Posts Tagged craft

STEM Tuesday– Light Pollution– Author Interview

 

Welcome to STEM Tuesday: Author Interview, a repeating feature for the last Tuesday of every month. Go Science-Tech-Engineering-Math!

Today we’re interviewing authors Danio Miserocchi and Maciej Michno and illustrator Valentina Gottardi, the creators of Who Hid the Stars? How LIght Pollution Changes Our World.

Who Hid The Stars? artfully explores the causes and consequences of light pollution all while celebrating the wonders of natural light. The book is part of Eerdmans’ Spectacular STEAM for Curious Readers series, was shortlisted for Italy’s Little Galileo Award, and received starred reviews from Booklist and Shelf Awareness.

And now, let’s shine a light on this illuminating text!

 

Emily Starr:  First of all, this book is stunning. I read it with my two elementary-aged boys, and there was something on every page for us to ooh and ahh over – and to think about about long after the cover was closed. You include information about such wide variety of organisms throughout the book. Since many animals are impacted by artificial light at night (ALAN), how did you choose which animals to include? Are there any organisms that didn’t make it in the book that you wish you had space to include?

Maciej: Danio, Valentina, and I had to make many choices when deciding which animals, plants, and aspects of ALAN to describe and what should we leave out. As always, the starting point is our direct experience. What did we, personally, see and meet in our everyday life?

A few years ago, we actually saw the little owl you see on page 28, perched on a balcony in Venice. We see bats every day. A few years ago, I lived in a small house at the end of a small village in the Italian Alps, and when I was driving at night, I wondered why the hares ran in front of my car, instead of leaping to the side.

When writing a book for young readers like this, we always try to remember how we used to think when we were children: what questions did we have? What fascinated us? What did we find strange or unusual? That’s one of the basis our choices.

Page 28 from the book. A night scene in a city with a few street lights. An owl is in the upper left corner perched on a balcony.

See the owl in the upper left corner?

Emily Starr: The fact you considered what children would notice and wonder shines through in this book.  I think many children (and adults) may be surprised to learn that animals and insects may move towards a car’s headlights instead of away from them because animals feel safer in light. They may be equally shocked to learn that 9% of people on Earth still do not have access to electricity. What information from your research surprised you most?

Maciej: One of the pieces of information that surprised me the most did not, in fact, make it to the book. It was the fact that, despite everything we may think, bright artificial light at night (ALAN) does not actually provide safety to us.

On the contrary, in extreme cases, it might even induce a false sense of security, lowering our awareness and exposing us to danger. This does not mean that ALAN in public spaces is useless; it only means that more light does not equal less crime.

Another aspect that we did not consider before researching for this book is that ALAN influences not only terrestrial creatures, but also those living underwater along the coastlines. Rivers, even more so seas, appear to us as dark places, so we don’t always think about how light influences the creatures that live there.

Emily Starr: Wow. I never would have considered how ALAN affects sea creatures. We think of them as remote – a separate world under water. In addition to introducing a wide variety of creatures, you share multiple perspectives, even including animals that are helped by artificial light alongside those that are harmed by it. Why did you make the decision to include both positive and negative effects?

Maciej: Light is immensely useful to us as a species. So we were really curious about how it influences other animals and plants. We instinctively know that many nocturnal animals are disturbed by our light. But at the same time, many species have been living with us in our cities for a very long time, and they have adapted, developed new skills and characteristics, and learned how to make the most of the situation. It was important to us to understand both the negative effects as well as the positive ones!

Emily Starr: On a related note, since humans need artificial light for modern society, how did you balance that reality with your call for reduced lights at night?

Maciej: We can’t, and we probably should not, give up light! It would be impossible and absurd. We can, however, try to be good neighbors, and acknowledge that we are not the only citizens of our cities, and that there are many other organisms living with us. We can make small adjustments to make their lives better at a small cost to us.

We can make our lights a bit dimmer and turn off unnecessary light. We can use directional light instead of lamps glowing in any direction. We can try to designate some areas as dark and create low-light oases. We can adjust our street lights to use frequencies that minimize the impact on the other organisms. We would benefit from all this, too. ALAN impacts our health as well.

Emily Starr: Can you talk a little about the decision to include the wordless spreads with varying degrees of artificial light, and what you hope readers notice in those spreads?

Valentina:  The wordless spreads allow readers to take a break, breathe, and pause for a moment over the flow of the content. In those landscapes, I added lots of small details so readers can return to them later and discover new things. It is a bit like a “search and find” activity that allows readers to train their perception and notice those small things that we often overlook in our everyday life, or that we just ignore and don’t consider.

A snowly night scene in a wooded park with a single lamp post

This is one of several wordless spreads in Who Hid the Stars?

Emily Starr: Speaking of the breathtaking illustrations, you include features like maps and diagrams. Those elements not only help readers to understand the text but also provide a wide variety of content for educators. Because many of our readers are authors, could you share if those functional portions of the illustrations were in the manuscript, or if Valentina decided to include them, or if it was a collaborative process?

Valentina:  We create our books in a collaborative process, where we are all directly and constantly involved. So text, images, maps, and all the graphic details are chosen and planned at the same time. It’s not like the text or the images come first. After the initial study and research, we create the storyboard, where we decide together what the contents of each page will be, what images and what other content will be included. After this initial phase, we create the text, the images, and the layout working iteratively. We continuously check the work for correctness and refine it until everything is ready.

Emily Starr: That is an interesting process – quite different than many U.S. publishers where the author(s) and illustrator may not ever communicate. Your collaborative process definitely resulted in a book that encourages readers to take their time and thoughtfully consider the information on each spread. I see you have another gorgeously illustrated book coming out on August 18th: Still Water. Are there additional projects in the works you can share with our readers?

As authors, we continue working on many projects, both as a group and individually. In Italy, we just published a book about landscape, intended as “the place where we live”. This book is about noticing and taking care of our place and of our community. We are already at work for the next book, which will be issued in fall. It will belong to the same series of Who Hid the Stars? and Still Water, and its topic will be a bit similar to the latter.

 

 

Danio Miserocchi is a coauthor of The Tomorrow Tree (Phaidon). Who Hid the Stars? (Eerdmans), and the forthcoming Still Water (Eerdmans). He is an Italian naturalist and teacher who works with museums and community organizations on conservation and biodiversity initiatives. Follow Danio on Instagram @daniomiserocchi.

Maciej Michno is an editor at Cocai Books, which creates educational, scientifically verified books focused on often-overlooked natural subjects.  His previous titles include Who Hid the Stars? (Eerdmans),  The Tomorrow Tree (Phaidon), and the forthcoming Still Water (Eerdmans).

Valentina Gottardi has pursued her dual passions of art and nature since childhood. At Cocai Books, she serves as artistic director and designer for all projects, including this book, Who Hid the Stars? (Eerdmans), The Tomorrow Tree (Phaidon), and the forthcoming Still Water (Eerdmans).

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As a former fourth grade teacher and founder of StarrMatica, a STEM publishing company, Emily Starr has developed award-winning K-5 science curriculum and professional learning materials for 20 years. She is a member of the Iowa State Science Leadership Team, a peer reviewer for the National Science Teaching Association’s journal Science and Children, and a frequent presenter at state and national education conferences. Her debut middle grade nonfiction book is Dig In: Uncovering the Secrets of Iowa’s Veggie Farms (Iowa Ag Literacy Foundation).

 

 

STEM Tuesday– Light Pollution– Writing Tips and Resources

In November of 2007, we had a terrible ice storm in my small town. Trees and power lines were decimated. We even lost our basketball goal in the driveway when a large oak limb dropped on top of it. We were without power for a week after our house was mistakenly skipped over by the out-of-town power crews on their first pass through our neighborhood, making the wait longer. My family did not appreciate the beanie weenie meal I cooked on the gas grill and ended up spending more time at a friend’s house because they had electricity while I held down the fort through the long, dark, and cold nights.

Although this was not a pleasant experience in any way, shape, or form, there was one sliver of a silver lining from the ice storm. It knocked out the streetlight at the intersection in front of our house and several up and down the street. It was dark. It was fantastic for stargazing. The night sky popped. Planets, stars, constellations, and the Milky Way jumped out in a way I had not experienced anywhere inside the city limits. I felt like a kid again from the back patio staring at the heavens hanging so bright and close that one could almost reach out and touch it. Glorious!

With the extent of the damage to higher priority areas in the city and county, it was a solid six months before the streetlights were repaired, so it was one “dark” period in my life I miss to this very day. After the streetlight came back online, the stargazing party was over, and it was back to stargazing through its light pollution. 🙁 

ThatOneEli, CC BY-SA 4.0 <https://creativecommons.org/licenses/by-sa/4.0>, via Wikimedia Commons

What does my 20-year-old ice storm experience have to do with a STEM Tuesday Writing Tips & Resources post on light pollution?

Well, maybe nothing at all and just a rambling of an old man. But, in writing, we can create so much light of a pollution-like story flow through a frenetic pace or constant action that it masks the reader’s experience. Keeping the reader in a steady Full Speed Ahead Mode makes it difficult for them to see the stars, planets, and galaxies of the story. In other words, they miss the full beauty of the reading experience because they are never offered the opportunity to step away from the bright light, allow what just happened to sink in, and prepare the brain space for what comes next.

The inverse is also possible. We can write a piece in Low Speed Mode with little addition of action or light, and the reader’s experience is masked in that constant lowkey vibe. The key is to mix and blend the levels of brightness to shine a light where needed and also reduce the light levels to allow the time and reflection necessary to keep the reader engaged.

We need to strive for those moments of awe after the streetlight goes dark and the night sky bursts in all its glory. The reader needs those times in the story when they lie on the cool grass, staring at the Big Dipper or Orion’s Belt, and feeling as if the Milky Way galaxy is just an arm’s length away. 

In my recent regular MUF post, The Book Called to Me Again, I wrote about the genius that is Gary D. Schmidt. Look, a lot happens in Gary D. Schmidt stories. Good things. Bad things. Things that make you laugh. Things that make you cry. His skill as a writer shows when he amplifies these inherently bright story light things by placing them in juxtaposition to periods of dim story light. With the bright levels temporarily dimmed, the reader can not only appreciate the good, the bad, the funny, or the emotional story point that just happened, but have the emotional and mental space to process it. 

Combatting the light pollution in my writing is something I’m constantly working on. I write from the part of my brain that is still controlled by the middle school Mike. This is a blessing and a curse. Middle-school-brained Mike offers a unique perspective for creating stories. My struggle, however, is fighting the young Mike in my head who wants to see more car chases, more explosions, and more jumping from the roof of one building to another. You know, the middle school boy stuff. 

Learn to control the light pollution in your creative work. Shine the light brightly when it needs to be shone and learn to dim, or shut it off when it’s not needed. Ebb and flow to give the reader the headspace they need to stay engaged without needing a pair of very dark sunglasses.

Happy summer writing! May you shine your creative light without creating light pollution.

Mike Hays has worked hard from a young age to be a well-rounded individual. A well-rounded, equal-opportunity sports enthusiast, that is. If they keep a score, he’ll either watch it, play it, or coach it. A molecular microbiologist by day, middle-grade author, sports coach, and general good citizen by night, he blogs about sports/life/training-related topics at www.coachhays.com and writer stuff at www.mikehaysbooks.comTwo of his science essays, The Science of Jurassic Park and Zombie Microbiology 101,  are included in the Putting the Science in Fiction collection from Writer’s Digest Books. He can be found roaming Bluesky under the guise of @mikehays64.bsky.social and @MikeHays64 on Instagram.


The O.O.L.F Files

This month on the Out Of Left Field (O.O.L.F.) Files, we

DarkSky

Our DarkSky Approved program works with communities, manufacturers, retailers, designers, and others to evaluate and certify dark sky friendly outdoor lighting equipment, as well as dark sky friendly outdoor lighting projects.

What is Light Pollution? via DarkSky

Light Pollution Map from the University of Colorado at Boulder

ArcGIS Online Global Artificial Sky 3D Interactive Map

https://www.arcgis.com/home/webscene/viewer.htm

John C. Wells Planetarium at James Madison University

Light Pollution: The Overuse & Misuse of Artificial Light at Night via the John C. Wells Planetarium

Astrophysicist Kelsey Johnson’s TED Talk

The problem of light pollution — and 5 ridiculously easy ways to fix it

And finally, a wink to my mother and father, who always yelled at their teenage sons for leaving “every light in the universe on when we weren’t using it” and listening to our loud, noise-polluting rock music at wall-shaking volumes.

Thank you, Mom and Dad, for introducing us to the world of environmental activism at home.

Rock and Roll Ain’t Noise Pollution” by Australian rock band AC/DC from their classic 1980 album Back in Black. Note: This album may or may not have knocked a picture frame or two from the walls upstairs in our childhood home. For the record, I plead the Fifth.


Sound Like a Kid: Digging into Dialogue

A question I hear often from kid readers is “How can you write for us when you’re an adult?” There’s a lot of reasons why this question pops up, but one of the biggest is the fact that adults simply aren’t kids. In their minds, we don’t look like them, we aren’t interested in the same things, and—perhaps most importantly of all—we don’t sound like them. If we’re not careful, the dialogue we write for kid characters will only confirm we’re not the best people to be putting stories together for them. To avoid dialogue that’s stiff, unrealistic, or just plain boring, let’s look at two main concepts to keep in mind when you sit down and try to get into the sneakers of your kid protagonist.

Use Code SwitchingA speech bubble made up of yellow notes

A subtle but powerful marker of kid dialogue is code switching. This term refers to the way people change how they talk in different groups. Put simply, if you’re an eleven-year-old, you don’t sound the same talking with your parents as you do with your friends. Adults code switch, too, though it’s often less noticeable. Kids who fit into the MG age range are stepping beyond their families for the first time, and they have the chance to make connections with people of all ages. These relationships are great opportunities to show different dimensions of your character, especially if the dialogue can show us different sides of their personality.

If your dialogue is feeling stiff, ask yourself these questions:

  • How does my character’s dialogue change when they’re talking with someone their age? Someone older? Younger? Someone in their family? A stranger? Consider how much they might interrupt, not finish a sentence, enunciate, mumble, take charge, or ask more questions.
  • If their dialogue doesn’t change, what does that show readers about their personality?

Avoid Writing Tiny Grownups

One of the worst things that can happen in dialogue is giving your kid character a vocabulary and way of speaking that makes them sound like an adult when it isn’t intended to be a character trait. As adults, we’re steeped in specialized language and terms like “juxtaposition” and “voluminous.” We’re more adept at using language to communicate, comfortable with the differences between “angst,” “depression,” and “discouragement.” Kids, on the other hand, simply don’t have a lot of experience wrapping things in language, much less knowing there’s a word for what they’re trying to describe or convey. This includes kids who are passionate about very niche topics as well. While they might know everything about arthropods or camshafts, they likely won’t be as fluent in talking about how their best friend moving away feels.

If you’re not sure if you’re writing a tiny grownup, here are some questions for you:

  • How does my character talk about complicated topics like emotions? If what they say sounds like it could be said by a therapist, it’s likely not a good fit for your kid character.
  • Does my character use technical terms, jargon, big words, or specialized language? If so, where would they have learned it? Why do they use words like this?
  • If you’re still not sure, give a scene of dialogue to friend who’s not familiar with the story and ask them how old they think the characters are. If they guess incorrectly, ask them which words or phrases made them think the way they did.

Do Field Research If Needed

If you need real-world inspiration, take time to hang out in places where kids gather. Even better is to find places where there’s a mix of ages, such as libraries, schools, malls, and theaters. Listen closely and take notes on what you observe, especially when it comes to how people talk to each other, what words and tone they use, who talks more, and so on.  Reading is another great way to see how other authors have approximated the often messy, not grammatically correct way we have conversations.

It’s important to get dialogue right in middle grade. Play with the way your character talks and see what happens!