“Writing a children’s book requires so much help and input from others.”
-Jana Cruz
Jana, thank you for joining us today. To start, could you tell us a bit about yourself—your background, your work in education, and how you found your way into children’s literature?
I’ve been a teacher in some form since 2001. I taught first grade for a year and became a substitute teacher the following year. Due to low enrollment, they moved me to middle school, which I had no desire to teach. I took a brief break and studied in France for a few months, then returned to substitute teaching while working on my master’s degree. For my final project for my M.Ed. in TESOL (Teaching English to Speakers of Other Languages), I taught in two elementary schools in Germany for five weeks.
I then taught English to adult non-native speakers at a community college for 16 years, while also substitute teaching in K–12 when my schedule allowed. Most recently, I worked at a non-profit teaching English in the evenings. I am currently substitute teaching to allow more flexibility to spend time with my family, but I really miss working with non-native speakers—it’s something I absolutely love.
I think my interest in children’s literature began during university. I took a children’s literature class, and one of my education professors had us write a children’s book. I kept it and thought I might try to publish it someday. Over the years, I looked into publishing but wasn’t sure how to begin. When I finally started the process, I found that a word essential to the story was trademarked. I looked into permissions, but it wasn’t going to work.
One day, while my son was using a metronome during his music lesson, I realized the word could have a double meaning. I let ideas swirl in my head for a few days, then sat down and started writing.
Your debut book, Metrognome, has just won three literary awards. Can you walk us through these recognitions and what they mean to you personally and professionally?
I’m shocked to have received three awards. When I write, I often feel I’ve done a good job, but I’m not always sure. It’s very validating to see others value my work. Receiving these awards for my first book makes me feel more confident in my writing and gives me the courage to continue with the next one.
Honestly, the book wouldn’t be what it is without the beta readers, editor, and illustrator. Writing a children’s book requires so much help and input from others. Hanna and I get to put our names on the book, but the people behind the scenes made it happen.
Metrognome tells a story grounded in music and history, yet it speaks to something broader—curiosity, independence, and discovery. What inspired you to combine fictional storytelling with real-life historical figures like Beethoven and Maelzel?
I like children’s books that stretch kids’ thinking. Many books are simple and fun—which is wonderful—but I also love stories that challenge kids to dig deeper. By using a play on words, adding historical content, and showing Cora’s journey to find herself, I hoped to create a multi-layered story that gets kids thinking on different levels. I want to pique their interest in historical figures, encouraging further investigation or simple recognition.
You hold degrees in Elementary Education and Teaching English to Speakers of Other Languages. How has your experience as an educator shaped the way you write for children?
Teaching elementary school has shown me how kids think and what they’re capable of. I’ve substituted in a wide variety of classrooms over the last 20+ years. Seeing different teaching strategies has given me so many ideas I might not have encountered otherwise.
In teaching both children and adults, I’ve learned that not everyone has the same background knowledge. That’s why I included a glossary of terms in the book—so even those unfamiliar with the subject can understand and enjoy it.
There’s a subtle but strong message in your book about stepping outside expectations. How do you think stories like Metrognome can influence how children perceive themselves and their potential?
One message I hope kids take from this book is that learning is lifelong. Not everyone has just one thing they’ll do their whole life. In the story, Cora walks away from one accomplishment to begin a new journey. I hope children see that there’s always potential to grow beyond what’s expected or required.
The concept of diversity—of thought, identity, and experience—is woven into Cora’s journey. How do you approach inclusion and representation when creating characters and stories for young readers?
When I create characters, I aim for a balance of different sexes and age groups, and I also consider racial diversity. In this book, using historical figures limited those options. However, in children’s books, even non-human characters often reflect human emotions that kids can relate to.
The kindness, friendship, and mutual respect the characters show throughout the book are things all children can connect with.
In a time when digital engagement often competes with books for children’s attention, what do you think makes a physical book still powerful today? How does Metrognome fit into that landscape?
Digital engagement doesn’t need to be excluded, but we should encourage children to explore what’s inside books through regular library visits and modeling reading at home. Reading with children creates something entirely different from consuming digital content.
I hope Metrognome is a book that fosters connection between adults and children, encouraging discussions about history, lifelong learning, and following your dreams.
Creativity and innovation are key parts of both your career and the book itself. How do you stay creatively inspired in your own life, and how do you encourage it in others—whether young readers or fellow educators?
I stay inspired by the people around me. I interact with individuals from diverse ages, ethnicities, and backgrounds. I also love traveling to other countries and soaking in what I see and learn, allowing me to consider different perspectives.
Teaching immigrants has taught me so much about the beauty of diversity. I encourage creativity in young readers by asking questions and letting them respond in their own way. I enjoy finding reluctant readers and helping them discover books that match their interests. With fellow educators, I share ideas and resources to use in the classroom—collaboration helps us all improve.
Cora’s journey is not just about music but about making choices and finding rhythm in unexpected places. What does “rhythm” mean to you as a storyteller, a parent, and an educator?
I think finding rhythm is unique for everyone. As a storyteller, I want to show that each person has their own rhythm, and that it’s okay to be different.
As a parent, finding rhythm is probably the hardest—parenting often feels chaotic, so the rhythm is always changing. As an educator, the rhythm changes with every group of students. My goal is to strengthen their foundational learning, which can help move them forward. Sometimes this happens quickly, sometimes slowly.
Looking ahead, what kind of stories or themes are you interested in exploring next? Are there other ideas in progress you’re willing to share, especially those that continue your focus on education, exploration, or storytelling?
I’d like to continue writing about famous people and inventors, ideally using a play on words where possible. I’ve started working on another book set in France, inspired by a wordplay that works when translating an English word into French. I’m excited to see where that idea takes me and hope to finish it in the near future.
⭐⭐⭐⭐⭐
“I want to portray that each individual will have their own rhythm—it is okay to be different.”
-Jana Cruz
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We’d love to hear your thoughts and experiences. Join the conversation in the comments:
- What’s a children’s book that made a lasting impact on you or your child?
- How do you encourage creativity and curiosity at home or in the classroom?
- Which historical figure would you love to see featured in a children’s story?
Alignment with the UN SDGs
- Promotes inclusive, quality education – SDG 4
- Supports lifelong learning and literacy – SDG 4
- Encourages cultural awareness through storytelling – SDG 4, SDG 10
- Highlights gender and racial representation in children’s media – SDG 5, SDG 10
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