Welcome to STEM Tuesday: Author Interview, a repeating feature for the fourth Tuesday of every month. Go Science-Tech-Engineering-Math!
Why are author interviews such an important part of STEM Tuesday? For one, it’s fun for kids (and adults!) to read about doing research and writing from the person doing the work. Plus, getting a glimpse into what it’s like to be an author can get kids (again – and adults!) excited about doing their own writing!
Now, let’s meet Stephen Aitken, who’s written or illustrated dozens of nonfiction books for kids! His newest book is (Orca Book Publishers 2024), which explores the amazing world of creatures that generate their own light.
Andi Diehn: I didn’t realize that bioluminescence had evolved independently in different species with different chemicals working to produce the light. This is fascinating – does this make it more complicated to study?
Stephen Aitken: Bioluminescence has evolved independently in many different species, insects, jellyfish, fungi, etc. And yes, it does make their study more complicated – but it also helps us understand more about evolution. Bioluminescence is an example of convergent evolution, the phenomenon whereby different organisms evolve similar traits independently of each other. Animals and plants that make their own light need two things: a chemical reaction between a light-emitting molecule known as luciferin and another substance that sparks it, luciferase. It’s kind of like a match stick that needs a match box to set it alight. There are at least five different types in different organisms: fireflies, insects, and marine animals use several different types, and fungi and bacteria have their own type of luciferin and luciferase. To study these animals in their wild habitats – oceans, forests and caves – can require specialized equipment such as deep-sea submersibles and other equipment.
AD: Living art – I love the idea of incorporating bioluminescence into the art world. What can young readers gain from this merging of science and art?
Stephen: The natural world is a very inspiring source of creativity. Architects use the principles of natural structures to build, fine artists are inspired by colors and designs found in plants and animals from around the world. Bioluminescence shows the stunning visual displays of the natural world. When artists incorporate this into their work, it can help young readers see science as more than just facts and figures, as a world of beauty and wonder. This broadens their understanding of how deeply connected humans are to the environment, foster a sense of awe, and make science feel more accessible and engaging. By observing how artists use bioluminescence in creative ways, young readers may begin to think about how scientific knowledge can help solve problems in innovative ways. For example, it might inspire solutions for sustainable lighting or the creative uses of light in design. It may also teach them about sustainability in both science and art and reinforce the importance of protecting the environment.
I encourage young readers to imagine new ways of combining many different disciplines, in this case blending scientific knowledge with their artistic talents. Merging science and art encourages STEAM learning (Science, Technology, Engineering, Art, and Math), combining technical knowledge with creative thinking. This integration can be particularly motivating for young readers who might be more drawn to one subject but find new interest in the other. The intersection of science and art through bioluminescence provides young readers with an engaging, multi-sensory way to explore both creativity and the natural world, ultimately deepening their appreciation for both.
AD: I love your sidebars – life-saving plankton, tiny trackers to see how infections spread, and so much more. Why did you include these stories of how bioluminescent organisms can help humans?
Stephen: I think we humans are always looking for applicability. Stories of how nature inspired amazing scientific breakthroughs is always uplifting. The sidebar examples spark curiosity, develop problem-solving skills, and demonstrate that even small discoveries can make a big impact on our world, encouraging kids to explore the natural world around them.
AD: I love learning about the different uses of bioluminescence – bomber worm, dragonfish hunting with light, attracting mates. And the ones we need to guess about! Is it good for young readers to learn how much we don’t know?
Stephen: Great question. Short answer: YES! Science moves forward through building on the discoveries of the curious minded scientists that came before us. I think it’s important to show young readers how investigating what we don’t know is how great discoveries are made. But also, it’s vitally important to show that there is so much we DON’T know. There is a big world of question marks out there just begging to be turned into exclamation marks by young readers with curious minds.
AD: Your story about local schoolchildren helping collect fireflies – I love this early example of Citizen Science and also love your note about conservation. Why is it important that we continue to adjust the way we do science as we learn more about the repercussions of our actions?
Stephen: In the 1950s there were only two and half billion people in the world. There were more trees, healthier ecosystems, larger populations of animals and insects. Times have changed. The limits of the Earth we live on are becoming more evident. It’s important to keep improving how we do science because as we learn more, we discover new ways our actions can impact the planet, people, and animals. By adjusting our methods, we can avoid harming the environment, make better inventions, and solve problems like pollution or disease. Science is about learning, and we get better at protecting the world when we change how we do things based on what we’ve learned. This helps us create a safer, healthier future for everyone. Our oceans and skies are not infinite and cannot handle everything that we throw into them. Science does not have all the answers and we have to keep questioning the repercussions of all our meddling in the natural world.
AD: A lot of the creatures in your book work together, either in a colony of the same species or in smaller symbiotic relationships. How might kids see this reflected in the human world they’re a part of?
Stephen: Yes, in nature, creatures work together to survive, like ants in colonies or microbes like bacteria helping animals through symbiotic relationships. We see this in the human world too—people working together as teams in school, sports, or communities. When we cooperate, we solve problems faster, share skills, solutions, and support each other. Teamwork can help everyone succeed and make life better for everyone!
AD: Your story about refusing to experiment on live dogs – why is it important to include that kind of anecdote in a science book for kids? What do they learn from it?
Stephen: All living creatures have feelings. We can only imagine what they are experiencing. When I was studying physiology, the paradigm was that animals only functioned through instinct and lived in a programmed way. Anyone who has spent time with animals knows in their heart that this is not true. Animals have feelings and can be incredibly intelligent and intuitive at times. We need to honor this and have respect for all life on Earth. Since those years in the physiology lab, society has changed, science has changed. Animal rights now have a voice. Concerned citizens have started to defend them. We have no right to torture or treat animals as inanimate objects, valuable only for our own purposes. This is an outdated way of looking at the natural world.
AD: The tension about science that can both harm the world and help it – why is it important to have these conversations with students?
Stephen: It’s important to talk with students about how science can both help and harm the world because it teaches them to think carefully about the choices we make. Science can lead to amazing things, cure diseases and protect the environment, but it can also cause problems like pollution or harming animals. By having these conversations, kids learn to ask important questions, make responsible decisions, and understand that using science wisely can lead to a better future for everyone. It helps them see that their actions matter in making the world a better place. It also teaches them that we can make discoveries while still being responsible and respectful to all life forms.
AD: Are there any questions I didn’t ask that you’d like to answer?
Stephen: “What’s my next book and how do you come up with your ideas?” Thanks for asking 😁. Researching Living Light was really inspiring for me – bioluminescence is magical. I got the chance to interview scientists, biochemists, marine biologists and taxonomists, all of whom were doing incredible work in this field. The more I study the natural world, the more treasures I find. Also, I continue to find links between scientific disciplines and I love that! Discovering that bioluminsecent animals produced different colors of light, that florescence in some reptiles and insects is different from bioluminescence, and the principles of iridescence in bird feathers, chameleon skin and fish scales. All this made me stop and think about why animals use color and how does it help them to survive. That was the spark that lit the fire for my upcoming book, Nature’s Palette: Color and Survival in the Animal Kingdom scheduled for publication next year.
Writing books is my life. It’s my way of understanding the fascinating world around me. I love it and I’m pretty darn sure I will never ever run out of things to write about for young readers.
Stephen Aitken is a biologist, artist and author. Despite an early brush with nyctophobia (fear of the dark), he became fascinated with bioluminescence while researching a book he wrote on the dangers of light pollution. Stephen’s books fulfill (and sometimes feed) his longing to conserve the living creatures that share and enrich our planet. He has written and illustrated many picture books, chapter books and close to a dozen nonfiction books for middle-grade readers on topics including the climate crisis, the impact of artificial lighting on ecosystems (Saving the Night), the role of sound in conservation (Listen Up!) and other topics that encourage living in harmony with life on Earth. Stephen is the cofounder and executive secretary of Biodiversity Conservancy International, a registered Canadian charity, and is editorial director of the science journal Biodiversity, published in partnership with the Taylor & Francis Group. To see more of his books and art, please visit stephenaitken.com.
Sarah: He loved drawing. But is father didn’t want him to be a starving artist. And I remembered thinking, I’m a lot like Rube. My Dad is an economist and when I switched to writing he said, “you’re supposed to take a job that makes more money.” He was speaking out of fear. But he ultimately understood what I was trying to do and that I had something to say. I didn’t study engineering but Rube did. When he looked around he was latching on to creativity. He was worried that giving people all these machines was going to give people less opportunities for ingenuity. For thinking out of the box. He lived in the industrial age and he worried what was happening to curiosity.
Sarah: I also have a book about 
