions.

Meira: The pleasure is ours, thank YOU!

I SURVIVED: THE ATTACKS OF SEPTEMBER 11, 2001 can be purchased here or or wherever fine books are sold.

STEM Tuesday — STEM in Sports — Writing Tips & Resources

 

Title Talk

A good title can do a lot of work for both the reader and the writer. Of course the title conveys the subject of the book but it has many more jobs to do. It conveys the tone of the book. It gives clues to the scope of the book. Most importantly, it must hook a reader. All of that in just 1-5 words (and sometimes a subtitle).

Our STEM Tuesday book lists are a great place to study what titles can do. Take a look at just the titles of this month’s STEM in sports books:

Sports Science & Technology in the Real World

Super Gear: Nanotechnology and Sports Team Up

The 12 Biggest Breakthroughs in Sports Technology

STEM in Sports: Engineering

Learning STEM From Baseball: How Does A Curveball Curve? And Other Amazing Answers for Kids!

STEM In Sports

Science Behind Sports

The Secret Science of Sports: The Math, Physics, and Mechanical Engineering Behind Every Grand Slam, Triple Axel, and Penalty Kick

STEM Jobs in Sports

Sports Medicine: Science, Technology, Engineering

The Book of Wildly Spectacular Sports Science: 54 All-Star Experiments

Start asking questions: Why were those specific words chosen? The word “sport” is used frequently but in different positions. How does word placement matter? Who chooses the titles? Surprisingly, in many cases the title/subtitle are developed by the marketing team, not the author. Why might that be?

Here are a few ways you can look at what titles can do.  In the nonfiction area of the library, sit down in front of one shelf. Find a section of 5-10 books that are all on a closely related topic. (For this exercise it is best to not use a series of books). Write down all of the titles and subtitles in a list.

A Reader’s Reaction

  • Which titles draw you in? Why? Is it the subject or some other element?
  • Looking at your title list, are there any particular words that hook you?
  • Skim the books. For each book ask: Did the title/subtitle give you an accurate idea of what was inside the cover?

More than The Subject

Search for how the titles  subtly or not-so-subtly convey more than the basic subject. Consider these elements (and add your own):

  • Subtopic: Does the book focus on one specific topic within the subject?
  • Angle: Has the author selected a unique angle from which to approach the topic? Can you determine that from the title?
  • Tone: Is this book humorous? Academic? Lyrical? Does the title convey that?

Make it Visual

Upload your title list into a word cloud generator and see what other discoveries you can make.

  • Do one or more words dominate the titles?
  • If so, are there any titles that do not rely on those words? How are those titles unique? How are those books unique?

Compare and Contrast

  • Do the titles on your list vary drastically or are they all fairly similar? Some things to analyze: content, length, specific words, presence of a subtitle, etc.
  • In a new section of the library, pick a subject area which is very different (for example if your first list is about space, maybe go to the art section).
    • Create a new title list. Repeat one or more of the above exercises.
    • In what way is your new list similar to/different from your previous list? How much do you think the book’s subject affects that?
    • Separate your books into two piles based on main purpose: to entertain or to inform. In what ways might that impact the choice of title?

Titles can do a lot of work for the reader and the writer.  Enjoy taking a closer look at all the titles in your future!

 

Heather L. Montgomery writes for kids who are wild about animals. Studying titles and subtitles in the library helped her create a few fun ones of her own:  BUGS DON’T HUG, SURPRISING SCIENCE FROM ONE END TO THE OTHER, and SOMETHING ROTTEN. You can learn more about here wacky titles at www.HeatherLMontgomery.com

O.O.L.F

Here are some ways to add some STEAM into your work with titles:

  • Pick one book from your list and create at least 3 alternate titles.
  • Using your stack of books, create a spine poem. Feel free to add other books to your pile as needed.
  • Using your title list(s), create a blackout poem. Is it easier to do with one list than the other? Why might that be?

New to spine or blackout poems? Kristen W. Larson explains how in this post: https://fromthemixedupfiles.com/stem-tuesday-stem-activity-books-writing-tips-resources/