Wednesday, January 18, 2012

Forget resolutions, let's talk accomplishments!

During a recent walk, I was listening to my favorite #kidlit podcast, Brain Burps about Books by children's author-illustrator Katie Davis. If you’re interested in children's books and like to hear directly from authors, illustrators, editors, librarians, and others in the world of children's books, it’s a "must-listen." In the episode, Katie was interviewing blogger Julie Hedlund about her adventures in writing, including a group challenge Julie recently founded called 12 X 12 in 2012. The idea is to create 12 picture book drafts, one per month and hundreds of people have signed up already. (Note: the deadline is January 29, so hurry up if you're interested in joining in.)

One part of the conversation that caught my ear was the idea of listing your accomplishments from the previous year as Julie did in this post, 2010 Anti-Resolution Revolution, instead of thinking about negative things you want to "fix." Sounds like a good idea to me! Things always go in a different direction than I had originally intended, how about you?


So what did I do in 2011 anyway? In no particular order:
  • Wrote a post for I.N.K. every month (yay!)
  • Finished a picture book that's coming out this spring, Seeing Symmetry.
  • Enlarged some teensy cowboy boot art from the book and made it a coloring page that about 500 people have downloaded already.
  • Designed a frog logo for my books blog…which I'm already revising (ha!)
  • Sold a picture book that I'm working on now.
  • Tweeted quite a bit, am up to almost 700 followers on Twitter.
  • Redesigned my out-of-print sea turtle book, Tracks in the Sand, and put it on the iBookstore (free sample here).
  • Bought an iPad 2, got quite a few apps, started reading ebooks mostly.
  • Spoke about picture book apps at the Florida SCBWI conference in June.
  • Scribbled down way more ideas than I could ever make happen, even if I live to be 110.
  • Drew this bear:

Not to go on and on but that's the idea. For many of us, it's all too easy to focus on what we didn't do, couldn't finish, utterly failed at, while ignoring what we did get done. So take a few minutes before January is over to remember what you did in 2011…and ponder what your list of accomplishments might look like 12 months from now.


Loreen
my web site

Tuesday, January 17, 2012

Focus

I'm been thinking lately a lot about FOCUS. It's my New Year's Resolution. I try to come up with one word that says it all to me. One word because then maybe, just maybe, I'll remember what it is. Once in a while it's a phrase. But it has to speak to me and usually somewhere around December 30 it just comes. Last year it was ENJOY (as in, life can bring you hard times, so you really should enjoy the good ones!). The year before it was INTENTION (as in, be truly present for every moment). Each year I don't give up the one from the year before because, theoretically, anyway, I should have figured out over the course of the year how to follow that resolution, and so each year I'm adding on to the ones from the years before. This is the goal, anyway.

So this year's resolution and goal is FOCUS. As in--keep your eye, your heart, your mind on what you have set out to do. Be a bird charting your own course, not a bird who is buffeted this way and that by this breeze, or that change in the wind. Sometimes when I say it to myself I add Hocus Pocus. Focus Hocus Pocus. Because it sure is going to take some real kind of magic to focus, isn't it?!

Focusing in 2012 is not so easy.  There are so many distractions, both external and internal. I know this is true for writers and other artists. I know it's true for teachers and librarians as well. We have so many demands on our attention and our time. We have way too much input from media and social media and supervisors and guidelines and trends and children and parents and readers and it's just so hard to....


That's my arm, by the way. It's a temporary tattoo my friend Rebecca gave me because she knows my resolution. She gave me two. I might have to order some more. Because this is going to take a lot of reminding, and some real Intention. I have a huge nonfiction book to research and write, another one to finish, and a novel that is calling me and demanding I pay attention to it (and I want to!). I have a new book coming out in August, which will mean a lot of external input threatening my focus. Before that I have to update my web site. And then there's life. 

As I write this I know that every single person who is reading this feels the same way. The particulars may be different, but the problems (and I imagine the occasional moments of panic) are the same. 

I'm writing this on Friday morning, and was inspired to write it right now because of an article I read in the New York Times. Did you see it? The story about a cell phone disrupting the last, beautiful, very quiet measures of Mahler's Symphony No. 9? 

Can you imagine? The man was sitting in the first row, and his cell phone went off--the marimba alarm tone. When you read the article, you'll learn that it was a new phone, an Iphone, that his company had given him, and he had silenced it, but he didn't know that his alarm was set. (Yes, your alarm goes off even if you've silenced your phone. I know this from napping. If you do it on purpose, it's a good thing.) 

There are a few things that I like about this story. One is that the conductor, Alan Gilbert, stopped the performance. That sound was disrupting his focus, the focus of his musicians, and, of course, the focus of the audience. We were in London in 2005 at a performance of The History Boys, and the same thing happened. Front row. Awful noise. A crucial scene. Third time. One of the actors, Richard Griffiths (a large and scary man at this particular moment), furiously stopped the scene and said, "I can't compete with these electronic devices." He ordered the man to leave and we all applauded. He then started the scene again, he said, for the second and last time. It was a memorable play and a memorable experience. I imagine the Mahler the other night was, too. I don't think Mr. Gilbert yelled, but he did stop the performance and ask that the phone be turned off. He respected the need for focus, and for the purity of art. 

According to the article the man whose phone it was felt just awful and didn't sleep for two nights.  Venom was spewed at him all over the internet. According to the Times he was a 20-year subscriber to the New York Philharmonic, and has often been irked by noises in Avery Fisher hall--coughs, people who clap at the wrong time, and cell phones.  "It was just awful to have any role in something...so disturbing and disrespectful," he told the Times. When someone from the Philharmonic called him the next day (having figured out who he was) and asked him politely not to do it again, he agreed, of course, and asked if he could apologize to Mr. Gilbert. They talked by phone and the conductor said to him, "I'm really sorry you had to go through this" and accepted his apology. Don't you love it? 

But what I also love is what Patron X (as he is called) said. He said that this underscored (pun intended?) "the very enduring and important bond between the audience and the performers. If it's disturbed in any significant way, it just shows how precious the whole union is." 

So I read that this morning and I thought--same here. If we let cell phones and other "electronic devices" get between us and our focus on our art--whether we are writing, reading, researching, or teaching, then we are violating a sacred bond. 

Monday, January 16, 2012

A Couple of Gravely Endangered Humans










"The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education."
Dr. Martin Luther King, Jr. , who might have been celebrating his 83rd birthday with his children and grandchildren. He might well have taken time from the festivities to accept an invitation to one or another of the Sunday morning TV talkfests this past weekend to talk about the candidates and the issues faced in the upcoming primary in South Carolina. Would that we could've seen the old warrior, note the whiteness of his hair, how four score and three years were reflected in his face, and heard what scorching words he'd have chosen to say about them and the state of the nation. Would've But no.

"The mountain gorilla faces grave danger of extinction, primarily because of the encroachments of native man upon its habitat – and neglect by civilized man, who does not conscientiously protect even the limited areas now allotted for the gorilla's survival." Dian Fossey, a.k.a. Nyiramachabelli (Her nickname, given to her by her native Rwandan neighbors, means "the woman who lives alone on the mountain."), from her article, Making Friends With Mountain Gorillas, National Geographic, published in January 1970, back when I was a college dork and Richard Nixon was in office. (Doesn't it just knock you out that that wily old politician would have turned 99 just the other day? It does me.) In a kinder, gentler world, the old warrior woman would have been celebrating her 80th birthday today, but no.
Our world is not without gentility and kindness, but because we are capable of self-interested, cruel, and nasty impulses, Dr. King and Dr. Fossey are not among us, the living, today, because they were murdered by their fellow humans. Because they are well worth knowing, many a handsome book has been written about them, their works, and their valiant lives, cruelly cut short.
For instance:
Doreen Rappaport's life of Dr. MLK, Martin's Big Words, illustrated by Bryan Collier.
AND – if I hadn't been writing this blogpost today, I might never have known about this beautiful book. Gee whiz Cheryl, wake up & smell the coffee, why doncha – My Brother Martin: A Sister Remembers Growing Up with the Rev. Dr. Martin Luther King Jr., by Christine King Farris, with handsome illustrations by that smartypants genius Chris Soenpiet.
As to books about Dian Fossey, do check out the Nat'l Geographic's completely gorgeous photobiography, Light Shining Through the Mist.
There is Heidi Moore's book, too, in Raintree's "Great Naturalists" series, and, of course, absolutely, turn to Gorillas in the Mist. Dr. Fossey's own book begins with these words: "I spent many years longing to go to Africa..."
Ah well. Thence to heaven.
Once a long time ago, Martin and Dian were winter babies, brand new and unaware. Read about them today, tell about them today, lest they be forgotten in this mean old world.

Friday, January 13, 2012

LiNKing with Our Audience


A few days ago, Vicki wrote about the success of the first videoconference between an iNK Authors on Call author and students in Bogert School in New Jersey. I happened to be the author in that interaction, but I believe that all of us will have similar successes connecting with the students. Before each of us skypes with them, the students will be familiar with some of our work, and just the idea of having a “real author” interested in them is an exciting prospect. Real people write those books—wow! The enthusiasm of Bogert's devoted teachers also rubs off on the students, and the special projects they will undertake give them a change from routine classroom work. All the elements area there for a successful project.
A key element in what we’re doing that makes our interactions different from a traditional school visit is that we skype with the teachers first and find out what they would like to see in the students as a result of “meeting” their author. Different teachers can have very different goals. For example, Jason and Chris, “my” teachers, hoped that I could help their students to connect with their own real worlds, with their day to day environments, and to become curious about them and begin to ask “why” questions.
As a 20th century kind of person, I tend to attribute the students’ disconnect with what I would call the “real world” to their incessant contact with input from outside worlds—music from their ipods, text messages on their cell phones, comments on their Face Book pages, and so on. These sources of “information” have little or nothing to do with the environment through which the students are moving on a day to day basis. As a result, when a teacher asks the students what in their lives sparks their curiosity, what around them might they want to learn more about, they have no answer. They are so wrapped up in those outside worlds that they are disconnected from the actual world in which they eat, sleep, and go to school.
So, when I talked to the students, I suggested they take a look around as they go home from school and start to wonder—why do some trees loose their leaves in the fall and others don’t? Where do the ants go when they disappear into a crack in the sidewalk? That sort of thing. From what Jason and Chris have indicated, some of the students are awakening to their environments, and the classes as a whole got truly engaged in our interaction. From five time zones away (I was in Hawaii), I could feel their enthusiasm as they murmured to one another while watching my slide show. As for me, this experience is only strengthening my knowledge that the two things in life that most help me “come to life” are learning new things and communicating the excitement of learning to others. I think that’s a powerful motivating force for all of us who have chosen to write nonfiction books for children, and connecting directly with our readers, even from far away, gives us a special high we can’t get in any other way. It's a win-win process.

Thursday, January 12, 2012

My John and Tom (Part 2)



Last month, I answered the question, “Where do you get your ideas?”—for one book, anyway: Those Rebels, John and Tom.

Having grown up spending so much time with the characters of the Broadway musical “1776”, it’s not surprising I’d one day want to write my version of Adams and Jefferson.

But a picture book needs a tight focus, and so, early on into writing the book, I had to decide where to shine the spotlight on these two, remarkable figures.

My goal for Those Rebels, John and Tom was to give an inkling of who these two men were, how they worked together, and how much their partnership benefitted the country.

Writing about a famous person can be tricky, as they often have a kind of mythology tied to their fame. Those Rebels, John and Tom has not one but two famous people, stuffed into the same book. Talk about mythology! Jefferson is carved in stone on Mt. Rushmore—you don’t really get any bigger than that.

It’s the job of a biographer to dig deeper and present a richer portrait, to take readers past the myth to the man (or woman.)

How does a biographer do this?

Research.

Secondary sources are invaluable to paint an overall picture and provide a cultural and historical perspective. But my favorite source of information is primary sources—what I think of as ‘eyewitness accounts.’ That’s where all the juicy details come from.

And it was in primary sources that I found details to help uncover just who these men were.

And so, for example, we have Adams, detailing in his diary all the culinary wonders he experienced when he first came to Philadelphia in 1774:

“A most sinfull Feast again! Every Thing which could delight the Eye, or allure the Taste. Curds and Creams, Jellies, Sweetmeats of various sorts, 20 sorts of Tarts, fools, Trifles, floating Islands, and whippd Sillabubs.”

(I loved those last two names, by the way – floating islands and whipped syllabubs. As soon as I read them, I just had to find out what they were. The first is a meringue island floating on a sea of custard. The second is a frothy mixture of whipped cream, lemon zest, and wine. Delicious.)

Primary sources showed me that the champion of democracy had a real sweet tooth.

And it was in another primary source—Jefferson’s Memorandum Book—that I read his meticulous notes on his shopping trips in Philadelphia in 1775 and 1776:

“Paid Starr for shoes -- 21 shillings”
“Paid for handkerchiefs -- 6 shillings 8 pence”
“Paid for pair of gloves -- 7 shillings 6 pence”
“Paid Currie for leather breeches -- 35 shillings”
“Paid For a straw hat -- 10 shillings”

The author of the Declaration of Independence, I discovered, was a bit of a clotheshorse.

Biographies are built upon the whipped syllabubs and ten-shilling hats which take men and women off the pedestal (out of the portrait, off the face of Mt. Rushmore) and place them squarely before us, not to be admired as mythological figures, but to be understood as the extraordinary and yet all-too-human people they were.

One thing that struck me early on in the research process was how very very different John and Tom were. And there’s no easier way to see that than by comparing their homes.

Jefferson was born into Virginia aristocracy—and his house, Monticello, reflects that. Monticello is beautiful—and if you have never been, I recommend you go sometime.

But it was not in any sense a practical house.

Most wealthy people in Virginia built their mansions alongside a river, if they could. It made transportation issues simple as you could just float supplies to your doorstep. Alternately, they built their mansions on a road—again, simplifying the transportation of building supplies.

Tom did neither. He erected his mansion on top of a little mountain. He had to have roads cut through dense forest to haul the supplies up and up and up. When the building process started, there wasn’t even enough water onsite to mix the clay to form the bricks—it had to be hauled in from a stream.

Tom drew up the plans for Monticello himself, basing the design on a villa with grand stone columns. In fact, he was intimately involved in all aspects of the design and construction. And when I say “intimately involved” I mean just that—I mean intimately, meticulously, some might say obsessively involved.

Tom designed everything from the placement of those stone columns on the portico down to the size of the individual bricks, measuring and calculating, sometimes down to the ten thousandths of an inch. One of his calculations was a measurement for 1.89916 inches.

This, in an era where bricks were made by hand—filling wooden forms with clay, letting the bricks dry, and then firing them in brick kilns built onsite.

Not two inches; not one and three quarters. 1.89916

Tom liked to oversee the bricklayers’ and carpenters’ work closely, and I can only imagine some of the comments they must have made when he was out of earshot.

Monticello became a life-long obsession with Tom. He began working on the project in 1768 and was still working on it 40 years later—with additions, demolitions, and renovations in between.

The bulk of this work—the building and rebuilding—was done by his many slaves. Jefferson himself did not do manual labor.

Contrast all that to John, the son of a shoemaker.

John may have been a lawyer and Harvard graduate, but he was also a farmer. He prided himself on being hardworking and frugal:

He pruned his own fruit trees, cut his own hay, carted manure out to his fields, and split his own firewood. On occasion, he hired men to help him with the big jobs: building stone walls, digging up stumps, and plowing the fields to plant corn and potatoes.

When John inherited his modest, 100-year-old wooden home, he built a small addition onto the back—just a lean-to of a couple rooms—and then called it good.

He and Abigail lived there for the next 27 years.

John and Tom were certainly compelling characters to write about. And next month, in the third and final segment of this FoundingFathersPalooza, I’ll talk about the themes that brought these two very different men together—and drive the narrative.

Wednesday, January 11, 2012

Real Revision

Tanya Lee Stone. Susan Goodman. Jim Murphy. Kelly Fineman. You know these folks. They’re regular contributors to this blog.

They’re also four of the thirty or so authors featured in Real Revision by award-winning children’s book author Kate Messner. The book is such a gem that you’ll definitely want your very own copy.

Real Revision is published by Stenhouse Publisher, which caters to educators, so this book is written specifically for teachers. That makes it great for all you educators out there. But I know plenty of writers also read this blog. This book is a MUST READ for you, too.

Some chapters focus on fiction-specific revision strategies, but the lion share of the book is useful to nonfiction writers as well. Here are few of my favorite quotations from nonfiction writers.

Kelly Fineman on why she takes time away from a manuscript between writing the rough draft and delving into the revisions:

“It could be as little as half an hour or as long as a year, but I need to have established some sort of distance from it in order to read it at least somewhat objectively and not like a doting author.”

Loree Griffin Burns on the importance of reading widely and carefully considering the structure of nonfiction writing:

“I pay close attention to the structure of the books I am reading all the time, and I compare and contrast them to the structure I’m working with. This is always helpful to me because it gives me confidence . . .or in some cases, helps me see why my own structure is not working.”

Susan Goodman on striking the right balance between sharing information and engaging readers while writing Life on the Ice:

“. . . I was trying to fit in so many facts that I had lost sight of what my book was all about—the excitement on exploration . . . So I sat down at my computer with an imaginary nine-year-old kid beside me. And I simply told that kid an adventure story—one where scientists were the explorers.”

Jim Murphy on finding the proper voice and storytelling technique for his Newbery Honor book The Great Fire.

“I read newspapers and personal recollections of the Chicago fire until I had absorbed the pace and language of the era. . . . I didn’t try to duplicate voices from the past, but I knew I had a faint echo of them in my style.”

Tanya Lee Stone on the importance of sensory details:

“. . . if I interview someone, I will note very specific things about the way they speak, move, dress, smell, etc. These details come in handy when writing a scene that needs to capture the real essence of a person.”

And these great bits or advice are just the tip of the iceberg. Trust me. This is a book you won’t want to miss.

Tuesday, January 10, 2012

The Past Is Always Present

Our house has a fairly large wrap-around porch and Alison and I love to use it whenever we can. We watched New Year's Eve fireworks from it this year and have used it in the past to view parades and bicycle and foot races. But just sitting in a wicker chair as the night wears along is a peaceful joy. Traffic dies down at 11 PM and the world becomes very still and deep. When leaves are present, when they surround and embrace the porch, very little light -- whether from street or porch lights or the moon -- disrupts the dark shadows. It becomes a refuge, a haven to escape the day-to-day pressures and responsibilities, a place where I often find myself thinking of the past.*
*
Sitting there I sometimes wonder if the original owners of our house sat out at night as we do? The house was built in 1905 and our town of Maplewood was just beginning to grow and change, with new streets being carved through old apple orchards, sturdy wood frame houses slowly rising up. What did those first owners hear at night? The lonely clip-clop of horse's hooves? The huff and chug of the steam train from Newark? And when did the first automobile make its way past the house? *
*
And what about other owners through the years? What was it like to sit in the absolute quiet of a dark night when the world wars were raging? Did someone bring a radio out to listen to the latest reports from Europe or the Pacific? Did anyone sit on the porch during a heavy snow fall (as I often do) to be surrounded by cold and white and gusting winds? Or stay out when a summer thunderstorm came rumbling through? Yes, I have been known to experience all sorts of storms out there.*
*
And, of course, there are those strange, sometimes unsettling moments, especially after midnight. Twenty years ago we often heard the distant voice of a young girl calling plaintively in the night: "Mommy... Mommy... Mommy..." We nicknamed her the Ghost Child and dispite going out to make sure everything was okay and despite asking neighbors, it was years before we found out the truth. It was indeed a young girl and she was searching for a loved one -- her cat, which escaped regularly and was named Monty!*
*
That was a disappointing end to the story. We had hoped for something a little more, shall we say, picturesque. But the Ghost Child has been replaced these days by the Night Rider. Late at night, usually after midnight, we can hear the thrum of a skateboarder making his or her way up Maplewood Avenue toward our house. The sound gets louder and louder until they get to the corner that borders our house where the rider turns and pushes hard to sail up the side street. We have never actually seen the rider, it's that dark. Just a quick glimpse of moving shadow and then the sound of the wheels fades away into the night. Who is the Night Rider? Where did they come from and where are they going? Will they be safe?*
*
These are decidedly small bits of history. Incidents really that usually aren't recorded because they're, well, so every day and common. But I believe that much interesting history begins with the ordinary. Take what happened to Corporal Barton Mitchell and his friend on September 13, 1862. When the 27th Indiana Infantry halted their march just outside of Frederick, Maryland, Mitchell and his pal went over to rest in the shade and happened to spot a rolled-up piece of paper in the tall grass. It turned out to be Special Order No. 191 (where Robert E. Lee divided up his army). If these two soldiers hadn't found the paper and hadn't realized it was important, there would have been no Battle of Antietam, Lee would have probably been able to reunite his forces, and that would have meant a far different battle between Lee and McClellan than Antietam (and who knows when or even if the Emancipation Proclamation would have been issued!).*
*
Finding those orders was pure dumb luck, but it resulted in an historic battle that changed the course of the war and the world. A tiny bit of history, a mere moment really, that had profound effects. Which is why I love to sit at night on our porch, listening and waiting and imagining. You never know where porch sitting might all lead.*

Monday, January 9, 2012

Take the Challenge!

Happy New Year everyone. I'm not one for resolutions (or keeping them), but this year I've decided to take the 2012 Nonfiction Picture Book reading challenge. Founded by Alyson Beecher of Kit Lit Frenzy and co-hosted by The Nonfiction Detectives, this challenge is to get more people reading and talking about kids nonfiction picture books. What could be bad about that?

Various bloggers and people with GoodReads shelves can read and review nonfiction books. If they sign up with Kit Lit Frenzy or The Nonfiction Detectives, those reviews will also be published once a week throughout the year. It's a way to get the word out about a lot of great books. And a place to find out about a lot of great books.





So once a month when I post, I will also include a short review of a book. Part of my personal challenge is that I'm going to try to alert people to some of the new books coming out in 2012. Since it's January 9th and I haven't had a change to find any 2012 candidates, I'm going to recommend a book that I think is timeless--Dance by Bill T. Jones and photographed by our own I.N.K. colleague Susan Kuklin.

In Dance, Kuklin photographed Jones against white backdrop so he is all we see as he stretches, curls, leaps and floats through the air. His expressive body and a spare lyric text celebrate the joy of movement.




















Consider the child who gets to see hear the following words brought to life by pictures of Jones' beautiful movements:
When I am dancing,
I am thinking
and I am feeling.
When I am dancing
I am everywhere,
and I am hardly there.
When I am dancing,
I am everyone,
and I am only one.
I want to dance.

This book gives children the words to describe and understand how they feel when they move. What a gift.

Stupidly, shamefully, this book is out of print. I can only hope Jones and Kuklin got the rights back. And that you can find it in your library.

Friday, January 6, 2012

Five Things I Learned in Social Media Class

Last fall, I decided to get my bearings in the world of social media by taking a class at my local community college. The class, “Social Media for Business,” included an overview and then hands-on sessions focusing on Facebook, Twitter, LinkedIn, and YouTube. There was also an introduction to the tools companies use to evaluate the impact of their social media presence. A lot of information was tossed around during those nine three-hour sessions, but thanks to my detailed notes, I was able to capture most of it. Here are some things that stayed with me:

#1. Send Seven Tweets a Day: My teacher, the former head of social media at A&P, suggested that one should tweet seven times per day. That includes several new tweets and a few retweets (incoming tweets that you forward to your own followers). He also suggested following 150 people and/or companies. I’m currently tweeting two or three times on a good day and following 90. Those people represent my main business and personal interests: children’s books (love @SLJournal and @CBCBook), sports, women’s issues, entertainment, friends, and a few celebrity tweeters. I’ve dropped some people who tweet too darned much about pointless things, like the singer who tweeted every minute of a three-hour car ride. And I continue to add folks who seem to have interesting things to say.

#2. In Twitter, Avoid Naked Links and Don’t Pander: (This is not nearly as naughty as it sounds.) Tweets may be only 140 characters long, but they still can have plenty of voice and personality. “Naked links” are tweets that are solely Web addresses, with no introduction, no extra information. They’re boring and annoying, almost as annoying as companies (and people representing products or companies) that pander to their customers. If your customer says, “I love your turkey sandwich,” don’t reply, “You have very good taste!” Say something useful like, “Try it on toasted bread,” or “That’s our best-selling lunch product.” Something that adds information.

#3. Get Demographic Info From Facebook: When you set up a Facebook page for a business (as opposed to a personal page), you gain access to all sorts of demographic information that Facebook hopes you will use to advertise your products on their site. You can find out how many Facebook users in your state or town or Zip Code like Glee, or Harry Potter, or The Good, the Bad, and the Barbie. You can find everyone on Facebook who ever worked for the companies you worked for (you also can do this on LinkedIn) or who shares your birthday. You can search this information to your heart’s content, and you never have to actually buy an ad. All that, and setting up a Facebook business page is free.

#4. Remember LinkedIn: Since social media is not an actual job for most of us, there’s only so much time we can spend posting and reading posts. But LinkedIn is a valuable professional resource and having a presence on the site can pay off in unexpected ways. A former acquaintance recently recommended me for a speaking gig at her new job because she’d been following the news about Wheels of Change through LinkedIn. And because you can program your tweets to show up on your LinkedIn profile page, you can keep the page lively without writing actual LinkedIn posts.

#5. Consider Haul Videos: This one isn’t a tip, it’s a head’s up. Until our YouTube class, I’d never heard of “haul videos.” In case you haven’t, either, they are videos in which young women (I haven’t seen any by young men) parade their purchases from a recent shopping trip for all to see. According to my teacher, haul videos represent the fastest-growing segment on YouTube. One enterprising video maker, juicystar07, has entertained close to a million viewers by showing off her winter wardrobe purchases and 1.4 million viewers by revealing her birthday haul. She’s put up so many videos that she had to add a second YouTube channel and she and her sister have started an online business selling makeup and fashion accessories. As of this month, her videos had over 172,000,000 total views. I could have written an entire blog post about haul videos. Do they signal the impending downfall of society or are they evidence of female ingenuity and empowerment? I'll leave it to you to watch a few and decide for yourselves.

My social media connections: Twitter LinkedIn

Wednesday, January 4, 2012

“What We’re Doing Isn’t Ordinary.”

Happy New Year, everyone!

As many of you know, Authors on Call, the interactive videoconferencing (ivc) group of Ink Think Tank, is doing a pilot program with an elementary school in Upper Saddle River, NJ. Eight authors and several consultants are participating. We are hoping to answer the following questions, (among others):
  • What happens to the learning environment of a school when teachers and a team of award- winning children’s nonfiction authors collaborate in a large-scale, school-wide project where everyone is involved in sharing knowledge and skills?

  • Is this a way to create inspiration, motivation and the love of learning?

Our first results are starting to come in and they are very encouraging. A little background: Each Ink author suggested titles of his/her own books to fit into the Bogert scope and sequence. The teachers then selected the titles they wished to teach. The plan is to have teachers meet with the author of the book they’ve selected via ivc to brainstorm and plan how to teach the book. Together they plan projects and assignments based on the readings and schedule ivcs for the author to meet with their students to strengthen the personal connection between them. Since the devil is in the details, I’m going to quote some excerpts from the first participants in the project as entered on our wiki , which is the record of the pilot as it unfolds. Chis Kostenko and Jason Parkhurst, are two fifth grade teachers, who selected Dorothy Hinshaw Patent’s book Shaping the Earth.

Jason and Chris first met with Dorothy via Skype, which is the only ivc technology we have available at this school. (The photo at left shows the brainstorming session. Dorothy is on the laptop.) Dorothy later said: “As we talked, we quickly agreed that a major problem is getting students engaged with learning. Jason and Chris both said that even when they ask their students what in their own lives interests them the most, what inspires their curiosity, many of them can't come up with an answer. It seems they are detached even from their own lives. I had come into the session with that same question in a general sense--when we introduce a subject in the curriculum that the children need to learn about, how do we get them to relate to it personally?”

Dorothy then wrote about their plan: “Jason and Chris suggested that by listening to me talk about my own life, how my passion for the natural world drove me then as it does now, might help inspire their students to think about their own lives and spark their own interests. We decided that I would do two half hour Skype sessions with the students, one soon after Thanksgiving, in which I would talk about what drove me when I was a child, how I found my own writing voice that allows me to communicate clearly with my readers, how I write so that people want to read what I've written, and the more practical matter of how I find reliable information and how I choose which information to pass on to readers. Then, after the students have developed their own projects using my book, we would have a second Skype session together. We left the focus of that one somewhat up in the air for now, as we want to see how the project evolves.”

The first ivc with the students took place on Wednesday, December 9. Dave Kaplan, the principal, observed:

“From the general learning perspective, it was awesome. Truly awesome. Students were excited, taking notes, responding, etc. The two classes sat on the floor facing the smart board and there was a chair on which one student speaker could sit front and center. The camera faced the class and seemingly captured everyone. There was a real hum coming from the students as they related to Dorothy's experiences and laughed at some of her stories it was interesting to hear. There was energy in the room. For this first meeting, it was a get-to-know you. I loved that; relationship building = credibility for the kids. Next step is to dig into the learning-content area, writing, reading, etc. I am already talking to the teachers about possibilities and directions. The goal is to get the students more involved. In this introductory meeting, the kids generally listened, though they did come prepared with (great) questions for Dorothy."

Chris Kostenko polled his class the next day, “The class spoke about Dorothy as someone they knew. Here are some of their comments:

"It wasn’t just about books, science, or being an author. We got to learn a lot about you.’‘

"I enjoyed that story about when you and your friend set off the firecracker and set the grass on fire. I would feel embarrassed just like you did. Who wouldn’t?’‘

"I realized that nature is a very important and fun thing to explore. You’ve also inspired me to do my best and to work hard.’‘

"I can’t wait to talk to you again."

"Now when we read your book, we can hear your voice say every little word—no matter who is reading.’‘

"It seemed like you were right in the room with us."

’‘It’s exciting to know an author who can give us tips…I can’t wait to get tips from a real pro.’”

Chris’s conclusion: “What we’re doing isn’t ordinary. We’re playing with something that has extraordinary potential. Wow.”

This week we’re adding two more consultants to help teachers plan, we’re meeting (in person) with the Bogert faculty and curriculum people, and we’re adding some metrics to the program to measure our effectiveness, thanks to a couple of professors from the University of Kentucky. All the interest from the academic community only reinforces that we are on to something.

It looks like 2012 is going to be a very interesting year.

Tuesday, January 3, 2012

CUTTING THE TIES THAT BIND


Happy New Year everyone - here’s to a genuine nonfiction lollapalooza in 2012! And speaking of writing great books, I’d like to propose a literary challenge for the year. Authors, editors, teachers, librarians, school boards, and other movers and shakers, you are hereby invited to cut the ties that bind. No, no, I am NOT saying we should cut the ties binding us to our loved ones. I propose something else entirely; cutting our ties with The Sacred Rules for Writing Children’s Nonfiction.

“What sacred rules?” you may ask. “The only rule I know is that it takes extraordinarily good writing to make an extraordinary book.” I beg to differ. The Rules for writing Fiction for Readers of all Ages and The Rules for Writing Nonfiction for Adults are lenient. The Sacred Rules for Writing Nonfiction for Kids are not lenient. Not at all. Check it out:

Rules for Writing Fiction for Readers of all Ages

1) Nothing is sacred (although porn for kids is a no-no).

It is just fine to showcase terrible violence (The Hunger Games and Hansel and Gretel spring to mind). You can listen in on whatever your protagonist is thinking, invent whole new worlds, or add humor, melodrama, absurdity, or creativity to the mix any time your heart desires, and more power to you.

Rules for Writing Nonfiction for Adults

1) Nothing is sacred.

Be sure to posit brand new theories, promote a strong opinion about religion or politics, tell tales of corruption and scandal, make predictions for the future, and add a sense of humor about all of the above. Do these things and you will be noticed and win a big award.

Sacred Rules for Writing Nonfiction for Kids (just the ones we need to cut)

1) Unless an author is very famous, he or she must tie his or her work directly to the school curriculum whenever possible. According to the publishers, that’s what sells books.

Soooo limiting. How many ways can you spin the stories of the 20 or 30 most famous Americans? I say there are lots of other amazing people and true stories out there that have nothing to do with the standardized tests.

2) Tell the absolute truth unless it’s not politically correct. In that case, leave it out.

No matter what happened in real life today or in the past, women, minorities, and certain religious groups are never allowed to do anything stupid or evil according to today’s moral standards or the book in question is at risk of being banned from the lists of recommended books for schools.

3) Focus on America

There are lots of amazing places in this world that are not tied to the USA in any way. Publishers tend to exclude most of them because the books might not sell, but I’m betting otherwise.

4) Unlike fiction and adult nonfiction, no wimpy kids or other losers are invited to share their diaries in print unless there’s an uplifting ending.

5) Be even-handed at all times so that kids get an unbiased, well-rounded view of the world.

This can be a very good rule, but sometimes it can tie your hands as well.

6) Do not posit brand new theories, promote a strong opinion about religion or politics, tell tales of current corruption and scandal, make predictions for the future, or add a sense of humor about any of the above or your book will be banned and you will not win an award.

I still believe we’re in a Golden Age of Nonfiction for kids and that the best writers are getting better and better all the time. And there is some great nonfiction for kids that breaks the sacred rules; just not very much of it. Congratulations. I hope the outliers sell a million copies. But meanwhile, I sure would like to cut the ties that bind nonfiction authors and don’t apply to authors in other genres. Once we’re not so hamstrung by these sacred rules, just watch our fire.