Week 6 - To Write and Publish in 8 Weeks

Story Progress

I have a slight change in my original plan-

Children's books usually require illustrations. I actually borrowed a couple "How to Draw Cartoon" books from my local library. I'm pretty good at illustrating, but realized for this type of project, it really would be better to hire a professional. Ultimately, this means I need to continue my first idea, which was writing a children's book during a time when I can fund hiring a suitable illustrator or spend adequate time working on the illustrations myself. As a result, I decided to transition from the idea of writing a book for elementary-aged children to writing a teacher reflection book and "How To" book.

I've decided it would make more sense, for the time being, to write about how a teacher can incorporate children's likes and/or interest into a way to build community, a team spirit, and a joyful classroom environment. I am currently working on a 2nd draft for the additional text. The Peanut Butter story still fits in, it will accompany the background information about how I got to the point of writing the original story and many of the classroom activities that evolved from a student sharing a strong desire to find peanut butter in school.

Integration of Readings, Concepts and Theories from Class. 

While reflecting on the changes I've made since last week, I thought about the chapter we read about expertise in Chapter 7 of Learning and Cognition, by Martinez. Clearly, I am not an expert illustrator and did not feel comfortable completing the images that are a vital part of a children's book. An expert would likely find the task at hand relatively simple and easier to manage. I also considered changing my mind and what the result of that would be in terms of this blog project. Expectancy-value theory (Chapter 6- Learning and Cognition) came to mind. Facing the decision to be flexible with my original idea along with a time constraint was tough. I expect a better outcome, because the components of my book will be addressed now as opposed to worrying about the interior formatting dilemma caused from the prior week. I no longer need to consider fitting the illustration in with the text. The value of a change in decision should make this project easier to attain.

The goal I started with led to a problem I had not anticipated. So this has become a trial and error (Chapter 5) event that should resolve itself.

Week 5 - To Write and Publish in 8 Weeks

Progress on CreateSpace

As a recap, I have chosen CreateSpace as a self-publishing site for my book about a student who loves Peanut Butter. While most services offered on the site are free, they offer professional help/assistance for a range of fees. My hope is to work through this process as much as I can without the paid support offered. However, I am running into problems that because of inexperience, I am having challenges with. I am reminded about ZPD and how helpful it would be to work in collaboration with someone who has a level of expertise in self-publishing. Although I am aware of at least one individual, I have not been able to contact her in order to get the advice/support that I need. 

After uploading a pdf file of the "Peanut Butter" story, I am still not quite happy with the interior formatting of my book. The cost of getting help with formatting is a minimum $199, which isn't in my budget at the moment. I am at a crossroad where I'll either have to pay the fee or get someone else to help me with a lower fee. For the cover, I'm thinking a photograph of peanuts with the title will be an attention grabber.

 Recently, while sharing my project, I have experienced a bit of opposition. A friend I have with peanut allergies objected to the idea of my text. I'm wondering what other type of opposition I may face, due to people with peanut allergies. Again, I am thinking of adding a section of text that speaks to peanut allergies, in order to show that I am aware and not oblivious to them. 

Integration of Readings, Concepts and Theories from Class. 

ZPD comes to mind. Having a mentor for this process would make a big difference. I am also reminded to the teachings on motivation. Feeling frustrated is part of the learning process. Seeing obstacles as a problem to be solved and a mere challenge along the way keeps me moving forward. It is not the first time a process hasn't been as smooth as I had hoped, nevertheless, the goal is to continue moving forward, seeking solutions. With more research and application of the knowledge I gain, this temporary glitch will be resolved. This goal is certainly a work in progress.


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Week 4 - To Write and Publish in 8 Weeks

Publishing is work. Writing a story may be the easiest part of this process, at least for someone who enjoys writing.

Week 4 Progress

This week, I've been working on formatting the interior of my book. CreateSpace offers a video or two about how to upload files.Their program detects the page count. They also have an interior reviewer tool that helps you see any problems from the book file upload. They seem to have their bases covered when it comes to making this process as easy as possible.

I'm not completely happy with the formatting, so I'll tweak my pages at least one more time before approving of the look of my pages.

I started looking at cover options. I have a friend that is willing to help me with the cover design. Again, CreateSpace makes the process look easy. I can choose between a matte and glossy finish. Because I like the shinier cover and have seen many kids drawn to a glossy cover, at this point, I am opting for the glossy finish. I like that I can submit my own photo for the cover. Again, CreateSpace will format the cover for a fee. Since I have the option of uploading my own jpeg, I need to make a final decision about whether I want a photograph or an illustrators cover design. Decisions, decisions...

Once these options are finalized, I can finally complete my set-up process. I hope to have finalized a final cover decision within the week.

Integration of Readings, Concepts and Theories from Class. 

As I work and learn through this process I am building a schema for book publishing. I certainly understand more now than I did when this blog began approximately 4 weeks ago. I am able to organize information pertinent to this process from memory, then target my next step as I formulate what step should come next. I am also tapping to to the background knowledge I have been accumulating to continue moving forward.

While I am interested in extrinsic motivation, earning a great grade for completing this step-by-step process, I am also driven by intrinsic motivation. Pride in a job well done is also a reward.

Finally, in reference to creating value, I see a connection with the expectancy-value theory. The decisions I've been making regarding this process lead me to expect the choices I make will lead to a desirable outcome. Publishing a book that was inspired by a students that became a complete class interest is satisfying. The value I foresee is getting more kids to connect with one another's interest and further develop an interest in reading. Surely having this text available will create a demand or desire to read 'our' story.

Week 3 - To Write and Publish in 8 Weeks

This week, I've been learning more of the "How To" process of self-publishing my first children's book. So far, I have written a story about a child who loves peanut butter so much that he talks about it in school all the time. His love of peanut butter leaves an impression on both his teacher and peers. 

I also started and or continued researching 1) how to copyright a book & the fees associated with it and 2) the importance of having an ISBN (Bowker | Identifier Services) so that a book can be found and purchased easily. The (ISBN) bar code has pricing information and is required for both printed and digital books. What's interesting is that you can purchase 1 ISBN for $125 or 10 ISBN's for $275 (which is a current special). If you plan on publishing more than 1 book or a book in multiple formats, it is wiser to purchase 10 for $275. 

Week 3 Progress

https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=create+space+logo+image

I created an account on Create Space and began the self-guided process of creating my book. There are links to Do it yourself or Call in the Pros depending on your level of being competent, whether real or imagined. Using the professional services on their site means spending a minimum $199. At this point, I opted to do it myself. If the process becomes too difficult, I may choose to pay for the help. 

I chose to create a paperback book. Next, I named my project. Then, I began the step-by-step self-guided process of publishing. I entered my title information, edition number, and that the book will be printed in English. The publication date will be determined when I finally submit the project. 

I learned that CreateSpace has a special partnership with Bowker | Identifier Services so I didn't have to purchase an ISBN independently as I first thought. There is a range of options offered for creating an ISBN. The options range from being free (CreateSpace would then be the book publisher) to paying a fee, depending on the amount of freedom you want in selecting a publisher for your book.There is even an option to use the Bowker website to purchase your own barcode/ISBN.  

My next step was setting up the interior of the book. I was able to choose between black & white or full color and whether the page color would be white or cream. The dimensions of the book cover or trim size was selected next.

CreateSpace allows site users to download a blank template so that their story can be typed, then uploaded to the site. They accept a pdf, doc, docx, or .rtf. file.  Design services were offered again at this point in the process.

CreateSpace offers tools to assist site users as they navigate through the self-publishing process.

This is where I stopped for now. My goal is to see if  I can format the pdf without having to pay for design services. Next week, I will have an update to share how the book formatting and next steps go.

 I am learning that this can easily become an expensive goal.

Integration of Readings, Concepts and Theories from Class. 

As I continued to move through the self-publishing process this week, I felt slightly overwhelmed. I know I need to solicit the advice of someone who has done this before. ZPD will allow me to be guided by an expert and boost my knowledge as I continue with this process. 

As I worked through the self-guided publishing option, I was reminded of the teaching machines that preceded current computer-based learning options. CreateSpace uses a computer-based learning program to attempt to teach potential authors how to create and publish their own books. Because of self-efficacy, I believe that I have the potential to work through this process to complete (at least the basics) of this process. I should be able to complete many of the required tasks successfully. 

When I return to the site to complete my next steps, I will actively remember or use the information I learned while navigating CreateSpace from long-term memory back to my working memory then continue the process. Which will build my schema for the publishing process.  

Week 2 - To Write and Publish in 8 Weeks

Last week I stated that I would be writing a story about my 4th grade student "A.G." who was nicknamed Peanut Butter last school year. Again, my goal is to write and publish a children's book in 8 weeks.

Week 2 Progress

I wrote a story that has to be processed through the U.S. Copyright website. Once that has been completed, I can share the text here. I will however share the beginning of my story. Here it goes...

My name is Andres and I'm in the 5th grade. I am a 'senior' in my elementary school. King Elementary has students from preschool to 5th grade. My teacher, Mrs. Elle said that because we're the 'seniors' all the other kids look up to us. I'm not that tall yet, so I still look up to some of the other students. Some of them are younger than me. My Mom says that's okay because I still have a lot of growing to do. Mrs. Elle also said we're the most mature. Sometimes we're mature. At other times, we still like to horse around. That's what 5th graders do on the playground, jump around as much as possible. When we go back inside the room, we have to sit while listening. My legs need exercise. I think we can be mature and still have fun. I never told anyone, but I like being looked up to. Most of the time, when I know other classes are watching us, I make sure they catch me being a star. At our school a star student is respectful, responsible and safe. 

I have a nickname at school. My friends call me Peanut Butter. It all started last year when I was in 4th grade. My classmates wanted to change my name because of the things I said and did.

One day, my teacher opened her closet door to put some books away. I raised my hand and asked her, "Do you have any peanut butter in there?". She smiled and said, "No," then closed the door. At our house, my Mom puts things away in a closet. She also says that it never hurts to ask when you want something.  

(To be continued...)

According to Jeff Goins, (the author/blogger I referred to last week about writing and the 5 draft method) people can and should self publish. I'm providing a link in case anyone else is interested in doing this. According to his article, I need a team. So I have an editor and someone who can help me with the design cover. I also need a publisher. I plan on using Amazon. I've been told by other writers that CreateSpace is a reliable and great print-on-demand publisher. They are also able to publish digital copies of books. I think it's ideal to have both digital and written copies available. At this point, I also need to consider how I will launch my book. People have to know that it's coming in order to anticipate it's arrival. Once it's published, they have to know it's ready so that they can purchase it. The book selling process begins long before the text is available!

*Side note* I've also had the thought to include something about peanut allergies. Since there is a notable amount of people who can't be near them, exploring why may be an interesting note to add to my book. I don't remember peanut allergies being such a problem when I was growing up. I'm curious to know more about what has changed in time.

Integration of Readings, Concepts and Theories from Class. 

As I sat down to write, I had to rely on my long-term memory to guide me. The episodic memories that continuously came to mind made it easy to brainstorm ideas for this writing piece. Although my memories were somewhat incomplete, the main idea of what happened within our class comes through in the text that I wrote. Once my student was associated with 'peanut butter' by his peers, anytime there was a reference to what we could learn about peanut butter turned into a positive learning experience for all. A great deal of attention was given to this student. Several of his peers thought of him outside of school and often brought in varying peanut butter treats for him to enjoy. They were always given a hearty, "Thank you!" along with a smile. A trip to a peanut butter factory was requested as a possible field trip. Fortunately, there were no known peanut allergies in my classroom or school. In Chapter 2 of Learning and Cognition (Martinez), we read about behaviorism. One learning strategy listed in the text stated that associating learning with positive emotions was powerful. A simple interest that was shared by a student led to many positive feelings about learning throughout the school year.

Reading books about George Washington Carver became interesting to my 4th graders, because of the link to peanuts. This reminded me of Chapter 3 in which we read about learning in context. The content taken on by my class (peanut butter) gave us a context to further explore a topic of interest. We were also able to link all new information gathered about the topic to prior knowledge because this year long experience became a normal part of our 4th grade classroom script. Our special treat, more often than not was making peanut butter sandwiches. The language used to describe, discuss, and explore the possibilities with peanut butter came from one student sharing a thought about what might be in his teacher's closet.