Open Table

Open Table

The 4th Annual 21st Century Children’s Nonfiction Conference was just great (June 10-12 at Iona College in New York) …the faculty and attendees are really excited about the direction nonfiction is taking.

Planning programs

Choosing 21CNFC programs

The Conference began early with five 3-hour Intensives on Friday, including content on Basic Children’s Nonfiction, What’s Happening in Digital, Writers Working with Educators, the Publishing Process, and Publicity, Promotion & Social Media, which I did with Julie Gribble (KidLit TV) and Kelly Leonard (KLO Assoc).

Attendees

Workshops

There were five hosted Open Tables (conversations on Book Awards, the Sibert Medal, book Back Matter, Branding, more), plus 1-to-1 Consultations, a panel on NF Trends, and a fun outdoor barbecue. The weather was perfect the whole weekend!

Friday evening Barbecue

Friday Night Barbecue

Saturday had lots of workshops, including information on Agents, Writing and Illustrating for NF magazines, YA & Teen NF, Indie Publishing, How Libraries & Teachers Choose Books, Multimedia, and lots more, including Diversity & Multiculturalism presented by Lesa Cline-Ransome, James Ransome, and Domenica DiPiazza.

James, Lesa, D copy

Lesa Cline-Ransome, Domenica DiPiazza, James Ransome

Workshop attendees

Rapt attendees

Also very popular was Creative Narrative: Nonfiction Research & Writing with Candace Fleming and Steve Sheinkin. Susannah Richards asked the questions.

Susannah Ricards, C Fleming, Steve S

Susannah Richards, Candace Fleming, Steve Sheinkin

The Publishers Panel with trade and educational publishers…

Publishers panel

Publishers Panel

Six more Open Table conversations with Vicki Cobb, Jennifer Swanson, Heather Montgomery, Mary Kay Carson, and others, plus more 1-to-1 Consultations.

An elegant and fun Celebration Dinner wrapped up the evening.

On Sunday, Cyndi Giorgis (NCTE) gave a talk on Literacy and Nonfiction. More workshops: Graphic Nonfiction; Science Standards; Finding NF Work; Permissions for using Text, Image, Video Files, others.

I did two workshops – Marketing, Building Your Brand, Videos with Julie Gribble  and Taking Work Crossmedia with Sarah Towle of TTT&T.

Roxie Munro & Julie Gribble Workshop

Roxie Munro, Julie Gribble

Here’s a 6-second Vine video Julie Gribble did of our first Intensive, with Kelly Leonard. Julie taught the class about Vines… https://vine.co/v/i3LiVHeIpOF/embed/simple?audio=1

Here’s another 6-second Vine of me teaching: https://vine.co/v/i3YQPzKvXEm/embed/simple?audio=1

It is a particularly warm and friendly conference. Attendees, many of whom have come for several years, mention often how accessible the faculty is. It isn’t a conference for beginners – most participants (teachers, librarians, writers, illustrators) have published in some media, are mid-list authors, or are accomplished in another field and want to migrate into nonfiction children’s books. Lionel Bender and Sally Isaacs do a fabulous job of organizing it all…everything runs very smoothly.

Sarha Towle and dinner winners

Sarah Towle and Winner’s table!

All in all, a really helpful, fun, and energizing experience.

(All photos: Bo Zaunders)

Here’s a short fun video overview of the Conference done by KidLit TV on YouTube:

 

Doing some casual research on copyright before signing a book contract recently, I found out something really cool, which may be useful to authors who have had a book in print for a while.

In 2003 the US Copyright Office made a change in the 1978 copyright law. Authors can get their copyright back from their publishers (a one-time chance) after 35 years. You need to set the wheels in motion from ten to two years earlier (at 25 to 33 years after you signed the contract). The contract must have been signed after 1978. There is only a five-year window at 35 to 40 years of publication, and, again, only one shot at doing it.

But for some longtime authors who may have signed away rights when they were starting out, or were desperate to publish, it is great – you can get your copyright back, or renegotiate your contract for better terms.

Below are helpful links. I am not a lawyer, so for more information please read the articles, or ask your lawyer, agent, or even your publisher.

At any rate, this is good news for published authors, artists, musicians, and other creative folks who may regret doing a bad deal early on. Rather charmingly, the The Supreme Court noted that “authors are congenitally irresponsible, [and] that frequently they are so sorely pressed for funds that they are willing to sell their work for a mere pittance.”

Excellent piece:  http://dearauthor.com/features/reclaiming-your-copyright-after-thirty-five-years/

US Copyright Office: http://www.copyright.gov/docs/203.html

Massachusetts Institute of Technology Libraries article: https://libraries.mit.edu/news/reclaiming-copyright-2/14404/

NY Times article (if I read the other three links correctly, the NY Times writer is wrong when he says it was in the 1978 law; it was added in 2003): http://www.nytimes.com/2013/09/11/arts/music/a-copyright-victory-35-years-later.html?_r=0

I just got an invitation to speak at an international Children’s Media Conference overseas (yay!), and walking to my studio this morning was thinking about the subject, which involves working in and presenting children’s content in new media and multimedia. It occurred to me that many of my children’s author/illustrator colleagues who do print books work in much more media than we think….most of us disseminate content crossmedia whether we realize it or not.

For example, I belong to a group of about three dozen established nonfiction children’s books authors called InkThinkTank. Some of these authors are in a division of the group called Authors on Call – they do live videoconferencing, teaching in schools all over. That’s new media. Some also participate (including me) in The Nonfiction Minute – a neat and very timely idea: a fresh new post with lively engaging content is available on the web free every school day to any school, comprised of a 400-word text piece on a particularly interesting nonfiction subject, an audio recording of the text by the author, and several relevant visuals, available for downloading. Again, multimedia – taking content across several platforms.

Another cool new (less than a year old) project in which many authors, illustrators, librarians, publishers, and others in the children’s book industry talk about their work and distribute content is KidLitTV, which also has a YouTube channel and a robust social media presence. So the author or illustrator not only shows the physical print book, they may read from it, do a sketch or another activity, and talk about and expand upon the book’s subject. They are distributing information via media other than print.

I have some print books adapted to or converted to interactive apps – that’s crossmedia. And I work with a publisher doing giant child-size walk-in and desktop-size fold-out picture books (K.I.W.i. Storybooks), with custom-built apps (as well as curriculum) for each of nine subjects. Again – more than one media.

If you have a blog or a website, or do videos or Skype, in which you share content, ideas, or activities, you are working in multimedia. You are also when you do school visits or lectures using PowerPoint or Keynote. Some authors and illustrators put interesting content from their books on their social media sites…again, multimedia.

So, it’s not just making apps and other fancy electronic (or not) creations. Most of you are more involved in new media and cross-platform content distribution than you may think.

Links:

K.I.W.i. (Kids Walk-in Interactive) Storybooks: http://www.kiwistorybooks.com/
InkThinkTank: http://inkthinktank.com/
Authors on Call: http://inkthinktank.com/authors-on-call/
The Nonfiction Minute: http://www.nonfictionminute.com/
KidLitTV: http://kidlit.tv/
YouTube KidLitTV: https://www.youtube.com/user/KidLitTV

So, kind of like when a person finally gets a diagnosis – a name – for an illness, this is a great relief.

Sometimes I have had moments of doubt when trying to categorize my own books. Usually I call them nonfiction – they’re about real things. My nature/science (birds, bugs, snakes, and dinosaurs) and biography books fit snugly into the basic nonfiction category. But some others, for example the lift-the-flap paper-engineered books, like Go! Go! Go! (about transportation), Circus, Rodeo, and Doors (you learn about what’s in a doctor’s office, horse barn, boat, train, mechanic’s garage, space station, etc), are a little quirky and are occasionally even considered “novelty” books. They don’t fall neatly into the nonfiction category. And books like Market Maze and Ecomazes: 12 Earth Adventures use “gamification” and educational devices not typical of nonfiction books. Some are concept books (for instance, Mazeways: A to Z – an alphabet book that shows real-life things and their environs, like an airport, boatyard, highways, etc). Then there are nonfiction ideas that are wrapped around a finding/counting/naming format, like Desert Days, Desert Nights and Ranch.

Turns out there’s a name for these works… Informational books!

You could call informational books a subset of nonfiction. Nonfiction includes any content or text that is factual. However, not all nonfiction is considered informational. The main purpose of informational texts is to inform or instruct the reader in some way.

Informational text often teaches about the social and natural world (and frequently, in my case, the man-made world). A biography is a classic form of nonfiction; it teaches us about an individual’s life, and certain points in history, but it is not considered “informational.” A procedural or how-to text tells one how to do something; it doesn’t convey information about a particular topic. Other forms of nonfiction may be narrative (like a memoir). Informational text differs from other types of nonfiction in purpose, features, and, often, format.

There are many benefits, besides learning facts, to children when they are exposed to informational books. Understanding new words is one. From So Much More Than the ABCs: The Early Phases of Reading and Writing by Judith A. Schickedanz and Molly F. Collins:  “Because informational books contain many sophisticated technical words and explain them explicitly, reading this kind of book helps children learn higher-level vocabulary.” The illustrations, and sometimes charts and other imagery in informational picture books, enhance learning, thinking, and contribute to increased comprehension… they can be a form of visual cognition for some children.

Informational books often address children’s specific interests and questions about the world. Librarians tell me that these are the books most often asked for; their young patrons want to learn about and understand how things work, are built, what they look like, where they come from. The various ways in which writers and illustrators create these informational works make for some engaging books which enlighten and inform children, often in lively, accessible, and fun formats.

Here’s some more info:

http://www.naeyc.org/books/so_much_more_than_the_abcs/excerpt

http://www.teachersfirst.com/exclusives/moreless/librarian/fuss/q2.cfm

http://teacher.scholastic.com/products/scholasticprofessional/authors/pdfs/duke_sample_pages.pdf

I’ve been wondering what this new 3-D printing thing is all about. Well, in keeping with its name, the 21st Century Children’s Nonfiction Conference, which just concluded in New Paltz at the State University of New York, had a cool demo of it. SUNY has state-of-the-art 3-D printers. Daniel Freedman, the Dean of the School of Science and Engineering, gave a brief luncheon talk about it. Sally Isaacs and Lionel Bender, conference co-chairs, wanted a faculty member for a demo, and after the Dean’s talk, asked me if I’d volunteer to model for it.

Sure, says me. I’ll try anything once. So a couple hours before the demo I wander over to the table in the registration area to observe the machine. It’s a glass-enclosed rectangular box about 15” high. Okaaaay, I thought. Gulp. I guess I stick my head in that box and get it scanned, kind of like a MRI. A little undignified, but anything for science. Or is that, anything for art? Either one.

Main concerns: (1.) Will it fry my brain right away, or will the damage show up in 20 years; (2.) Will the head come out looking like those little shrunken heads we were so repelled and fascinated by as kids.

1.nonfiction_74 copyAt the appointed time I show up, as does the professor, his nice assistant, and a bunch of conference attendees. Ah! Great relief. The box is where the “printing” occurs, not the scanning. I sit on a chair, super still, and they’ll use a hand-held scanner. Scanning goes on for about 1-1.5 minutes, with the lady scanning sides, top and front of my head in maybe 2-3 passes, with the scanner held about 30 inches away.

2.nonfiction_87 copy4.nonfiction_90 copy6.nonfiction_93 copySoon, the glass box starts to make some noise and comes alive, and slowly, over about 30 minutes, in thin layers, prints the “image.” I had a choice of red or white for it. Chose white –  red would be too creepy. The white material, a kind of light-weight poly substance, was wrapped around a spool behind the machine – it was like thick  thread (diameter maybe 1/8”). Lots of substances can be used, including gold (for jewelry!). Apparently, this technology is already being implemented to make crowns for teeth. And you CAN actually make a gun, but after a couple of shots the heat and action distorts it. But, hey, a couple bullets may be all that is needed. :-((

nonfiction_96 copy8..nonfiction_103 copyThe tiny Roxie “sculpture” has a flat back, where it was lying on the bed of the printer, and was built up from there – ending on the nose. (Although, you can see below that the nose was a little cut off…) The 3-D print can be made larger, but that takes longer. The larger it is, the better the quality, up to almost full head size; then as you make it even larger, quality decreases.

Roxie_Munro_3-D(Thought we should have two largish ones made and they could be used as Roxie bookends. Or a big one for a doorstop. Except they are really lightweight – there is a honey-comb interior.)

Roxie-Munro 3-D

So this was a bit of an adventure – no harm done (“…yet,” she says grimly), and we learned a lot. Very cool of the Nonfiction Conference folks to have arranged this.

I’ll have a more extensive report on the Conference, which was totally fabulous!, in another post.

(This post was written for The Book App Alliance, an organization of leading authors in the publishing industry who create interactive books for kids. See: http://www.bookappalliance.com/

 

To engage children and keep them interested, and to impart information in a fun way, many app creators use simple forms of “gamification”: lift-the-flap activities, mazes, guessing games, inside-outside concepts, search-n-find, ABCs and numbers, puzzles, matching games, Q&A, hidden objects, word/noun object recognition, and so forth. The games have to be logically associated and integrated with the subject – not just put in gratuitously.

I don’t do fantasy or digital video-type games. I make mainly nonfiction apps. However, many subjects lend themselves to these sorts of game-like interactive formats. It’s great for Common Core. For learning about concepts, people, animals, a historical period, science, a workplace, you can cast the content in an interactive way – children can look under flaps to discover things, answer Q&As (and earn points), play matching games, find and count items, look for hidden ABCs, solve a maze…often in collaboration with others.

Some of my apps with games, all built by OCG Studios:

Roxie’s a-MAZE-ing Vacation Adventure” (games: solving interconnected mazes, out to the goal and back to the starting place, through 16 screens; finding various items like a recurring penguin, other animals, designated vehicles, numbers, alphabet letters, more; score is kept; up to five players):

17.iPhone players screenOCG copy

RAVAScreen02 copy

RAVAScreen04 copy

Roxie’s Doors” (games: seek-n-find objects behind flaps, doors, in drawers, under/inside things, etc; naming/vocabulary [word highlighting]):

Roxies-doors04 copyRoxies-doors02 copy

Roxie’s Puzzle Adventure” (game: 16 interconnected jigsaw puzzles/screens – choose between 6 and 260 pieces per puzzle/screen; choose rotation, hints, music; up to five players):

Roxies-Puzzle-Adventure2 copyRoxies-Puzzle-Adventure3 copyRoxies-Puzzle-Adventure5 copy

Coming out in September 2014: a series of 11 AR (augmented reality) apps designed to work with KIWiStoryBooks (giant interactive walk-in picture books; themes: Rainforest, Dinosaurs, Space Station, Coral Reef, Farm, Maze, Castle, Fire Station, more):

34. Rainforest KIWiStoryBooks copy33a.KIWiApps copy35.Rainforest app copy37.Rainforest app copy36.Rainforest app copy

“Seek-n-Find.” Matching game; with iPad camera, match images found in backdrop (here, Maze and Farm):

Screen shot 2014-06-04 at 12.03.42 PM copyScreen shot 2014-06-04 at 12.04.05 PM copy

“Make Some Noise.” Click on images, hear the sounds, and record your own (here, Fire Station and Space Station):

Screen shot 2014-06-04 at 12.04.28 PM copyScreen shot 2014-06-04 at 12.04.35 PM copy

“Explore & Learn.” Q&A with information and fun multiple choice answers with rewards, games, hidden details/scratch off (here, Rainforest, TV Station, Castle, and Dinosaurs). Activated by scanning markers/stickers placed on KIWiStoryBook:

42.Rainforest app copyScreen shot 2014-06-04 at 12.34.39 PM copyScreen shot 2014-06-04 at 12.34.51 PM copy

“Movie-making.” Use iPad camera and supplied frames to make series of 1-minute videos. Combined/edited into 8-minute movie w/kids’ own voiceovers/narration (here, Coral Reef and Wild West/Native Americans):

Screen shot 2014-06-04 at 12.36.15 PM copy

“Puzzles.” Activated by scanning markers/stickers placed on KIWiStoryBook (here, Desert and Fire Station):

Screen shot 2014-06-04 at 12.36.52 PM copy

Engaging in games helps children with concentration, setting goals, problem-solving, working together and collaboration (many allow multiple players), perseverance, and celebrate achieving goals. Many games, and mazes in particular, also help children learn decision-making and critical thinking skills. They make them think ahead and plan steps in advance. Mazes teach alternative ways to solve problems and judge spatial relationships. For younger children, they help develop fine motor skills; for older children, maneuvering through mazes helps improve handwriting. Game formats are particularly suited to reluctant readers, special needs children, and boys (although girls are rapidly catching up).

So, using games in apps enhances learning, engagement, and collaboration. And, of course, they’re fun!!!

More info, see Gamification post below on interactivity in print books, and

Using games in the classroom: http://teacherswithapps.com/teachers-surveyed-on-using-games-in-the-classroom/

 

 

People don’t always think of print books as being interactive, or using games, but they are and they do. I write mainly nonfiction and concept books, as well as interactive apps.  To engage children and keep them interested, and to impart information in a fun way, much of my work uses a form of “gamification”: lift-the-flap, mazes, guessing games, inside-outside concepts, search-n-find, ABCs and numbers, puzzles, matching games, hidden objects, word/noun object recognition, and so forth.

EcoMazes: 12 Earth Adventures uses mazes to explore and understand ecosystems, to see the vegetation and geology, and a finding/counting game to learn about which animals live in the habitat. In Hatch! an egg or a clutch of eggs is shown. Children try to guess what kind of bird it is from hints (“The bird that lays these eggs is found on every continent except Antarctica.” “This one never drinks water” “…fastest running two-legged animal on Earth. But it can’t fly.”). In Busy Builders children see the giant bug, and then turn the page to check out the unusual kinds of structures certain bugs make, and why. In Slithery Snakes they are encouraged to try to figure out what kind of snake it is from the close-up scaly skin patterns shown, along with tantalizing facts about the critter: “Its common name comes from its skin pattern (like a precious stone) and its unique tail (which sounds like a child’s toy).” Turn the page and the answer appears, visually, with its name, and more fun facts – you see the snake in its home, with other creatures that live in the same habitat. In Mazeways: A to Z, the letter of the alphabet forms a maze … A is for Airport (ever been to Heathrow or JFK? They really ARE a maze!), H is for Highway, L is for Library, R is for Ranch, and so on –  you are playing, but also learning more about the places and how they work. In Market Maze (Holiday House, Spring 2015) children explore where food comes from and how it arrives at their town greenmarkets. All of these are nonfiction subjects, with a structure that encourages play, learning, and engagement.

Many subjects lend themselves to these sorts of game-like interactive formats. Authors and illustrators of children’s nonfiction materials should consider these devices. For learning about a person, an animal, a historical period, science, a place, or even a fictional character, you can start with a question, and note fun facts that may allow the child to guess who or what you are interested in, before they get to the satisfying answer. Or in a more interactive way, they can lift flaps, play matching games, find and count things, solve a maze…

Engaging in games helps children with concentration, setting goals, problem-solving, working together and collaboration (many allow multiple players), perseverance, and celebrate achieving goals. Many games, and mazes in particular, also help children learn decision-making and critical thinking skills. They make them think ahead and plan steps in advance. Mazes teach alternative ways to solve problems and judge spatial relationships. For younger children, they help develop fine motor skills; for older children, maneuvering through mazes helps improve handwriting. Game formats are particularly suited to reluctant readers, boys, and special needs children. And they’re fun!

(FYI, in June, I’ll be doing a workshop at the 21st Century Children’s Nonfiction Conference on “gamification” [primarily for interactive apps] with Kellian Adams Pletcher, founder and senior producer at Green Door Labs.)

In the educational community, and among parents, learning via games has gained credibility, respect, and lots of interest in the last couple of years.

If you want to learn more about the “gamification” of children’s materials, here are some great links:

Three Keys to Gamification for Education    http://www.informationweek.com/mobile/mobile-devices/3-keys-to-gamification-for-education/d/d-id/1109937?

The Gamification of Education    http://www.knewton.com/gamification-education/

Four Benefits of Gamifying Education in Your Classroom    http://www.esparklearning.com/gamification-of-education/

Vegetables or Candy? Digital Book World looks at the Gamification of Children’s Books    http://www.publishersweekly.com/pw/by-topic/childrens/childrens-industry-news/article/55546-vegetables-or-candy-dbw-panel-looks-at-gamification-of-children-s-books.html

Games Based Learning Analysis and Planning Tool     http://www.games-ed.co.uk/resources/Games-Based-Learning-Analysis-and-Planning-Tool-0.9.pdf

Gamification and Education: The Core Principle   http://iridescentlearning.blogspot.com/2013/05/gamification-and-education-core.html

Game-based Learning: Analyzing a Rising Sector   http://www.joanganzcooneycenter.org/initiative/games-and-learning-publishing-council-analyzing-a-rising-sector/

Using Gaming Principles to Engage Students http://www.opencolleges.edu.au/informed/features/using-gaming-principles-to-engage-students/

The importance of Play in raising inner-directed (“intrinsic”) children (rather than “extrinsic” more materialistic kids)

https://www.psychologytoday.com/blog/freedom-learn/201001/the-decline-play-and-rise-in-childrens-mental-disorders

 

 

 

 

 

 

 

 

 

 

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