This month we’ve got a treat: TWO author interviews for the price of ONE! And, of course, they’re both free.

First up, we’ve got Stephanie Gibeault, author of Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities.

Andi: Where did you get the idea to write a book about animals and math?

Stephanie: In a way, the idea for a book on animals and math stretches back a long time. I studied animal behavior in graduate school and was a founding member of the Comparative Cognition Society. So the way animals think and how that varies between species has always been fascinating to me. Although math wasn’t my favorite subject, even back in grad school I was asking, can’t animals count? Doesn’t a bird know if one of her eggs is missing from the nest? Then, about five years ago, I read an article about how bees understand the concept of zero and a lightbulb went off. I had to search for the answers to my earlier questions. The information I found was so fascinating and surprising that I knew I needed to share it with young readers.

AD: What were you most surprised by in your research?

Stephanie: Two things most surprised me while I was researching Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities. The first was the elegance of mathematics. Different skills, like numerosity, counting, and addition, layer on top of one another like building blocks as humans develop their math abilities. And those same building blocks appear in different species.

The second most surprising fact was the sheer number of species that possess some sort of skill with numbers. It’s not a rare ability. For example, many creatures can judge the difference between larger or smaller quantities. An animal doesn’t have to be human-like, such as a chimpanzee, to share math skills with humans. Even insects, fish, and amphibians can do incredible things. In the book, I only included a fraction of the species I could have because I wanted to explore the mathematical concept as much as the animal. But if you dive deeper into this topic (there’s an extensive bibliography and additional sources in the book), you’ll be amazed by what you find.

AD: It strikes me that this is also a book about animal-human communication. Did you think about that when writing?

Stephanie: Animal-human communication was definitely on my mind as I wrote Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities because it’s integral to any research study on animal cognition. The introduction of the book tells the story of Clever Hans, the horse that people thought could identify colors, tell time, and do math by tapping his hoof. But it turns out that humans were inadvertently cueing Hans. The horse learned that when the humans’ body language changed, he’d reached the right answer and could put his hoof back on the ground. It’s clear from Hans that animals understand human communication, and in most cases much better than we understand theirs.

So, when scientists ask animals questions like which shoal of fish is larger or how many calls do you hear, they have to be sure they aren’t communicating any clues about the right answer. For example, when Dr. Sarah Boysen presented Sheba the chimpanzee with cards containing Arabic numerals, Dr. Boysen sat behind Sheba so she couldn’t in any way cue the chimpanzee which card to choose. As I presented different research studies in the book, I was careful to show readers that the scientists weren’t falling prey to the Clever Hans effect and were preventing animal-human communication from influencing the results of their experiments.

AD: Why include interviews with scientists (they’re fascinating, by the way!)?

Stephanie: I included interviews with scientists for two reasons. First, it was purely selfish. I remember attending conferences of the Comparative Cognition Society many years ago and listening to talks by some of the scientists I was later able to include in the book. These people helped shape my understanding of animal minds, so I jumped at the chance to talk to them about their work.

But the bigger reason was to make science and scientists real to young readers. I wanted them to hear the scientists’ own words about what they found challenging and fascinating about their experiments and subjects. I hope reading those interviews inspires kids to get excited about science and to see themselves pursuing STEM careers and one day making astounding discoveries.

AD: I’m such a fan of including activities in books. What do you think activities bring to the reading experience?

Stephanie: I think activities bring the information in a book to life. For many kids, physically doing something related to what they have just read helps to solidify the information and give it context. In the case of Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities, readers can recreate some of the experiments described in the book and take turns being the scientist and being the subject. In other words, they can put themselves in a fish’s fins. Then, in the final activity, they are asked to design a math experiment of their own. I believe that when readers try these activities it will create a new appreciation for the scientific process and the challenges involved in exploring animal number skills. I also hope it fosters enthusiasm for the types of questions we can ask to learn more about animal minds.

Stephanie Gibeault is an award-winning author of middle grade nonfiction and picture books. As a former biologist with a master’s degree in animal behavior and a certified professional dog trainer, she has been swarmed by monkeys, grumbled at by gorillas, and covered by fur and drool. Her books have been honoured with a California Reading Association Eureka! Honor, a Mathical Honor, a Forest of Reading Silver Birch Express nomination, and Junior Library Guild Gold Standard selections. Stephanie has taught writing for Boyds Mills, The Writers’ Loft, The Writing Barn, and SCBWI. She lives just outside of Toronto where she’s always on the lookout for fascinating facts to share with kids.

And now, let’s chat with Carleigh Wu, author of Adventures in Math: How to Level Up Your Math Game.

Andi: Tell me about your math life! Is math something you’ve loved since you were a kid? How do you use it in your everyday life?

Carleigh: My feelings toward math have changed over the years. My interest in math was sparked as an adult by the book,The Man of Numbers, by Keith Devlin. It’s a story about the invention of numbers. Before reading this book, I’d always taken numbers for granted. I’d never thought of them as a human invention. With the digits 0 1 2 3 4 5 6 7 8 9 you can make any number! And the amazing thing about numbers is that they always work. You can learn to multiply a one digit number, and knowing that, you can multiply really big numbers, easily. I’d never appreciated long division until I read this book! And now I do. Numbers are a creative and beautiful universal language.

I use math when I’m worried about something. I use simple probability. I ask myself, is this likely or unlikely to happen? Or how can I increase my chances of success? Or make errors less likely? I also use math to do everyday tasks like track my finances, double recipes, and get places on time.

AD: I love your discussion about growth mindset versus fixed mindset! How is this helpful when thinking about learning math?

Carleigh: A problem many people have in math class is that they have gaps in their learning. And in math, ideas build, like rungs on a ladder, and if you don’t pay attention, or miss class, you will miss concepts. How can you climb a ladder when there are missing rungs? If you have a growth mindset, you believe that with effort you can learn. You will see that you need to fill the gaps in your learning, through asking for help, going back to previously taught material, using websites like Khan Academy or Zearn, or print books like JUMP math. Through hard work, you can add new rungs and climb the ladder. If you think you can, then you will put more effort into learning, and when you do, you will excel.

Growth mindset is an idea from Carol Dweck, about believing in your ability to get smarter through effort. And it’s true, you can! There are many examples of people who once thought they weren’t good at math, but learned that they could get better, and went on to do advanced math. One example is the engineer, Barbara Oakley, who thought she wasn’t good at math but then went back to school to learn math as an adult. She kept going, and got her PhD in engineering. After this experience she began writing books about how to learn tough subjects. She writes that our brains grow, and form new connections, and build stronger neural pathways. We have neural plasticity! We can get smarter.

AD: You reference LOTS of books and people – what was your research process like? What did you find most inspiring?

Carleigh: Actually, most of the research for Adventures in Math happened before I even knew I wanted to write a book about math! I love reading nonfiction and I’ve read a lot of biographies, books on psychology, math, and how we learn. I like to take notes as I read to help me remember. I wished there was a book for students that combined all of these ideas. I didn’t know of one, so I decided to write a children’s book about math. I wanted it to debunk myths and share examples of math in real-life. I wanted to write a book that might instill a growth mindset and buffer students when they one-day face a math challenge. I wanted children to know they could do it, and to keep going with math.

But putting these ideas together took time, and a lot of help from my wonderful editor, Patricia Ocampo. The theme for the book compares exploring a jungle to doing math. In my reading, I’d noticed that many mathematicians related making a discovery in math to exploring an uncharted mountain, or jungle. I found this inspiring! I thought, if a mathematician can feel lost in math, then it’s all right that I feel lost sometimes too! Sometimes we think of mathematicians as people who are really good at calculations, but they are making discoveries and at times feeling lost in the process. But the mathematicians also talked about that amazing feeling when you make a discovery and find what you’re looking for. Math is like that, even in math class, when you find a solution, you have that amazing, ah-ha moment.

AD: What do activities bring to the reading experience?

Carleigh: I think that the best way to learn material is to actively do something. For example, when you’re learning math, you can’t just watch someone answer a problem, or read a solution, you need to try it yourself, to see where you get stuck, to work through the difficulty. And with reading, it’s helpful to pause after you’ve read something, close the book even, and recall what you read, reflecting on it. Doing something related to what you read can help you learn the material so that you remember it more easily later. As a reader, I like to record quotes or jot something on a sticky note. And if I can, I like to put the ideas I read into action. As a teacher, I wanted readers to pause at the end of each chapter and think a little longer on the ideas presented.

AD: I love how you connect math and art/creativity – how does this help kids who might be struggling?

Carleigh: I hope that by connecting math and art, students see that when they create an origami figure, or make a patterned friendship bracelet, they are doing math. Math isn’t just about numbers, it’s about patterns, shapes, coding, and more. I hope that readers also see that math is important in a variety of fields and a worthwhile subject to learn. Giving up on math closes doors and puts a limit on what students can achieve. People who are comfortable with numbers have a wide variety of options for educational and career paths. I like to think of math as a skill set that you can develop, that when added to your many other skills and interests, will give you a boost to help you stand out and accomplish your big dreams. Too often we develop a narrow view of math. Hopefully, seeing math as a creative tool will broaden how students view math.

Carleigh Wu is an elementary school teacher and math coach. Carleigh’s favourite thing about numbers is how dependable they are. She can always count on them.

Andi Diehn is the author of over 20 children’s books. She also works as a children’s book editor and marketer at Nomad Press.

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Here are five quick and easy science notebook activities you can introduce with nonfiction picture books and use with students of all ages.

Tiny, Perfect Things by M.H. Clark – Find a tiny perfect thing and document it.

Buzzing with Questions: The Inquisitive Mind of Charles Henry Turner by Janice N. Harrington – Write a list of ten things you wonder about on a nature walk.

One Small Square: Backyard by Donald M. Silver – Throw down a hula hoop or enclose a small area with string. Document what you see. What do you notice and wonder?

Small Wonders: Jean-Henri Fabre & His World of Insects by Matthew Clark Smith – Find an insect and document it.

Bioblitz!: Counting Critters by Susan Edwards Richmond – Conduct a school yard count.

If you have students who are reluctant to participate because they lack confidence in their drawing abilities, the videos on John Muir’s site make wonderful mini-lessons – especially for something different to engage students near the end of the school year.

While you are there, check out his video series for a thorough overview of nature journaling techniques, and be sure to grab his free .pdf with hundreds of pages of lessons and helpful ideas for using science notebooks in your classroom. It will make fascinating summer reading. . . in a few weeks after you have a chance to catch your breath!

The post Science Notebooks – A Solution for End of the Year Exhaustion appeared first on From The Mixed Up Files.

Nowadays children are confronted with adult issues and decisions daily. Social media influences, families, schools and communities expect young people to grow up fast. For many kids this passage to adulthood is fragmented and difficult. Kids love graphic novels because of the vibrant illustrations, the spot-on humor and the space between the panels which presents them with opportunities to empathize with the character’s journey. The graphic novel format which combines words and pictures is perfect for presenting readers with difficult stories. Young readers can insert their own emotions in the transitional spaces between panels. The graphic novels listed here provide readers with models of kids facing serious challenges, who with the help of supportive friends and/or family acquire adult skills and attributes.

 

 

 

 

 

Mixed Feelings by Sara Amini and Shadia Amin

Being half Iranian and half Columbian leaves Sara feeling like she doesn’t belong anywhere. That, coupled with the fact that her best friend is drifting away and hair is popping up on her legs, leaves Sara untethered. She builds on her love of TV and acting and joins the drama club. This change helps her navigate puberty, overcome her identity challenges, and find community.

 

 

 

 

Curlfriends: Back in Business (sequel to New in Town) by Sharee Miller

When fashionista, honor roll student Nola asks her mother for money for a snazzy outfit to dance in at the talent show, she is surprised to get only twenty dollars. It turns out her mom’s beauty salon is in financial trouble. Nola’s dream of inheriting the family business may never come true. Even though Nora tries to keep her money troubles a secret, The Curlfriends, her sweet, supportive Black girl friends help out in unexpected ways.

 

 

 

 

 

 

 

Opting Out by Maia Koba and Swat “Lucky”Srikuamar

Saachi bonds over writing and drawing with her best friend Lyla, until Lyla, along with all their other friends, pair off in boy-girl couples. After Saachi gets her perios she has shifting feelings about her gender identity. Readers are privy to her identity exploration through internal monologues, journal entries and poetry. Her parents and sister are refreshingly supportive of Sacchi’s internal journey. After visiting a Hindu temple, her Appa affirms, “change is a part of life.”

 

 

 

 

 

Halfway to Somewhere by Jose Pimenta

Ave’s recent move from Mexicali to Kansas with her mother and brother has her missing her father and sister. Her stress is compounded by the fact that speaking English is a struggle. While coping with separation across family, borders and cultures Ave connects with new friends and reconnects with her faraway family members.

 

 

 

Outsider Kids (sequel to Parachute Kids) by Betty C. Tang

It has been seven months since Anna’s (Feng-Ling’s) parents left her and her siblings alone in California while they returned to Taiwan to await visas. She has begun to get a taste of American life, including trick or treating with friends on Halloween and eating turkey with them on Thanksgiving. But when her cousin Josephine – violin prodigy – comes to stay, Anna’s world is turned upside down. Being underage and undocumented makes Anna and her siblings extremely vulnerable. Resilience and community join forces to support them in their time of need.

 

Fruitcake (Four Eyes series, volume 3) by Rex Ogle and Dave Valeza

Set in the 1980’s. It is the beginning of Rex’s eighth grade year and he is feeling excluded while all his friends are pairing up. He remedies the situation when he meets Charlotte, who he begins to date. Meanwhile, he can’t help thinking about his longtime friend Drew – constantly. This novel explores the middle school world of striving to fit in, crushes and poor self-image, Nina, Rex’s cool goth friend helps him to understand his gay identity and inspires him to be proud of who he is.

 

 

 

Weirdo by Tony Weaver Jr. (warning: this novel includes mentions of attempted suicide)

Tony Weaver gets severely bullied at school for being a nerd – to the point where he felt that “disappearing would best for everyone. An end to my pain and theirs.” There are no depictions of Tony’s attempted suicide, or descriptions of method, but his emotional pain is shown on the page. His parents step up to find him a wonderful therapist and a new school. It takes time for Tony to heal, but through the superpowers of new friends in the Literature Club, and the larger than life heroes of his comics books, anime and video games, he learns to embrace his identity.

The post Coming of Age Comics:  Seven Diverse Graphic Novels appeared first on From The Mixed Up Files.

MATH (AND WRITING) IS FOR EVERYONE!

As the some of the books in this month’s book list mention, there is a persistent myth that some people are inherently good at math. Others are not. This usually comes hand-in-hand with a narrow idea of what math is and isn’t.

These myths are mirrored in writing. Some people “are writers” while others are not. “Real” writing is serious and lengthy.

But the truth is that math and writing are both skill sets anyone can learn with patience and persistence. Whether we recognize it or not, we all have our own relationships to both math and writing, our own ways of seeing them. And both are EVERYWHERE!

You can find math in the kitchen, supermarket, even the garden: just look at the many patterns of petals beginning to bloom! Writing can be found on signs and in emails, bumper stickers, blogs, and beyond!

This month we’re focusing on finding our way into writing and math through writing about math.

Math is Everywhere

Here are books that demonstrate the ways that math connects with other subjects, as well as the creative ways that different authors present a topic. What might sound like a single topic—math—is actually incredibly diverse, as these books demonstrate. Each author writes about math from their own unique angle, combining subjects and bringing their own writing style to their book.

Math and your mind:

Adventures in Math: How to Level Up Your Math Game by Carleigh Wu and Sean Simpson focuses on how our mindset shapes our relationship to math. This math book emerged from the author’s unique background as a teacher and math coach. Following illustrated characters as they venture into the jungle (of math), this colorful book is all about using curiosity and a growth mindset to level up your math game. Punchy, relatable text and an engaging voice weaves together real people doing amazing things with math, inspiring quotes, and exercises that speak directly to readers.

 

 

Math and social studies:

The Book of Math: Adventures in the World of Shapes and Numbers by Anna Weltman and Paul Boston takes readers on a tour of dozens of moments in math across history and around the globe. Each two-page spread covers a fun and interesting math-related topic using discussion questions, short paragraphs, questions and answers, and other writing styles. Visuals including maps, timelines, labelled diagrams, and illustrations of the concepts complement the words and showcase the writer’s decisions regarding which combination of words and images best conveys each concept.

Math and play:

Which One Doesn’t Belong? Playing with Shapes by Christopher Danielson shows the creative possibilities and elegant simplicity that arise when a creator selects one concept they’re passionate about and goes deep. This book takes a simple question—which shape doesn’t belong?—and in each spread, offers increasingly challenging sets of shapes. Readers can use their analytical and argumentative skills to decide which shape doesn’t match the others. The limited yet clear and encouraging words in this book show how clarity of thought is more important than verbosity.

Math and animals:

Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities by Stephanie Gibeault and Jaclyn Sinquett explores fundamental math concepts through surprising animal behavior and by unpacking the scientific studies that prove humans aren’t the only ones using math. Learn how to design scientific experiments, read interviews with the scientists behind the discoveries, and collect amazing animal facts… all through math! Would it surprise you to learn this author has a background as a biologist, animal behaviorist, and dog trainer?

 

An example from Our Own Kamilla:
Math and a Change Maker: Bringing a mathematician to life

Each of these authors made a personal connection to the material, exploring unique aspects under the big umbrella of math, and writing about it in their own creative and engaging way. By drawing on their own interests and skills, anyone can find a way to write themselves into the world of math.

One of us (Kamilla) recently did just this. I drew on my Persian cultural heritage and long-time interest in the accomplished Persian mathematician Maryam Mirzakhani to write a submission to Vivian Kirkfield’s #50PreciousWords children’s writing contest.

Researching for this story allowed me to read about her life and mathematical achievements to understand both the technical details and the significance of her mathematical discoveries as well as who she was as a person. While I didn’t fully understand her mathematical work (massive understatement!!), I gained more appreciation for the diversity within mathematics, the creative questions it inspires, and the significance of the Fields Medal.

I played around with many different details from Maryam’s life, creating different versions as I selected key images and themes to frame the significance of her accomplishments. Writing this poem and choosing what elements to include was creatively satisfying and also cemented my curiosity about higher mathematics.

Now You Try!

Take a moment to notice at least 3 examples of where math and writing overlap:

Option 1: Start with Your Heart

• What do you care about? What matters to you?
• How does that intersect with math?

Option 2: Look at Your Daily Life

• Where do math and writing show up in your life?
• What kinds of math and writing are YOU drawn to?

Note: If you work with students, consider using resources that showcase the broad spectrum of ways that math shows up in our lives, and the diverse people and cultures who have played a significant role in the development and use of math. With encouragement, everyone can find at least one entry-point. And as they explore this personal connection, you may see a shift in how they relate to the discipline of math—a stronger sense of connection, which is as important for success as mastery of any specific concept.

Now write:

Write a 50-word interdisciplinary story about math and (at least) one other subject area.

Use any writing style or approach that works for you and your topic: prose, rhyme, free-verse…illustrated, comic-style, text-only…”silly or serious” (from the #50PreciousWords guidelines by Vivian Kirkfield)–writer’s choice. Look for inspiration among this year’s contest winners.

Bios

Kamilla Milligan is a kidlit writer who explores themes of home, connection with nature, and cultural diversity in her stories. Kamilla has lived in Canada, the southern US, and Russia, and applies her PhD in education to her work in equity and human rights. Outside of reading, Kamilla enjoys gardening, fibre projects, and nature walks. Visit Kamilla online at kamillamilligan.com

Alexandra Millarhouse is a researcher, science communication professional, and writer focused on the intersection of nature, science, and self. Her debut picture book, THE ANIMAL QUEENDOM, comes out in 2027 with Simon & Schuster, followed by an unannounced picture book in 2028. Living in Vermont, Alexandra is often tracking wildlife across a cemetery, or sitting by the water with a sketchbook. Visit Alexandra online at: https://www.foxandindigo.com/

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Yes and yes. As a young reader, I loved books like Fighting Fantasy books and Choose Your Own Adventure, but my favorite was a series called Lone Wolf. I loved the fantasy world and the stories (written by Joe Dever), but it is the illustrations by Gary Chalk that will remain firmly lodged in my mind forevermore.

Unlike the Choose-Your-Own-Adventure series, one of the best features of the Solve Your Own Mystery books is that there are no wrong answers, just more adventures and investigations to be had. Can you share with us a little of how you worked on the structure of these books, making sure the storylines overlapped and diverged at the right spots? It seems like a feat to arrange all these parts in such satisfying ways. And are you more of a plotter or a pantser when it comes to working with characters and twisty mysteries like these?

I plot as I write, which is another way of saying that I make up stories as I go along. With a series like this, it would have made more sense to work out a structure and go in with a plan, but I didn’t do any of that. I just started writing. Then, when I got to the end of each chapter, I worked out what two paths lay ahead then wrote them. I did map out what was happening as I went along so I could work out which chapters 

you had to hit. I have no idea if the story is satisfying for all readers, but I tried to make sure that even if there are things you miss, you have the chance to go back and find out more. I went completely mad writing these books and I was very grateful to my editors for helping me to untangle the almighty mess I had created for myself. I loved it though. More than ever before, it felt like I had to climb inside the story, because the story had so many possibilities—rather than one linear course.

Haventry is a fascinating place to explore, and its residents are equally fun to meet. Do you have characters that are particularly fun for you to write? (Watson always made me smile, and I especially enjoyed Bernard the time-bending lobster!)

Oh, I love Watson too. He wasn’t in the first draft of the book. I created him as a solution to a problem. In that earlier version, I realized you’d park your car one place and then might suddenly find it somewhere else. I needed a car that was more independently minded than most. That’s when I hit the idea of a car that used to be a dog. Those are always my favourite moments, when I can solve a problem with solution that makes the whole thing better. There’s another instance of this in Book 4 with Dr. Heckyll and Mr. Jibe, but you’ll have to wait to meet him/them. I loved the witches too, so they popped up in all of the books.

The second person perspective is used perfectly in these two mysteries—it’s amazing how much “you” can do without actually saying a word.

Yes, I decided that I didn’t want to put words into the reader’s mouth and then I had to stick with this. I have been working on a fresh take on this idea recently (called The Oddjob Murder Club), in which I have allowed you the reader to speak, but with Solve Your Own Mystery, I decided to have fun with the idea that you didn’t speak. So there are several moments when you’re about to speak and someone interrupts you. Also, if you read the whole series you will discover that YOU undergo changes as you make your way through this world. Just like any good main character, your journey changes you.

Louise Forshaw’s illustrations add such fabulous dimension to these tales. Did you get to collaborate on what Haventry and the characters would look like?

I love them too. And yes, we did, although in truth I’m not really a visual writer. I don’t see pictures when I write. I hear voices. Mostly, I just told Louise how much I loved her pictures. She has quite a gothic sensibility so she instantly got it.

Writing is just one of your many talents! How do you see all your various gifts and interests playing into your writing?

I don’t know. It’s all creativity, isn’t it. I spend most of my time making stuff up, but annoyingly, I do also have to ensure my creative efforts occasionally make money. This year, I’m putting more of an emphasis on performance. I’m taking my Ministry of Mini Musicals on a tour of libraries and a short run at the Edinburgh Fringe Festival, putting on one-man musicals based on my picture books, but it’s a two-way street and sometimes the shows inspire the books. One of the inspirations behind the Solve Your Own series was a show called Mystery Makers, in which the audience improvises a brand-new mystery. I love doing that show and I wondered if there was a way of writing books that felt as anarchic and interactive—and that’s what I did.

Can we expect more mysteries on the Shady Side with Klaus?

Yes, there are two more books coming your way: The Missing Magic and The Transylvanian Express. After that, who knows? I have no plans for more, but I’d drop everything and start writing another if a publisher asked me.

If you could give writers any advice, what would it be?

Don’t listen to writing advice. Don’t worry about what other people are doing. The real magic of writing is the moment of creation. After that, it’s all marketing, so enjoy creating something from nothing and try not to worry about anything else.

Thank you for your time and for these great books, Gareth.

____________

The Time Thief and The Monster Maker are both out now, so grab a copy and start solving!

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We’ve got an author here today! And I had the esteemed pleasure of sitting down with MG Novel-in-Verse author Meg Eden Kuyatt. So, without further ado…

KATE: Our Mixed-Up-Files readers would love the inside scoop on your latest novel-in-verse, Perfect Enough. With the school year behind her, Selah is looking forward to a drama-free summer. (Spoiler alert – it won’t be as carefree as she’d like). Can you share with readers a bit about what Selah gets up to in summer?

MEG: Selah wants to prove to her mom–and herself–that she’ll be fine at summer camp, that she can do the same as any neurotypical kid if she has her tools. She wants to connect with her new dragon-loving friends. She wants to write, publish in the summer camp journal, and become a “real writer” (spoiler: she’s already a writer). Even though she has fun, that doesn’t mean she won’t have challenges–you’ll have to read more to find out!

KATE: I fell in love with Selah in Good Different and was naturally excited to see you were returning to her world in Perfect Enough. Did you always have plans to extend her story? And if so, in what ways did it shape how you’d end the first story?

MEG: No, actually! It’s funny. I was trying to write this summer camp story about learning to accept your limitations and ableism, but I kept getting stuck. I realized part of that might be that the main character was basically Selah with a different name. So I asked: what if it was Selah’s story? And the pieces began to click together!

KATE: Perfect Enough takes place the summer after book one. Here, we follow Selah at camp. How did you decide upon that timeline vs, say the start of a new school year?

MEG: Part of that is because I want to follow up on a well-meaning but troubling response I’ll get to Good Different that only focuses on Selah’s “superpowers” as an autistic person. I wanted to say, yes, there is great strength and joy in autism, but there are also challenges–let’s not forget both. Argument-wise, that really follows from Good Different. Plus, if I get to tell future stories with Selah, I think we’d need a whole separate book for that transition to public school. I know for me, the transition from private to public school was very hard. 

KATE: I love how you find ways to advocate for readers by giving them diverse characters to fall in love with and see themselves in. Followers of Selah know she is autistic, and we’ve witnessed how she navigates the world. In Perfect Enough we get to see her understanding of how others navigate the world – in particular through the lens of a character with ADHD. What inspired you to bring this storyline into your novel?

MEG: My husband is ADHD (or possibly AuDHD, we’re not sure) and that camp story I mentioned earlier, I knew a big part to me was about this autistic girl and ADHD boy learning to work together on a group project. My husband and I, we make a great team. In many ways we sync well. But in others, we are total opposites, and know how to get on each others’ nerves! We’ve only gotten to see Selah’s perspective so far, so I wanted to show that she’s only one neurodivergent person. In the story, we meet lots of neurodivergent folks, and see how we can have competing access needs–sometimes two people will need the complete opposite things! How do we navigate that? I don’t think there’s a simple answer, but I want all of us to think more about that question, and how we can all bend a little to make room so that everyone feels safe.

KATE: At Writer’s Camp, attendees are invited to team up for group projects. I’m not going to lie – I was reliving every anxiety and stress Selah was, thanks to past projects of my own childhood, lol. What a great universal idea for your school-aged characters to be put through. So, I’m super curious how easy it was for you to write the tension in these scenes? Were you tapping into your own experiences, or was this pure fiction for you?

MEG: Ha! Me too. Group projects can be quite unpleasant. I think that was part of why I wanted to write about it, because I’m so bad at plot, and that would create a great tension-generator! Writing Selah’s stories has been so easy. I know I mined lots of experiences with my husband, as well as roommates with college. 

KATE: Please tell us more about this writer’s camp. Is this something you had once attended, taught at, or always dreamed of being part of?

MEG: In high school, my friend attended Duke’s Young Writers Camp. I was so jealous! That was the starting inspiration. But I also sometimes teach at the Jimenez-Porter Writers House at the University of Maryland College Park, which offers a sort of summer program. Since I know the campus and the dormitories well, I sort of mixed the two in my imagination to make a writer’s camp where I could really feel the space like I was right there as Selah. 

KATE: Your dialogue exercise is one of my favorites. It starts off fun and silly, then Selah reveals how the other character makes her feel. The scene feels so effortless. I’m curious if this is something that got edited and edited, or if it simply wrote itself.

MEG: Nope, this was one of those things that wrote itself! I think that’s why it’s such a good exercise.

KATE: One of the camp teachers, Mr. Yi, discusses with Selah how poems are her voice. Selah responds by answering that poems give her courage to say things off the page too. I have witnessed you teach poetry to students, and love how you make it so easy to understand. What advice do you have for kids inspired by Selah who either currently write poetry or who wish to start writing it?

MEG: Thank you so much for your kind words, Kate! The biggest advice I give is to persist. Write, give yourself permission to take you and your writing seriously (you ARE a writer!), and if you want to, send out your work–but there’ll be rejection, so don’t lose heart! Just keep sending, writing, learning and growing!

KATE: Without revealing spoilers, can you describe your writing process and, can you give us an example of something you cut, changed, or reworked from draft to publication?

MEG: I’ll say generally, this idea was it’s own summer camp story at first, in dual POV, and more about combating ableism. But I kept getting stuck, until I realized–one of the main characters was basically Selah! So when I put Selah as the MC, everything came together perfectly. I know we did some changes between drafts, but I’m having trouble remembering anything too huge or radical. 

KATE: Thank you for taking the time to share the inside scoop on Perfect Enough. Is there something beyond Selah’s world you can hint at? Perhaps a new project in the works?

MEG: I have a YA with two autistic protagonists coming out from Scholastic in 2027–more soon! I’ve sent in some middle grade proposals to Scholastic, including an idea for a third Selah book. Fingers crossed to see what happens!

KATE: Where can readers best find you if they want to reach out?

MEG: I tend to not be on social media much anymore, to be honest. These companies have all proven to be exploitative and gross, and I’m wrestling with: is this edifying? Is it good for me or others? Do I want to be complicit in this system? I still haven’t fully let go, so you might see me occasionally on Instagram or updating my Facebook page, but the best ways to keep in touch with me are through my website and newsletter:

http://eepurl.com/buwBXX

www.megedenbooks.com

The post WNDMG Author Interview with Meg Eden Kuyatt appeared first on From The Mixed Up Files.

You might not realize it, but we use math every day! We use math when playing games, sharing snacks, telling time, shopping, and building things. In these books, readers can practice mathematical tips and strategies, solve logic puzzles, learn about inspirational mathematicians, and more. They make a great starting point for classroom discussion and activities!

Calculating Chimpanzees, Brainy Bees, and Other Animals with Mind-Blowing Mathematical Abilities by Stephanie Gibeault and illustrated by Jaclyn Sinquett

This book explores the remarkable mathematical abilities of five animals: guppies, hyenas, African grey parrots, chimpanzees, and honeybees. This 2025 Mathical Honor Book provides a window into how scientists study animal behavior and number skills. Readers are sure to be fascinated that fish can distinguish between large and small quantities; African grey parrots can represent numbers with symbols; chimpanzees can add; honeybees understand the concept of zero; and hyenas count.

Classroom Activity – Animal Math Research Posters

Some animals have amazing math skills! To learn more, students can work in small groups to research one animal from the book. Students can take what they learned and create a poster explaining the animal’s math skill, how scientists studied it, and why the discovery is important. Students can include diagrams, number facts, and illustrations in their poster presentation.

Show and Tell! Great Graphs and Smart Charts: An Introduction to Infographics, written by Stuart J. Murphy and illustrated by Teresa Bellón

This book is an excellent introductory guide that shows how to collect and display information using eye-catching, easy-to-interpret line graphs, bar graphs, pictographs, and pie charts. It’s perfect for children interested in surveys, organizing and interpreting data, and visually representing their findings for others.

Classroom Activity – Classroom Infographic Survey Project

After learning about graphs and charts, it’s time for students to make their own! First, have students conduct a class survey on a topic such as favorite snacks, pets, or hobbies. Students organize the data into bar graphs, pie charts, or pictographs and then create colorful infographics to present their findings to the class.

Do the Math!: Challenging, Fun Math Puzzles for Kids, by Steven and Jessica Clontz

This book offers a plethora of puzzles for readers to complete while working on core math skills. Through clear instructions and a variety of activities, the reader develops logical thinking skills as they solve different types of puzzles one chapter at a time.

Logic Workbook for Gritty Kids series

Choose different levels of fun puzzles and games to develop spatial reasoning, math skills, and focus in the Logic Workbook for Gritty Kids series. In each book, the puzzles increase in difficulty to maintain motivation.

Perfectly Logical!: Challenging Fun Brain Teasers and Logic Puzzles for Smart Kids by Jenn Larson

This book of logic puzzles and games focuses on developing skills such as abstract reasoning and processing speed.

Classroom Activity – Logic Puzzle Stations

Create rotating stations using different types of logic puzzles, inspired by Do the Math!, Perfectly Logical!, and the Logic Workbook for Gritty Kids series. Each station focuses on a different skill, such as spatial reasoning, number patterns, riddles, or deductive thinking. Students work individually or in pairs to solve the puzzles and explain their reasoning. Finish with a class discussion about different problem-solving strategies.

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Carla Mooney loves to explore the world around us and discover the details about how it works. An award-winning author of numerous nonfiction science books for kids and teens, she hopes to spark a healthy curiosity and love of science in today’s young people. She lives in Pennsylvania with her husband, three kids, and dog. Find her at http://www.carlamooney.com, on Facebook @carlamooneyauthor, or on Instagram @moonwriter25

The post STEM Tuesday– Math– In the Classroom appeared first on From The Mixed Up Files.

All About Mike Hays

From the Mixed-Up Files is a place to celebrate middle grade books—new books, collections of books on a particular theme, STEM books—as well as a place to interview authors. Now I get to celebrate a fellow MUF blogger: Mike Hays, who has been a part of the team for more than eleven years.

Hi Mike! It’s nice to finally meet you and get you “in front of the camera” for a change. First, tell us about your non-writing life.
My life firmly orbits around my family. Faith, family, food, and an insatiable curiosity for the world is probably the dime store philosophical motto for my life. The writing and creating parts are deeply rooted in all those things.

What do you do for fun?
Much to the chagrin of people I live with, I try to do everything for fun. Of course, there are times when one has to buckle down, pinch your nose, and get the dog poo of life cleaned up. But, even then, I try to infuse those times with an element of a fun challenge. The things I do for fun are all over the board; playing with my grandkids, gardening, biking, drawing, games of any sort, and, most of all, reading.

I see you are a molecular microbiologist by day. Fill us in on what that entails.
Unfortunately, being a molecular microbiologist is not as exciting or as sexy as it sounds. It’s work and it’s failure. The general aim of our research laboratory within a veterinary medical college is to use molecular biology and gene editing to make viral and bacterial pathogens less dangerous. We also focus on using isolated aspects of those pathogens and/or their genes as treatments for other diseases and conditions, i.e. knocking down the body’s inflammation response in autoimmune disease. It’s a bugs to drugs approach.

How does your day job impact your writing?
I get to approach every day with a discovery mindset. We are using what scientists have previously done to forge new ground in our field. Constantly interested. Constantly investigative. I like doing what I do because it’s a hands-on job that requires thought and analysis every dang day. It’s the Fail Cycle in daily action ⇒ Try. Fail. Analyze. Problem solve, Try again. Repeat. (Sound familiar, creators in the crowd? The Fail Cycle is how we create.)

Were you always interested in being a writer? Did you like to write as a child?
No! And No! I had trouble reading and writing as a child. It was a struggle. I’m sure I have some learning issue that was beyond the capacity of a mid-1970’s lower middle class Catholic grade school. The key was that my lower middle class Catholic grade school had people who cared and refused to allow me to slip through the cracks. I made a breakthrough in sixth grade reading Jack London’s To Build a Fire on mimeographed sheets of paper while tucked deep in a storeroom where a volunteer provided kids extra help. It changed everything! It opened the doors for my creative brain that were previously locked. The fire was lit. One of the things I preach to all who will listen is: Reading is a Superpower!

If you could interview any middle grade author (past or present), who would it be and why?
This is an impossible question to fully answer, so here is my shortened version of a list that could encompass this entire interview post. I spared you my long-winded why and just include their almost perfect book(s) I’d talk to the author about and beg to know how they did performed their perfect alchemy.
Terry Prachett (The Tiffany Aching series)
Louis Sachar (Holes)
Kelly Barnhill (The Girl Who Drank the Moon)
Neil Gaiman (Coraline/The Graveyard Book)
Jennifer L. Holm (The Fourteenth Goldfish)
Erin Entrada Kelly (We Dream of Space)
Okay for Now (Gary D. Schmidt)
Ray Bradbury (Something Wicked This Way Comes, Dandelion Wine)
Michael Chabon (Summerland)
Jonathan Stroud (The Lockwood & Co. series)

About His Books

Tell us about the types of books/short stories you write. Would you say there’s a common thread in them?
The common thread at the core in everything I write or create is probably similar to a great number of creators. I write for me. In particular, I write stuff the young me would have appreciated. I wrote a MUF post called Creative Braining that kind of touches on how this process works on a neuroprocessing level.

What is your favorite book/short story you wrote?
Ha! Isn’t this like asking me to pick a favorite child? I think the honest answer is the favorite piece is the one I’m working on. That love and passion helps drive through that mucky slog every piece must trudge through.

I know you are a coach—what sports do you coach? How has your love of sports and/or coaching impacted your books?
I was a Rule 10 (non-certified staff) high school football, baseball, and strength & conditioning coach. Now, I volunteer with youth sports and love to work with kids on the fundamentals of hitting a baseball.
A love of sports, and participation as a player and coach, has had a huge impact on my creative work. First, it instilled in me the value of practice in developing technical ability and skill. Second, it taught me the value of work ethic and discipline. Show up and do the work because hard work is the magic. Finally, I learned to compete. In creativity, this competition is 100% a competition against my own self to finish a project to the very best of my ability at that particular time and place.

What are you working on now?
Although not recommended to working fast or keeping one’s mental faculties completely in order, I work on multiple projects at a time. I have this memory of Ray Bradbury from an old TV interview talking about how he works three or four projects simultaneously. If he got stuck on one, he rolled his office chair to the next typewriter and got to work on that one. My current problem is limiting my work to three or four projects and not seven.
I’m revising and querying several MG manuscripts, working on an informative fiction graphic novel about the Sputnik I launch, drafting and outlining a new MG fiction project, and making a picture book dummy. Even though it seems to be tough times in the MG universe, we must keep on keeping on. Plus, baby steps are still steps moving forward, right?

Mike’s Roles for MUF

How long have you been writing for From the Mixed-Up Files…of Middle Grade Authors?
In a move the MUF leadership probably wishes they could reconsider, I was accepted to be a part of the team in November of 2014. (Wait! There’s no way is can be that long ago. It seems like just yesterday.)

What hats do you wear for MUF?
I do several regular MUF posts per year and those almost exclusively lean toward creativity and how we do what we do. I’m also the most unreliable member of the MUF Author Interview team and am working to rectify my lack of participation on that important front. As one of the original STEM Tuesday team members, I am part of the STEM Tuesday Week Three Writing Tips & Resources team and helped lay the groundwork for the post’s format, including the O.O.L.F. Files component.
I am the class clown of the STEM Tuesday family and, for some reason, Jennifer Swanson and the others let me get away with it. I am forever grateful they allow me to be my stupid-funny self in the oft-serious arena of STEM.

What are your favorite types of posts to do and why?
At a basic level, I like the posts that allow me to explore the creative process. My most challenging post assignment is having the honor and the responsibility to write the annual STEM Tuesday New Year’s Post.

You write posts for STEM Tuesday. What topics do you like to cover?
I love the challenge of being “forced” into learning something new in order to properly address the monthly STEM Tuesday theme. When one learns more creating the piece than one was able to share in the post, it’s a win for a nerdy boy like me.

What was your favorite post you wrote and why?
Another hard question! On this question, though, there is one that stands out above the rest. The STEM Tuesday New Year’s Post at the end of December 2020. Yes, that 2020! You know, global pandemic, science being attacked from multiple fronts, etc. Truth bomb here, I was so nervous and almost backed out of posting this one for a generic “Happy New Year from the STEM Tuesday Team!” post. I was pulling out the stupid-funny ridiculousness stops and going so far off the standard STEM Tuesday rails that I was worried about embarrassing the whole STEM Tuesday team. In the 11th hour, Jennifer Swanson was consulted and she said to run with it. Honestly, I think she was just desperate to get something posted on New Year’s Eve. It even had to run in two parts. Here are the links:

Part One: A Great Conjunction
Part Two: Partie Deux (Translation…Part Doo.)

For Teachers

Are you doing school visits related to your books?
I am available for free virtual school visits, tailored to all ages, to talk writing, creating, science, and a grab bag of other things that are on the mind of young people. Interested teachers can send a message via my socials or on my website and we can get something scheduled.

How can we learn more about you?
My author website is: https://mikehaysbooks.com/
My blog site (over 500 posts since 2009!) on life, coaching, sports, etc. is: https://coachhays.com/
Instagram: @MikeHays64
Bluesky: @mikehays64.bsky.social
Facebook: https://www.facebook.com/coachhays

Thanks for your time, Mike.

Thank you! I love what the MUF family does on a daily basis and the spotlight it shines on MG space. I’m forever proud and thankful to be a part of this spectacular group.

The post Mixed-Up Member Spotlight: Mike Hays appeared first on From The Mixed Up Files.

Today, please join me in giving a hearty Mixed-Up welcome to author and illustrator J.C. Phillipps. Originally from Toledo, Ohio, J.C. took art lessons at the Toledo Museum of Art and went on to get degrees in art and theater from Hope College in Holland, Michigan, and Emerson College in Boston.

The Ghost in Cabin 13: A Summary

MR: Welcome to the Mixed-Up Files, J.C! (May I call you Julie?)

JCP: Absolutely! Thank you so much for having me.

It Started with Inktober

MR: I read that the inspiration for this book came from your participation in a month-long drawing challenge called Inktober. Can you tell MUF readers more about this?

JCP: Sure. Inktober is a 31-day drawing challenge that takes place in the month of October. Each day there is a one-word prompt, like Salty or Bluff, and artists all over the world draw their interpretations and post them on their Instagram pages with the hashtag #inktober and details like the year and prompt. In 2022, one of the prompts was Uh-oh. I thought back to my childhood when my friends and I would play spooky games at slumber parties, and I drew a séance gone wrong. Four poor girls are startled by a Victorian ghost that they have accidentally summoned. I loved the memory of having fun being scared and developed that feeling into the story of The Ghost in Cabin 13.

What a Doll!

MR: Leah, the doll-toting, 12-year-old protagonist, is an extremely sympathetic character. Did you share traits with Leah at that age? Also, did you go to sleepaway camp? If so, what was your experience like? Did you encounter any ghosts?  

JCP: I absolutely shared (and still share) character traits with Leah. Leah is nervous with new people. My nightmare is a party where I only know one person. Leah wants to be part of the group but she’s afraid of being teased and rejected. I think most of us feel that way. At the end of the day, I think we all want to be around people who like us for who we are. But sometimes it’s hard to find those people, so we pretend we don’t really need them. I’m no different.

As for personal camp experience, I had a one-night sleepover camp during my Girl Scout years and I used to be a counselor for a day camp called Camp Seafaring in the Boston area. (That camp was a major influence on Book 2 in the Cabin 13 series.) I’ve never encountered a ghost, and I’m okay with that. I prefer them in fiction.

Portrait of an Artist

MR: In addition to writing the novel, you created the illustrations. What was the process like for you? Did you do both at the same time or add the illustrations later? Also, how does being an artist influence your writing and vice-versa?

JCP: I write the story first. Sometime in the first draft I might start to draw the main characters. Knowing what they look like helps me capture their voice. I probably go through two or three drafts of writing before I get serious about illustrating. And I will intentionally over-write scenes knowing that I will cut them down when I start sketching out the pages.

It’s easy to write a long conversation, but once you start to draw it, it becomes visually boring if the characters stay in the same place for too long. It’s great to be both the writer and illustrator because I can choose what I want to say visually. Maybe I want a character to respond with a scowl. Or maybe I want a panel where someone’s jaw drops open in disbelief. I can visualize those moments as I’m writing and just make myself a little illustration note in the text. I call them Notes to Future Julie because I might not draw that scene for months.

Pacey Packer, Unicorn Tracker 

MR: In addition to The Ghost in Cabin 13, you have written and illustrated the popular Pacey Packer, Unicorn Tracker series. How did your experience crafting The Ghost in Cabin 13 differ from your creation of Pacey Packer? What was similar?

JCP: The writing of both projects was similar, although I remember having more difficulty in finding the right tone for Pacey Packer Unicorn Tracker. It took me a long time to figure out how evil or silly the unicorns were going to be. But for The Ghost in Cabin 13 I knew what vibe I was going for, so I had an easier time developing that plot.

I did have a hurdle at the beginning, because in the first draft there was no summer camp. Leah and her parents went to an AirBnB with their extended family. Instead of a cabin of teen girls, Leah was being teased by her teenage cousins who made TikTok videos. But the story focused too much on the relationship between Leah and her mom and it wasn’t as very fun. I had to figure out how to get rid of Mom. Once I landed on sending Leah to summer camp, things really came together.

The biggest difference between the creation of both books was in the illustrating. Pacey Packer Unicorn Tracker has only one color, purple. The Ghost in Cabin 13 is in full-color. I’m so glad Pacey was only in purple. It was the first time I’d worked digitally and it was a lot for me to learn Photoshop, Procreate, and the fundamentals of paneled storytelling without having to deal with color theory. Now that I know how to use the digital tools, I can spend more time working on the color palette and how to use color to help with the mood and tone of the story, especially the spooky parts!

Picture Books vs. MG

MR: Besides being a middle-grade author and illustrator, you have written and illustrated several picture books. What was it like for you to take the leap to middle grade? Were there any specific challenges creating stories and illustrations for an older audience?

JCP: If anything, the jump from picture books to graphic novels was a little easier. Writing for a middle-grade audience suits my sense of humor a bit more. I can be a little more snarky. A little more myself. Picture books are shorter, but that doesn’t mean they are easier. The ideas and the execution of those ideas have to be clear and concise in picture books. In graphic novels, I have more time to explore character arcs, include a small side plot, or even develop some of the supporting characters.

In Pacey Packer Unicorn Tracker I was able to develop a comic relationship between two unicorn guards. In The Ghost in Cabin 13, I had space to give more details to the counselors and Camp Leader. I think those small details are so much fun! In picture books, I might have been able to sneak some extra details into the art, but there was never space in the text. The biggest challenges for me in creating a middle-grade horror story was staying within the boundaries of what is acceptable spooky fun for the age group without overdoing it. I want the readers to have the thrill of being scared without any nightmares.

Path to Publication

MR: Can you tell us a bit about your path to publication? Was it smooth sailing or bumpy seas?

JCP: Arg! I think, relatively speaking, it was smooth sailing, but it was a roundabout path to get there. I never planned on being an author/illustrator. I got a Bachelors Degree in Art and Theater and a Masters Degree in Theater Education. I wanted to teach college-level theater. After I had graduated from Emerson College, I got a job teaching for a K-1 classroom at an afterschool program, and every day I would read picture books to the class. This was the first time I was looking at picture books as an adult. I looked at the art and knew I could create illustrations. And I looked at the stories, similar to plays, and I knew I could write them. So I shifted my focus to creating literature for children.

I read some books on the craft and joined the Society of Children’s Book Writers and Illustrators. One day, they had an Illustrators Day in New York City. I attended workshops while agents and editors looked at my portfolio. On the Greyhound bus back to Boston, I looked at my responses (the agents and editors left cards in my portfolio) and saw that an agent was interested in me. About a year later, I had a contract for my first picture book, Wink the Ninja Who Wanted to Be Noticed.

Julie’s Writing Routine

MR: What is your writing and illustrating process like? Do you have a specific routine or word-count goals? Also, are you a plotter or a pantser?

JCP: I wish I was a plotter! I’m such a type-A person that it would make sense if I was a plotter, but no, I love to sit down with an idea and just type away and see what happens. I’m a pantser through and through.

I always compare writing with pottery. The first draft is making clay. At the end of that draft you just have a big pile of clay in front of you. Then, in revisions, you shape it, remove excess, and it starts becoming a clear story with characters, plot, theme. I usually write in the mornings when my head is clear. I don’t have word-count goals when it comes to writing. For me, the writing process is most successful when I allow myself to be organic and free-flowing.

However, illustration is completely different. I absolutely set goals for myself. Usually it’s one spread (two pages) per day. That can take 4-6 hours depending on how detailed the drawing is. I ink (in Procreate) the entire book then submit it to the editors for notes. Once the ink drawings are approved, I move onto the coloring process. Again, I have a goal of one spread per day, but sometimes I can go faster and get 3-4 pages done per day. Making a graphic novel is a marathon-type project. I have to set a pace for myself that I can maintain for a year. Sometimes it can feel long, but, all in all, I like the routine of it.

Successful Author Visits

MR: Rumor has it you enjoy doing author visits at schools. What is your secret sauce for a successful visit?

JCP: This is where my theater degree gets put to use. I trained as an actor in my undergraduate program. I do not fear a stage. I can project my voice. And I enjoy interacting with young people. When I’m creating a school visit presentation, I build in games, quizzes, and different ways I can interact with the audience. I think of it as an audience-participation show. My goal is to give a 50-minute presentation that informs and entertains, that the students can be a part of.

The Ghost in Cabin 13: What’s Next

MR: The Ghost in Cabin 13 is the first in a series. Would you mind sharing a bit about what readers can expect in the books that follow?

JCP:  Cabin 13 is an anthology series, so every book is its own individual story. Different characters. Different camp. Different ghosts/monsters. But they are all spooky and there’s always a Cabin 13. I’m not sure how much I’m allowed to say about Book 2, but here’s a clue: Arrr, mateys!

When my editor and I were discussing book 2 of the series, we debated continuing Leah’s story or expanding the world of the books beyond Camp Cottontail. I figured I could extend Leah and Beverly’s story for one more book, but it would be challenging after that. Then I started brainstorming all the fun ideas for new monsters in new camps, and that seemed a lot more exciting. Plus, after the series is built up a bit, readers can choose any book in any order, which also appealed to me. I also like the idea of having many main characters so readers can hopefully find themselves reflected in one of the books.

Merch!

MR: Last question. You have the most incredible selection of artistic merch on Redbubble, including T-shirts, mugs, notebooks, phone cases, and more. What inspired you to branch out in this way? Also, will you have merch available for The Ghost in Cabin 13?

JCP: Okay, business talk. As an artist, it’s good to have multiple revenue streams. I love making books, but sometimes I don’t have a book under contract. So, I also have art in several local galleries and gift shops. I do art fairs. I teach paint-n-sip watercolor classes for adults. I do author visits. And I upload my art to print-on-demand sites like TeePublic and Redbubble.

I started uploading work to Redbubble about ten years ago. I liked being able to print my work on bags, T-shirts, and stickers so I could sell them at my art shows. But it’s also a good way for people to find my art online. If, say, someone in Chicago who follows me on Instagram likes a painting, they could buy a print on Redbubble. Or, sometimes people tell me they like one of my Inktober drawings and ask if I’ll post it on Redbubble so they can buy a print. I’m happy to do that. Right now there are two Cabin 13 designs in my Redbubble shop, so if you wanted to check them out, you’d go to Redbubble.com and search JCPhillipps Cabin13.

Lightning Round!

MR: No MUF interview is complete without a lightning round, so…

Preferred writing snack? Pretzels.

Coffee or tea? Iced coffee.

Zombie apocalypse: Yea or nay? In fiction, Yea – all the way. I love zombies. In reality, I think the zombies would eat my brains pretty quickly. Surviving a zombie apocalypse isn’t in my skill set.

Favorite camp activity? I’d be a theater girlie: painting sets, sewing costumes, making puppets. The show must go on!

Favorite ghost story? This is a tough one. The first thing that comes to mind isn’t a ghost story, but rather a scary, creepy story and it’s Edgar Allan Poe’s The Cask of Amontillado. It’s a story about cold, calculated revenge. My favorite ghost movie is The Sixth Sense, where a little boy can see ghosts, many of whom don’t know they are ghosts. He’s scared at first, but then he learns that he can help them. Neither of these stories are for kids, although I think I read The Cask of Amontillado in high school. I love Edgar Allan Poe.

Superpower? Teleportation. I love being places, but I hate getting there. I’d love to blink my way to Paris!

Favorite place on earth? Buck Island. It’s a small uninhabited island off the coast of St. Croix. If you go on a snorkeling trip, a boating company will take you out there, you can snorkel for an hour then spend about 20 minutes on the most beautiful beach I’ve ever seen. The sand is soft and white. The water is warm. It’s so peaceful and lovely. If I need to calm down, I just take a deep breath.

MR: Thank you for chatting with me, Julie, and congratulations on the publication of The Ghost in Cabin 13! I thought it was a lot of fun, and I know readers will think so, too!

JCP: Thank you so much. What great questions! I really hope your readers enjoy The Ghost in Cabin 13.

Bio

Originally from Toledo, Ohio, J. C. Phillipps took art lessons at the Toledo Museum of Art. She went on to get degrees in art and theater from Hope College in Holland, Michigan, and Emerson College in Boston. More recently, J. C. has been working as an artist, author, and illustrator in West Hartford, Connecticut. She has written and illustrated four published picture books as well as the graphic novel series Pacey Packer Unicorn Tracker. Learn more about J.C. Phillipps on her website and follow her Instagram.

Melissa Roske is a writer of middle-grade fiction. Before spending her days with imaginary people, she interviewed real ones as a journalist in Europe. Upon returning to her native New York, Melissa contributed to several books and magazines, selected jokes for Reader’s Digest, and received certification as a life coach from NYU. In addition to her debut novel Kat Greene Comes Clean (Charlesbridge), Melissa’s short story “Grandma Merle’s Last Wish” appears in the Jewish middle-grade anthology, Coming of Age: 13 B’Nai Mitzvah Stories (Albert Whitman). Learn more about Melissa on her Website and follow her on Facebook and Instagram.

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Chrystal D. Giles is a champion for diversity and representation in children’s literature. Chrystal often says she’s a lover of both words and numbers, she spent fifteen years as an accountant before transitioning to writing full-time. Chrystal made her debut with Take Back the Block, which received multiple starred reviews, was a Kirkus Reviews, School Library Journal, and NPR Best Book, and won the IRA Social Justice Literature Award. Her latest middle-grade novel, Not An Easy Win, received four starred reviews and has been named an ALA Notable Children’s Book. She is continuing to expand her catalog with new releases in 2026, a novel, Listen to the Girls, and her debut picture book, We Are Joy, illustrated by Kitt Thomas. Chrystal lives outside Charlotte, North Carolina, with her husband and son.

All About the Book!

When Calla finds out her favorite teacher has been accused of inappropriate conduct, she decides to take action in this powerful story about growing up and speaking up, about listening to others and learning to listen to yourself. Because the more Calla listens . . . the more she realizes that maybe she has something to say too.

“Important and empowering—this story is a testament to the power of girls supporting one another.”—Kate Messner, New York Times bestselling author

What if the truth really is as powerful as it feels?

Calla has always had smart-girl energy. She’s Josiah the track star’s practical younger sister. Charlee and Jacoby’s problem-solving best friend. Attorney Dionne Howard’s model daughter. So it’s nice when someone seems to see her for her, outside of all that. But what if that person is a grown-up who maybe isn’t as trustworthy as Calla thought? Calla’s mom likes to say “Always do what you know is right.” But what if you don’t know what the right thing is?

These are the questions Calla faces on the last day of seventh grade, when she finds out that her favorite teacher has been accused of inappropriate conduct at his old school. Calla doesn’t know what really happened. She does know that people are saying mean things about the girls who have spoken out—and that can’t be right . . . can it? Inspired by her favorite newsblogger, EboniiNews (whose motto is Amplify. Connect. Truth. ACT.), Calla has an idea. Can she find a way to ACT?

Interview with Chrystal Giles

Welcome, Chrystal! Thank you so much for being a guest on the Mixed-up Files! Congratulations on your new release! I found LISTEN TO THE GIRLS to be absolutely riveting. What a timely story that is sure to resonate with young readers and also with older teens/adults. What was your inspiration for writing this?

Thanks so much for reading and for having me on Mixed-up Files!

There are lots of inspirations for this story, but two main concepts guided my writing.

One, the real life issue of young girls (and boys) being placed in inappropriate situations with adults who are in a place of authority; whether it be a coach, neighbor, member of clergy, or family member. For this particular narrative, I used a teacher, in part, because of the high incidents of misconduct reported over the years in my own school district.

Two, I wanted to capture the emotional battle many people face when trying to navigate the process of understanding and reporting sexual harassment—a process I’ve battled with myself.

Craft

This novel is sure to spark many important conversations about what kind of behavior crosses a line and what makes something not okay even if it isn’t necessarily a criminal action. It will be such a wonderful resource for schools to use to promote discussion, as well as for kids to read at home. You weave in nuance beautifully throughout as your protagonist struggles to come to terms with her experience. Was it difficult to craft this novel? What was your biggest challenge in writing it?

Yes, definitely difficult at times. I understand and accept the weight of tackling a topic like grooming and sexual harassment, but I also know how needed this work is. The most challenging moments were waiting to hear from my main character, Calla. I always try to remove myself from the story and let my characters lead me and for this story that required patience. Lots of patience.

There were moments of complete silence from Calla during the drafting process and I had to pause and wait to find her voice again. The story (and me as a writer) are better because of those pauses, but it was definitely challenging.

Ideas

I loved the EboniiNews blog and how it ultimately helped Calla to find her own voice. Was this blog based on a certain one? If not, how did you come up with the idea for it?

The blogger in story isn’t based on anyone in particular. It was important to me to have a safe, trusted, well-liked adult in Calla’s orbit that she could glean guidance from. EboniiNews acts as an information source but also as a seeker of truth and a guide for Calla when she’s navigating the uncertainty. EboniiNews also highlights the need for independent journalism—especially imperative in our current environment.

Characters

Along with Calla, I especially enjoyed Jacoby, Charlee, Si, and Emery.  Do you have a favorite secondary character? Who and why?

Creating characters is my absolute favorite part of writing novels! I love bringing real-feeling characters to my stories. Because the events of this book can be emotionally weighty at times, I wanted Calla to have support and uplift and ease in her friendship group and all the characters you named add to that goal. I don’t know if I have a favorite, but Si has a special place in my heart. He was my way to add a supportive (and sometimes irritating) older brother, but also model a kind, empathic male figure who Calla can trust.

Reader Takeaways

This novel is so empowering as it examines what it means to believe girls and to believe yourself. What do you hope readers take away from the story?

I hope Listen to the Girls can be part of a larger conversation around grooming, sexual harassment, and right versus wrong. I hope any reader who has experienced this type of unwanted attention will feel less alone and know it is not their fault. I also hope readers will feel more empowered to find a safe place—or be a safe place for someone else—and to listen and speak out against wrongdoing.

Writing About Tough Topics

You handle the difficult topic of Calla being groomed by her teacher with grace, care, and sensitivity. I’m always interested in hearing how authors make tough topics accessible to young readers and would love to hear your thoughts on this.

I approach all my stories with care, honesty, and balance. As an author of contemporary realistic fiction, it is incredibly important to reflect and document society as it is, while also remembering my obligation to protect the readers—and my characters— from harm on the page. For this story in particular, I offer moments of levity and humor to balance the heavier ones with banter between characters, through Calla’s love of flowers, and in her free time enjoying summer break fun.

Process

Will you tell us a little about your writing process? Are you a plotter or pantser? Where/when do you prefer to write?

My process begins with forming and connecting to the main character. I wait until I hear their voice loud and clear before I attempt a draft.

I am a panster, for sure. I start with a good idea of the overall plot but I like to dance on the page without a strict outline to follow. Writing is the place where I am most creative, so I let that creativity flow. Which also means my revision rounds are long and arduous!

Influences

What are some current books that have influenced you as a kidlit writer?

The first time I read Ghost by Jason Reynolds, I was captivated by how real his characters felt. It totally inspired me to change my focus to more character-driven stories. I also always return to Clayton Byrd Goes Underground by Rita Williams-Garcia and Everything Sad is Untrue by Daniel Nayeri. All three are modern classics for me.

Advice

What is your advice for aspiring writers?

Read. Write. Reflect.

Read wide and varied—great writers read a lot.

Write whenever you can, even if it’s not formal story writing—notes and journal entries count too.

Reflect on your art—who it’s for, and who you want to share it with.

Other Works

Can you share a bit about your other books?

Both my other middle-grade titles Take Back the Block and Not an Easy Win are contemporary stories that focus on community, friendship, and finding one’s voice. Both books also explore real life topics that impact society and the Black experience, i.e.: gentrification, parental incarceration, social justice. My work also balances those real topics with childhood fun, growth, and connection.

Upcoming Projects

Can you give us some insights into what you’ll be working on next?

In June my debut picture book, We Are Joy, illustrated by Kitt Thomas will be an exciting addition to my catalog. I’m thrilled to share this joyful, lyrical book that has been called, “Persistently lovely and hopeful,” in a Kirkus starred review.

And for the lightning round:

Coffee or tea?

Coffee

Sunrise or sunset?

Sunset

Favorite place to travel:

Any place that is warm, welcoming, and has great food.

Favorite dessert:

Anything that includes chocolate ganache!

Superpower:

Planning! I pride myself on analyzing situations and developing a well-thought-out plan of execution.

Favorite music:

Lately, 1980s soul music.

Favorite book from childhood:

The first book I loved was Mufaro’s Beautiful Daughters by John Steptoe.

Thanks again, Chrystal! It was so much fun to learn about you, your writing journey, and your amazing novel! Learn more about Chrystal on her website and follow her on Instagram, Blue Sky, and Threads.

Coffee or tea?

Coffee

Sunrise or sunset?

Sunset

Favorite place to travel:

Any place that is warm, welcoming, and has great food.

Favorite dessert:

Anything that includes chocolate ganache!

Superpower:

Planning! I pride myself on analyzing situations and developing a well-thought-out plan of execution.

Favorite music:

Lately, 1980s soul music.

Favorite book from childhood:

The first book I loved was Mufaro’s Beautiful Daughters by John Steptoe.

The post Author Spotlight: Chrystal Giles appeared first on From The Mixed Up Files.