Question: Where are you from?
Answer: I have lived my whole life in Queens, New York, but I am proudly ancestrally Irish.

Question: Can you tell us about your work? What is your favorite aspect of your job?
Answer: I am a public children’s librarian. I work with children, school staff, parents and caregivers to enrich their lives with reading materials, resources and activities. My favorite part of my job is the autonomy and flexibility it provides. I am a Certified Urban Tree Forester with a background in urban agriculture; being a public children’s librarian allows me opportunities to teach my community those skills. I am also a skilled fiber artist, aspiring novelist, neurodiversity educator and so much more. At the library, I never have to choose. A librarian, especially a children’s librarian, often wears many hats. My days are rarely the same and almost everything I learn can be applied repeatedly to my job as librarian.

Question: People who have had the awesome opportunity to work with you all agree that you are super creative! Do you have any tips on how to become more creative?
Answer: American author Ursula Le Guin said, “the creative adult is a child who has survived.” The easiest way for me to feel creative is when I am following the joy. When I was first presented with the Cloud Uno game from NASA, what really caught my eye was the dance cards. As I was playing around with it, I decided that I wanted more. While doing our plant and insect themed dances in the garden I realized that I already had the perfect opportunity. Finding ways to bring myself joy has always been my trick to creating.

Question: We heard you have adapted some GLOBE Clouds activities! Can you describe what you have done to engage kids with GLOBE Clouds at Queens Public Library?
Answer: On Wednesdays Baisley Park has storytime in the morning and gardening in the afternoon. For July 2024, we read cloud themed books in the morning and later practiced the cloud dance in the garden. In addition to the 3 cloud dances found in the provided game, I added contrails and precipitation for a total of 5 dances. For contrails, we would rev our engines and fly like planes. For precipitation, we clap above our heads for thunder and then wiggle our fingers from above our heads down to our feet like rain, ending in a swat. After the dance, we would look up in the sky and identify which clouds we could see. When it was time to close up the garden some children chose to do the cloud Uno Game as well.

In terms of adding clouds to the gardening program, it was simple since observation is a key part of the gardening program. On a weekly basis, we assess soil dampness, look for dead heads or leaves that need pruning (with safety scissors,) and engage in plant identification. Examples of early cloud identifying include “I see 4 clouds,” “that cloud is fluffier,” “I see the wisp.” Later on children were able to directly identify the cloud types cumulus, stratus, cirrus, etc. the same way they gained the ability to identify borage and rosemary.

I was able to spotlight the cloud dance in three other programs already. Once in “Dance, Dance, Library,” a full hour of dance games. This was special since one kid already knew it from the garden and demonstrated it next to me. Another time included a summer camp visit, where one child was convinced that scientists did not need the library, to which I happily proved him wrong. Most recently, during our “Water Cycle in a Bag” experiment we ended it with the cloud dance. The provided paper window cutout is permanently displayed on our children’s room window. It is at a height that is easily accessible so that the children can see the clouds outside and practice identification.

Question: What recommendations do you have for families who would like to learn about clouds together?
Answer: Bedtime stories, bedtime stories, bedtime stories. I do not think I can emphasize enough the importance of bedtime stories. This is the perfect opportunity to bond with your child. There are so many picture books on clouds that you can read to your children that can inspire them throughout their day. On vacation and do not have a book on hand? Make one up. “You see one day there was a little cloud drifting off in the sky…” Reading to your child and storytelling is one of the most useful tools we have in regards to language, creativity, and observing our world.

Besides stories, you can incorporate clouds into things you already do. Are you driving and notice some clouds? Talk to each other about them. Are you having a picnic? Look up and try to describe what you see. It does not have to start with overly scientific language if that is not where your kid is. It can start with “oh, that cloud looks very fluffy.” Even dancing while you cook can be a way to bring in clouds. Doing the cloud dance is a great way to pass the time while the water boils. There are a limitless number of ways to make your everyday activities include clouds.

Question: Is there anything else you would like to share with the GLOBE community?
Answer: Citizen science makes kids feel important. The first thing I would say before entering the garden was “who wants to help NASA?” Yes, the kids enjoyed dancing, but what really got their attention was feeling helpful. When an organization with as much prestige as NASA expresses they need help, children learn that their voice matters.

This profile originally appeared as part of the NASA GLOBE Clouds Quarterly Update for December/January/February 2024-2025