Interview with Charlie May Simon Winner - Susan Hood
How did you come into the writing profession?
My first job after college was at Scholastic, which was an invaluable training ground for my future career My responsibilities included reading thousands of picture books for the K-1 book club
From there, I spent many years as a children's book and magazine editor at Harcourt, Sesame Street, and Nick Jr
I was 28 when I decided to try my hand at writing I did freelance writing for kids, honing my craft, and I also wrote for parents and teachers in Instructor Magazine, Working Mother Magazine, and the New York Times That background informs all my work and helps my books speak to the three very different audiences for kid lit: children, parents, and educators
What is most enjoyable to you about this life's pursuit? What is most challenging?
Discovering a new idea and brainstorming its possibilities for a book is thrilling. Seeing an illustrator’s interpretation of a manuscript is pure delight. And when the book is published, I love visiting schools and speaking to kids. I love witnessing the cogs turning, learning from kids’ incredibly perceptive questions, and helping ignite what I hope will be a lifelong passion for reading.
The writing itself can be thrilling, but it can also be lonely and frustrating if things aren’t going well. The most challenging part? It’s a long process (often two to three years for each book) and there’s a lot of waiting involved. I’m working on developing more patience!
From where does the inspiration for storylines/book themes originate?
Book ideas are all around you; it’s just a matter of paying attention. I like to keep in mind Mary Oliver’s poem called “Instructions for Living a Life”: Pay attention./Be astonished./Tell about it. I get book ideas out sailing, gardening, walking my dog. I’ve found ideas in old family letters, TV news shows, conversations, even thank-you notes. Researching one book can lead to a second book Often, I get my best ideas in the predawn hours That state halfway between dreaming and daydreaming can be a most productive time because my brain puts unusual things together I have a pad of paper by my bedside so I can write things down
Of your stories told thus far, which was your favorite? The one that most needs to be told? Why?
Children ask me this question all the time on school visits, and I always find it impossible to answer Each one of my books took several years of my life; they are all very dear to me Choosing a favorite book is like picking a favorite child The story that most needs to be told depends on the reader One might need to hear that girls can do anything
Another might need to hear that kids can fight plastic pollution and tackle climate change I can’t say what reader needs what book when But when that connection happens, it’s magic
Please describe your writing regimen/process. Writer's block? How do you confront this challenge?
I don’t write every day, but I think about my books every day. Sometimes I dream about them. I don’t outline, but when I start a book, I usually have a good sense of the beginning and the ending. It’s the middle that’s a mystery. And sometimes the middle will dramatically change the ending. A character might take you down a different path or new research might point you in a different direction. You need to go where the story takes you and be open to change.
I do get stuck from time to time. I have several techniques that have helped me break through writer’s block:
● Going for a hike in the woods and thinking about something else.
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Letter from ALA Chairperson Tammy Gillmore
What an amazing time to be involved in literacy in the state of Arkansas. What an amazing time to be a part of a group of literacy leaders dedicated to spreading that love of literacy Arkansas Literacy has an amazing year planned Thank you for being a part of the movement that is occuring.
This year, ALA celebrates its 50th year of continuing the legacy of bringing quality leadership to Arkansas and securing the best of speakers for conferences, webinars, and book clubs. ALA also continues to encourage young writers through the state writing competition where students are encouraged to submit a response to a prompt and be recognized for their literary achievements and become a published writer in the journal that ALA will soon publish in these students’honors.
Topic for the Writers’ Showcase is the “Teacher Who Impacted My Life ” ALA encourages submitting entries to a local literacy council These winners will then be submitted to the state level. Deadlines will be published for the local contests
ALA is proud to publish this journal and appreciates those who submitted entries.
For more upcoming dates and deadlines, please consider joining ALA. As part of that membership, you will receive emails with such information You may, also, visit the website for all the endeavors in whichALAis now currently hosting plans to host in the near future
May I encourage you to compete with yourself to read more than you did last week, last month, last year? To buy a book for a birthday or an anniversary? To a book for yourself? To promote a local Arkansas author? This is what ALA means when we do our part to spread the “love of literacy,” whichALAhas been actively doing for, yes, 50 years!
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Interview with Susan Hood
…continued from page 1
● Putting the manuscript away for a few days, or even a few weeks. When I go back to it, I see it with new eyes and often see exactly what needs to be done.
● Writing longhand, instead of on the computer. There’s some scientific evidence that “writing by hand increases neural activity in the brain.”
● Working on a different book.
What would you advise someone who “has a story" to be told but has never written?
o Do your homework. Find books in the library that are similar to your idea. Look at the formats. Are they picture books? Novels? Nonfiction? Who published them? How is your idea and/or approach unique?
o Jump in! Start writing. Get something down on paper. Don’t worry about making it perfect because first drafts never are.
o Write back cover copy How would you explain/sell your idea to readers? Condensing your idea into a couple of paragraphs will help you solidify the idea
o Read your story aloud to people other than your family (Your relatives will love your story because they love you!) Join a writers’ group with other authors in your genre You can find one near you by consulting the
o Society of Children’s Book Writers and Illustrators (SCBWI org), which is a great resource for honing your craft, networking, and learning about the industry
What would readers find interesting about you or your background? Or what do you wish they knew about you?
As a lifelong sailor, I’m often lured to stories about the ocean, boats, and marine life I was drawn to the story of Lifeboat 12 because my mother-in-law was a British evacuee just like Ken Sparks and because I’m personally familiar with trouble at sea. Once sailing from Tortola to Bermuda and Connecticut, our 38’ sailboat’s battery died in the mid-Atlantic. That meant we had no lights, engine, or navigation. We had to find Bermuda steering by the stars and a handheld sextant! It was easy for me to empathize with Ken Spark’s predicament on Lifeboat 12.
I’m also a kid at heart with a strong sense of social justice and a passion for traveling the globe. I remember what it’s like to be a kid and have so much respect for the way kids navigate the challenges of growing up. I want to empower them and celebrate the diversity of the world. I think that’s why I’m drawn to true stories celebrating real kids around the world (Ada’s Violin, Shaking Things Up, Titan and the Wild Boars, Alias Anna). Other questions you wish I had asked? :)
I’d love to tell you about what’s next. Last October, I published a nonfiction picture book about an adorable, abandoned bear cub who became a World War II hero and a legend throughout Europe. He was discovered by teenage soldiers in Anders’ Army marching south through the Middle East. Many of these boys were missing family themselves; the darling cub was an instant morale boost and quickly became the company mascot, complete with a rank, serial number, and paybook Named Wojtek (Polish for happy warrior), the bear accompanied the soldiers into the Allied forces, joined a ship to Italy, and assisted them at Monte Cassino, a battle that changed the course of World War II It’s a book about teamwork and the bonds of love and friendship in the face of adversity, based on interviews with the last living member of the company and descendants of Wojtek’s best friends and brothers in arms
In March 2023, I’m publishing another nonfiction middle grade book in verse entitled Harboring Hope. It’s the true story of a young Danish woman named Henny Sinding who worked with the crew of a lighthouse workboat to smuggle Danish Jews to Sweden. The effort was part of a “small Dunkirk” of 600 boats (kayaks, fishing boats, rowboats, sailboats) that successfully saved 7,742 of Denmark’s 8,250 Jewish people from a sudden Nazi roundup. As Henny said, “It was the right thing to do so we did it. Simple as that.”
To find out more, please visit my website: susanhoodbooks com
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The ALA Reader is the scholarly journal of the Arkansas Literacy Association. It is designed to serve as a resource for all Arkansas reading teachers. Abstracts will be published in the printed publication with a link provided to the manuscript in the online version on the ALA website at https://alaliteracy.org/The-Reader.
Exploring Diversity with Preservice Teachers: Changing our Teaching Perspective One Book at a Time
By Sherry Been, Ph D , Associate Professor,Northeastern State University, and Christy Reed, Ph D , Assistant Professor, Northeastern State University
As schools across the United States continue to become more diverse, it is imperative that students are taught by knowledgeable teachers with an understanding of diversity. The National Council for Accreditation of Teacher Education (NCATE) “defined diversity as the differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area” (Valentin, 2002, p 197) As teacher educators, we want our preservice teachers to develop a deep understanding of diversity as they prepare to provide equitable learning experiences.
Higher education institutions are called to prepare preservice teachers to handle diverse issues that may arise in their future classrooms (Davis et al., 2005). With events such as critical race theory (Sawchuk, 2021), gender identity, and mental health issues (Moreu et al., 2021) that have occurred in the United States during the last couple of years, the understanding of diversity is vital. Unfortunately, the majority of preservice teachers enter the collegiate classroom only being able to articulate a basic definition of diversity. This lack of understanding can have negative effects on their future classrooms (Gay, 2002). It is vital that preservice teachers expand their knowledge of teaching and learning for all students, regardless of their diversity. Valentin (2002) stated, “It is through their teacher education programs that preservice teachers have an opportunity to develop a greater understanding of diversity, as well as to share in various learning experiences that foster the awareness of diversity and diversity issues” (p. 196).
LGBTQ-Related Counseling in Schools: Using Quality Children’s
Literature
By Dr. Odunola Oyeniyi, Department of Leadership Studies, and Dr. Shoudong Feng, Department of Elementary, Literacy
and Special Education - College of Education - University of Central
Arkansas
Students who identify as LGBTQ are often bullied in schools and may also have self-esteem issues. School counselors often find it difficult to provide sensitive counseling services on LGBTQ topics. The authors of this article recommend that quality children's and young adult literature be used as an anchor to bring up and discuss various topics related to LGBTQ when counseling school children. They also introduce some quality picture and chapter books with LGBTQ content and recommend counseling activities to be used with those books
Call for Manuscripts for the ALA Reader
The Editors are looking for manuscripts that take as their topic issues relating to literacy in education Special consideration will be given to submissions related to the upcoming fall conference theme Constructing Lifelong Readers and Writers. It is the hope of the editorial board that reports of quality research and practice will be published from schools within the state of Arkansas and the nation. Submitted manuscripts might take the form of (but are not strictly limited to) original empirical articles, literature reviews, practices in education, and student research in progress
Manuscript Submissions
Authors should follow the guidelines in the Publication Manual of the American Psychological Association (current ed ) when preparing manuscripts. Manuscripts should not exceed 25 pages, including references, tables, and figures. Abstracts will be published in the printed publication with a link provided to the manuscript in the online version on the ALA website Click here to submit required information and to upload your submission to be considered for publication in the ALA's The Reader
Deadlines: April 5, 2023- deadline for publication, pending double-blind peer review. For more information, please email tammy@alaliteracy org
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