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Author Guest Post: “Unpacking the Layers of Meaning Hidden within a Picture Book” by Carin Berger, Author of In the Night Garden

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“Unpacking the Layers of Meaning Hidden within a Picture Book”

On its face a picture book can seem like a simple thing. After all, most picture books are composed of a mere 16 spreads and a handful of words, plus a jacket, a case, end papers and a title page (all worth taking careful note of!). And yet a good picture book is a multi-layered, complex balancing act with many elements. Ideally, it works on several levels with layers of meaning woven within it that are revealed with repeat readings.

As an author and illustrator, I am fortunate to be able to toggle between visual and textual storytelling and allow a kind of play between the words and pictures. I can build secrets within the illustrations that continue to reveal new things upon multiple visits. I create my collages by hand, working with vintage ephemera, a material that I choose because I love the fact that each piece comes with built-in, hidden stories. One more layer of complexity. My goal is to build depth within my books, so that when they are used in a classroom, they can help foster meaningful discussions, cultivate careful observations, and to deepen visual and textual literacy. In the Night Garden, at first read, might seem to be simply a good night book. It has a lulling rhythm and takes place at night and ends with the phrase “Sleep tight.” An alert reader will notice a black cat who is on every page, and who chaperones the reader through the story, and functions as the narrator. The reader might also notice the passage of seasons within the illustrations. Certain spreads have interesting treats waiting to be discovered, for example the “visual onomatopoeia” in the illustration of the crickets and bullfrogs songs. Or the fact that hidden in the spread of the girl’s bedroom at the end of the book, there are objects from all of the previous spreads. Can you find them?

There are personal nuggets hidden within my books as well. I am a long-time fan of Al Hirschfeld’s illustrations. He always included his daughter’s name, Nina, within his illustrations. I have done this as well. The name of my daughter, Thea, is somewhere, hiding within the illustrations in all of my books including In the Night Garden. You will need sharp eyes, but I bet you can find it. Also keep an eye out for the letter T…as in Thea! In the Night Garden was in part inspired by Thea’s fear of the dark and difficulty in going to sleep at night. I think many children have some anxiety around this transition, and I hope that celebrating the beauty of the darkness will be useful. We used to lie out on the porch, gazing at the stars and identifying unfamiliar sounds as a way to ease her fear. This became a treasured ritual and part of the inspiration of In the Night Garden. My burgeoning love of gardening also inspired the book. I grew up around talented gardeners and I always longed to have my own bit of dirt to garden in. Now that we have our house in the country, I am insatiable. I find it a delight to watch the changes in the garden as seasons pass. There are often magical moments that happen: There was one early morning where I spotted a trio of fox cubs splashing playfully in our stream, and one autumn dusk when a hoot owl was only a few feet away, gazing steadily at me from our apple tree. We watch the dance of fireflies in the summer, and the whirl of bats that swirl above us in the early evening; we marvel at the silent transformation that occurs after a heavy snowfall. In some ways the book is an ode to Cupcake, the name our daughter gave our house, this place that we love. As you can see, it is deeply personal!

Finally, and also deeply personal, there is a more profound meaning tucked within the simplicity of In the Night Garden. I hope that the book inspires awe and wonder about nature and night time, as well as about seasons and the sometimes dazzling and sometimes subtle transformations that the natural world helps to highlight. I hope it lulls the reluctant sleeper to sleep. But it is more important to me that In the Night Garden works on a deeper level. I hope that the book can spark curiosity and initiate discussions about learning to explore the unfamiliar in a broader sense. I think fearing the unknown is universal, especially in childhood which is filled with newness and uncertainty. It is my deep wish that In the Night Garden can serve as a tool to start conversations about openness to things we aren’t familiar with, and that it will encourage readers to learn about new things, new people, new ideas. I hope that these conversations can help institute an openness to the “other”, something that I think is incredibly important, especially in these divisive times.

As you can see, picture books are not so simple!

Published July 4th, 2023 by Neal Porter Books

About the Book: A gentle, collage-illustrated bedtime read about the often mysterious and always beautiful experiences to be found in nighttime spaces.

In the night garden fireflies look like fallen stars.
Moonflowers unfurl and release their intoxicating perfume.

In the night garden you can lie
on the cool grass and look up to the
millions and trillions of stars…

In the night garden, nothing is as it seems and everything is made new. Blinking stars and pale moonlight might reveal a lone cat tiptoeing across a roof, luminous flowers unfurling in the cool air, a mama fox escorting her sleepy cubs home. Listen closely and you might hear the wind blowing through the trees, the murmur of a slow stream, or the gentle song of crickets and bullfrogs, lulling you to sleep.

Carin Berger is the award-winning author of The Little Yellow Leaf, a New York Times Best Illustrated Book. With soothing words and spectacularly detailed, hand-cut collage artwork, she has fashioned a bedtime book like no other. Curious readers will be rewarded when they look for the mysterious cat that appears on every page!

A Junior Library Guild Gold Standard Selection

★  “In tandem, the text and art endow nighttime with a sense of whimsy and wonder, and for little ones readying for bed, they’ll find comfort and reassurance for sweeter dreams.”—Booklist, Starred Review

★ “Nighttime is the right time for young readers thanks to this perfect amalgamation of soothing text and image.”—Kirkus Reviews, Starred Review

★ “Carin Berger’s sweet, gentle bedtime story is more than just a pretty face; it fully captures the imagination. Using her own garden as a muse, Berger (Finding Spring) takes the unease out of nighttime. . . .”—BookPage, Starred Review

★ “Berger’s attention to detail in the art, alongside her sophisticated and accessible text, creates a magical nighttime world. This spellbinding picture book will undoubtedly hold children in that glorious tension between wide-eyed curiosity and heavy-lidded drowsiness before they drift off to sleep.”—The Horn Book, Starred Review

About the Author: CARIN BERGER is the award-winning author and illustrator of almost a dozen picture books for children, including The Little Yellow Leaf, a New York Times Best Illustrated Book; All of Us; and Finding Spring. She is also the illustrator of Behold the Bold Umbrellaphant by Jack Prelutsky, and Are We Pears Yet? by Miranda Paul. She and her family divide their time between NewYork City and “Cupcake,” their home in the Hudson Valley. Carin spends all of her spare time tending her garden. Cupcake makes an appearance in and was the inspiration for In the Night Garden. 

http://www.carinberger.com/
@carinberger on Twitter
@carinbergerdesign on Instagram
https://holidayhouse.com/book/in-the-night-garden/

Thank you, Carin, for reminding our readers about the complexity of picture books and their importance in our society!

Author Guest Post: “Middle Graders are Unpredictable–and the Characters we Create for Them Should be, too!” by Linda B. Davis, Author of Food Fight

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“Middle Graders are Unpredictable–and the Characters we Create for Them Should be, too!”

As adults, we understand that an individual’s personality cannot be defined with one word. People are complicated and inconsistent—that’s what makes us interesting. Our neighbor yells at the kids who play on his lawn but later gushes over puppies and kittens. A happy-go-lucky waitress cries in the walk-in refrigerator where no one will notice. Kids can sometimes have difficulties recognizing and understanding these inconsistencies in themselves and others.

Recent research has shown that helping children become more aware of their own multifaceted identities and the ability to see themselves from multiple angles can promote flexible thinking and improve problem solving (Gaither, et al). Their findings suggest that learning to see ourselves from many perspectives helps to reduce rigid thinking, which can potentially promote open-mindedness and inclusiveness in a diverse society.

A quick glance at my debut middle grade novel, Food Fight, might suggest that several characters risk being reduced to stereotypes—a quirky loner, a social-climber, a pushy father, and a bully and the kid he is targeting. However, my intention was to create nuanced characters who behave inconsistently and a main character whose conflicting feelings and observations about himself, his parents, and his peers cause him great distress.

Food Fight is the story of eleven-year-old Ben Snyder who is starting middle school. Things go sideways for him right away because his extreme picky eating, which no one has been too concerned with in the past, is suddenly drawing a lot of attention—from his old friends, his weird lab partner, the girl he’s crushing on, and a bully. Before he knows it, Ben finds himself in social free fall, sliding toward the bottom of the middle school food chain. And if that’s not bad enough, he’s facing an upcoming class trip featuring three days and two nights of authentic colonial living—and authentic colonial food that Ben cannot eat.

In preparation for the trip, Ben sees a therapist who suggests that Ben may actually have an eating disorder called ARFID (Avoidant/Restrictive Food Intake Disorder). ARFID, a relatively new diagnosis, is often characterized as extreme picky eating, but the reality is actually quite serious and can cause significant medical, social, and self-esteem issues. It is described as a lack of interest in eating and/or a complete avoidance of eating particular foods based on sensory characteristics including texture, smell, and color. ARFID is often associated with other sensory disturbances, fears of choking or vomiting, and neurodivergence (although neurotypical kids and adults may also have ARFID).

People living with this condition generally say that most foods don’t seem like something they could even put in their mouth, let alone eat, which results in very restrictive diets limited to foods that feel “safe”—often processed or fast foods, which taste the same every time. And although the clinical definitions are descriptive and accurate, they often do not adequately convey the sheer psychological terror involved with ARFID—some call it a food phobia. People with ARFID do not limit themselves to foods they choose to eat—but to the only foods they can eat.

Although ARFID is a relatively rare condition, estimated to affect between three and five percent of kids, the types of obstacles it presents are universal in the world of middle graders as they confront the age-old question of How do I fit in? The bodies and minds of early adolescents are developing more rapidly than during any other stage of human development except between birth and age two. Even without significant medical or mental health issues, middle schoolers are navigating momentous social and academic challenges as well as shifting power dynamics in relationships with peers and parents—and their feelings and strategies for coping are nuanced and evolving, too.

It would be tempting to portray Ben’s bully as unilaterally bad, but he’s not. Other kids actually find him hilarious, and Ben watches on with surprise as the bully walks away from an opportunity to take revenge on another boy. Ben’s quirky lab partner carries herself with an arrogance that pushes others away, but she is loyal to Ben in ways that his own best friends are not. Ben’s father uses friendly language to shame him about his eating. Ben’s best buddy is intent on building up his own popularity but in the process has forgotten how to be a friend. And Ben himself, who could be easily portrayed as a great kid facing unfair circumstances, makes several bad decisions including lying, breaking rules, and responding to an accusation impulsively.

In a 2019 interview, Mayra Cruz, principal of a public school in Washington, DC, described middle schoolers as “consistently inconsistent” (Wong, 2019). It seems fitting that the characters in the fiction they read should be, too.

  1. Sarah E. Gaither, Samantha P. Fan, Katherine D. Kinzler. Thinking about multiple identities boosts children’s flexible thinking. Developmental Science, 2019: DOI:10.111/desc.12871
  2. Wong, A. Why is Middle School So Hard for So Many People? The Atlantic, October 7, 2019.

Published June 27th, 2023 by Fitzroy Books/Regal House

About the Book: Food Fight is the story of an overnight class trip that becomes a survival mission for an eleven-year-old boy who is learning that his super picky eating is actually an eating disorder called ARFID (Avoidant/Restrictive Food Intake Disorder).

Smart and athletic, Ben Snyder is ready to start middle school. But his super picky eating, which has never been a big deal before, is about to take him down. Suddenly everybody’s on his case about what he’s eating and what he’s not—his old friends, his new friends, his weird lab partner, the girl he’s crushing on, and a bully—and Ben finds himself in a social free fall, sliding toward the bottom of the middle school food chain.

Even worse, there’s an upcoming three-day class trip to a colonial farm. Knowing there’s no way he can handle the gag-worthy menu, Ben plans for the trip like a survival mission. Armed with new information about his eating habits, he sets out with three tactical goals: impress the girl, outsmart the bully, and avoid every single meal. But when things go sideways and epic hunger threatens to push him over the edge, Ben must decide how far he will go to fit in and if he has the courage to stand out.

About the Author: Linda B. Davis has always been curious about why we do the things we do. As a social worker in a community mental health setting, Linda became passionate about the need for accurate and accessible mental health information in children’s literature. She is a member of SCBWI and active in the Chicago writing community. She enjoys traveling, gardening, and buying more books than she can possibly read. Food Fight is her first novel.

Thank you, Linda, for honoring the complexity of middle graders!

Author Guest Post: “What is it Like to be a Dog?” by Dr. John Bradshaw, Author of A First Guide to Dogs: Understanding Your Very Best Friend

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“What is it Like to be a Dog?”

My middle-schooler grandkids love their superheroes. Posters of their favorites adorn their bedroom walls, their T-shirts feature costumed crusaders extolling their superpowers. Yet few parents realize that the family dog has his or her own set of superpowers, not so flashy as those of their two-legged fictional counterparts, but, in their own way, just as enthralling. If only more people would take the time to wonder, “what is it like to be a dog?” (or, indeed, any other animal).

Imaginary worlds are the very stuff of childhood, and nowadays we have the knowledge to stretch children’s imaginations to include the worlds of animals as well as humans and their ilk. Over the past hundred years or so, science has revealed just how many differences there are between reality as we know it, and the many parallel but distinctive realities inhabited by other animals. The family dog is probably the most accessible example, but any animal could serve, whether the family cat, a small furry, or even a bird perched on a wire outside an apartment window. Any one of these could lead to valuable insights into how the animals around us live in their own worlds.

Dogs make great subjects for such flights of fancy, and not only because they’re so familiar to us. Their version of the family home overlaps with ours a lot – otherwise we’d find them difficult to live with, and vice versa – but there are also many intriguing differences that I reveal in my book for middle-graders, “A First Guide To Dogs”. Dogs can hear high-pitched sounds that we can’t, they’re red-green color-blind and permanently long-sighted, their sense of smell is thousands of times better than ours, and they have a whole other “nose” that sits between their actual nose and the roof of their mouths, that helps them to decode – and perhaps store – the individual smells of other dogs. Indeed, dogs’ social lives revolve around these smells, hence the care with which they choose a place to pee, and their obsession with sniffing underneath each other’s tails.

It’s not only the physical world that must seem different to a dog. Their minds work differently too, even though their brains are laid out in a similar way to ours. Scientists are still arguing about whether dogs are aware of themselves to the same extent that we are (probably not so much), but we are now sure that their sense of time is different to ours. Dogs live much more in the here-and-now than we do, having only a limited perception of the past and even less of a grasp of the future. This has profound implications for the way they interpret our actions. Most pertinently, they seem unable to understand that whenever we leave the home, they should expect us to return. Left home alone, many dogs fear they have been abandoned for good, raising their stress levels sky-high. A simple training regime can overcome this, but too few owners understand the necessity.

Dogs’ lives can also provide great lessons for thinking about what “well-being” really means. Hold on, surely everyone loves their dog, right? But that’s no guarantee that dogs will always get the happiness they deserve. The problems come when dogs get treated as if they were just little people, not animals with their own priorities. How would middle-schoolers feel if their parents ripped their screens out of their hands every time they saw a message from a friend? Yet that’s exactly what dogs must experience when they’re yanked away from every interesting smell by the leash tightening around their neck.

Dogs – and other animals – can provide a springboard for amazing journeys into other worlds, now that science has given us so much insight into their minds and how they interpret their surroundings. Thinking about dogs, especially, can give us a close-to-home stimulus for the imagination, whether the focus of the class is science, or ethics, even creative writing.

Published June 13th, 2023 by Penguin Workshop

About the Book: Featuring fun illustrations (by Clare Elsom) and easy how-tos from animal expert Dr. John Bradshaw!

Uncovering the secret lives of pets, Dr. John Bradshaw invites young readers to learn more about their closest companions: their dogs! Told from the point of view of Rusty the Terrier, this lively, illustrated book gives kids a front-seat view to the everyday lives of dogs, sharing lessons and growing children into the best pet owners they can be.

★ “Perceptive and engaging—essential reading for anyone seeking greater understanding of their four-legged best friends.” — Kirkus, starred review

About the Author: John Bradshaw is the director of the Anthrozoology Institute at the University of Bristol in the U.K. He has studied the behavior of domestic cats and dogs for more than 25 years.

Thank you, John, for this fun look into the minds of dogs!

Author Guest Post: “Notice What You Feel” by Christie Matheson, Author of Select

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“Notice What You Feel”

There’s a short scene in my book Select during which the main character, Alex, notices a woman across a crowded city street running to catch a bus. She’s carrying heavy bags and moving as fast as she can. A man waiting at the bus stop sees her, and Alex assumes he will alert the bus driver so the bus can wait a few seconds for her to get on. But the man doesn’t do that, and the bus speeds away, leaving the woman alone and distressed on the sidewalk.

Alex feels sad and frustrated that she couldn’t do anything to help—and that the man chose not to help when he could have. She pays attention to her feelings, and thinks about the people in this world who choose to help when they can, and those who choose not to help.

This scene was inspired by reality. Not too long before I wrote that scene, I saw this exact thing happen from a distance. It made my heart hurt for the woman who was left on the sidewalk with her heavy bags. I wished I could have done something to help. And as soon as I had the chance, I wrote about it quickly in my notebook and later wrote the scene. Is it critical to the plot of the book? No, not really. Does it help us understand how Alex sees people and the world? I hope so.

Every day, we will witness and experience things that make us feel something. It might be sadness, or a glimmer of joy, or full-blown excitement, or a sense of unexpected calm. It might happen while we are out and about, or at home, or while reading. When we are struck by noticeable feelings, I think it’s important that we take the time to notice them. Pay attention to them. Wonder about them. (What was it that caused the feeling? Why?) Feel them fully. And maybe write about them.

Noticing our feelings and what sparks them can help us be more present and aware of what’s happening in the world, and possibly deepen our understanding of ourselves and others.

It can also help us to think more clearly about books. After reading a chapter or a whole book, we can ask ourselves: Which scenes made me feel something? What did they make me feel? Why? Do I want to read more books that make me feel this way?

And finally, if you write down the tiny details of something you saw or experienced, and how it made you feel, that just might go into a book you write!

Published May 9th, 2023 by Random House Books for Young Readers

About the Book: One girl and her soccer team take a stand against the bullies who push them too far in this brave, inspiring novel that celebrates girl power and the true spirit of sports. Perfect for readers who love The Crossover and Fighting Words.

“A tale of terrific girl power and athleticism.” —Kirkus Reviews

Twelve-year-old Alex loves playing soccer, and she’s good at it, too. Very good. When her skills land her a free ride to play for Select, an elite soccer club, it feels like a huge opportunity. Joining Select could be the key to a college scholarship and a bright future—one that Alex’s family can’t promise her.

But as the team gets better and better, her new coach pushes the players harder and harder, until soccer starts to feel more like punishment than fun. And then there comes a point where enough is enough, and Alex and her teammates must take a stand to find a better way to make their soccer dreams come true.

Powerful and inspiring, Select explores the important difference between positive and negative coaching and celebrates the true spirit of sports.

About the Author: Christie Matheson is the author of Shelter and is also the author-illustrator of many picture books, including Tap the Magic Tree, Touch the Brightest Star, and Bird Watch. She lives in San Francisco with her family.

Thank you, Christie, for this wonderful writing tip!

Author Guest Post: “Big Ideas: Ways of Making Abstract Concepts More Tangible for Students” by Laura Wippell, Author of Feeling Hopeful

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“Big Ideas: Ways of Making Abstract Concepts More Tangible for Students”

One of my favourite things about picture books is their ability to communicate BIG IDEAS, BIG EMOTIONS and BIG ISSUES on their relatively small pages.

In an age of book bans it’s extremely encouraging to see authors continuing to tackle these big subjects within picture books, but is it something we are doing enough of in our classrooms?

I’m an Australian teacher who has been teaching English to students in Chile for almost a decade.  It can be challenging to explore BIG ideas with my ESL primary school students, who often need extra support when it comes to vocabulary or finding ways to describe these non-tangible concepts.  So, what I try to do is find ways to help them visualise these abstract concepts, or make them more tangible.

Here are three examples of how I’ve done that:

  • Show, don’t tell

When it comes to ESL classes, students have sometimes shown anxiety when I introduce a new concept, because while they might know what it is, they haven’t heard the term before in English, and it sounds big and scary.  When starting a new unit, I’ve learned that it’s best to retain a bit of mystery, and rather than telling students what our new unit will be about, I use inquiry activities such as the Question Formulation Technique, or Project Zero’s Thinking Routines from Harvard.  One example is their Name, Describe, Act activity.

Here’s how I’ve adapted that activity for my class:

I wanted to talk about fear as an emotion (a fairly abstract concept), so I displayed an emoji on the board and the students had to try to name it, describe it, and explain what sort of actions that emoji might produce.

The great thing about inquiry activities is that the students’ answers can give you a good indication about their prior knowledge on the subject, and how much support you might need to give them in the upcoming classes.

  • Food is a love language!

I’ve come across quite a few language and cultural barriers since living in Chile, but one sure way of breaking them down is through food.  Gosh, Chile has some incredible food!  From its soft, spongy marraqueta bread, to its creamy ‘manjar’ or ‘dulce de leche’ as it’s often referred to in other countries, to its colourful rainbow of seasonal berries and fruits, there’s something here for every appetite.  Food is a fantastic way to find common ground when meeting someone new, both in and out of the classroom.

Since food is so universal, I find it to be a great tool for making connections to more abstract ideas or concepts with students.  When I tutored students one-on-one, I was able to bring a few snacks for us to smell and nibble on and then compare each snack to something abstract, like an emotion or even a character from a book.

If the visual aspect of food wasn’t enough for them to make connections, the students could use their sense of touch, smell and taste to make surprising connections to those intangible concepts.  I once heard that watermelon was chosen to represent fear, because of all of those scary dark seeds that are hidden within.  Who would have thought?

For bigger classes at school where food sharing can sometimes be tricky or not allowed, you can always show high resolution pictures or videos.  The Hiho Kids channel on YouTube has a lot of cute videos of children trying food from around the world.

  • Differentiation is key

If food isn’t your thing, you might like to get your students to choose how they would like to describe a concept in a more tangible way.

For example, if you are exploring ‘fear’, they could choose between one of the following options:

  • If they had to write a letter to their fear, what would they say to it? Here you can always use vocabulary lists for extra support.
  • How would they represent fear in a dance? What music genre would they dance to?
  • What about a meme? If they had to sum up what their fear looks like in one meme or gif, what would it be?
  • How would they draw their fear? What does fear look like to them?

If you’re wondering why I’ve used fear as an example in my activities, it’s because it’s something that I feel we need to talk more about.  As teachers we often have a lot of social-emotional check-ins with our students about how they are feeling, but sometimes we need to dig deeper and look at their current fears in order to understand why someone might be feeling a certain way.

Fear can be tough to explore, so I wrote a picture book about it.

Published

About the Book: In my picture book, Feeling Hopeful, Hope takes on the form of a happy, somersaulting dragon, who is hunting Fear.  Fear appears as a creature that likes to climb on children so they feel its full weight and presence.  Don’t worry though, there is a happy ending!

Far above the world, Hope the dragon somersaults through the sky, protecting those below.  But he encounters a formidable opponent in Fear.  Fear proves no match for Hope, until he meets a curious character, The Reader.  And it’s inside The Reader’s vast library that Hope finds what he’s looking for, plus much more…

This lyrical story has an uplifting SEL message and contains themes of hope, fear, the importance of reading and friendship.  While this book is marketed at a younger audience of up to six years old, I’ve used it with students up to 11 years old, and all of them have been able to make surprising, honest and beautiful connections.

That’s the beauty of working with BIG ideas, emotions and issues – they really have no age limit.

You can find a free teaching resource for Feeling Hopeful on my website at https://www.laurawippell.com/resources, which contains activities aimed at helping students visualise hope and fear.  Please feel free to reach out with comments or questions via my contact page.

About the Author: Laura is a children’s author.  In 2022, she won the Bee Ethicool author contest, which received over five thousand entries.  Laura’s debut picture book, Feeling Hopeful, is out now with Ethicool Books.  As an Australian living in Chile, Laura loves writing imaginative children’s books that make you feel local, and think global.  Laura has a background in Education, and is passionate about sharing her books with children and educators around the world.  Visit her at https://www.laurawippell.com/

Thank you, Laura, for these activities for the classroom!

Author Guest Post: “Using Fiction to Tell Your Truth” by Kaz Windness, Author of Bitsy Bat, School Star

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“Using Fiction to Tell Your Truth”

“Write what you know.” We’ve all heard this advice, and likely your earliest writing assignments were personal narratives. Mine were. Now as a more experienced author, how can you write stories that are still authentic to you but utilize fictional characters and worlds? The answer is metaphor.

Since I discovered I was autistic six years ago, I’ve wanted to write a children’s book that captured my experience of trying to fit in a world not designed for me. I’ve always known I was different and struggled, but it took my child getting diagnosed through school to realize I fit the criteria, too. Finding out was life-changing and healing, but it also led me to discover how much work we still have to do to help the world understand autism. As a children’s book author, illustrator, teacher, and mom, I knew I needed to use my platform to help spread awareness. But how?

One day as I was chatting with an autistic illustration student and drawing bats in my sketchbook, I compared being autistic to being a bat in a classroom full of mice. The second I said it, I knew this was the book idea I’d been waiting for. “What if a bat tried to fit in at a school for mice?” I went straight to work writing Bitsy Bat, School Star.

Bats may look like mice, but their physiology and needs differ greatly. Additionally, they have traits common to autistics. For example, a bat’s eyes are sensitive to light and their ears are sensitive to sound. They flap when happy and prefer to eat a few specific foods. Moreover, they are misunderstood and need more love and understanding.

As I began working with my editor, Bitsy’s story evolved to include all sorts of nocturnal animals besides mice—a bunny, a porcupine, a fox, a mole, a raccoon, and a possum. Besides being a story about a little bat finding acceptance, we saw the potential for all children to feel seen. When Bitsy learns to share what makes her unique, she invites her classmates to do the same. The book ends with each child participating in a “Shine and Share” activity to celebrate everyone in the class.

Take a moment now to think about something that makes you uniquely you. This could be something about your background, your life experience, a disability, a unique talent, or any other aspect that is specific to you. Write a few sentences to describe what this is. Now brainstorm characters or circumstances that could mirror this story of your uniqueness.

During quarantine, many picture book authors wrote stories about a big storm. The storm was a metaphor for dangerous circumstances outside of our control. Forced to stay inside and shelter while the destruction was happening everywhere, we experienced fear and loss but grew closer as families and remained hopeful for brighter days ahead.

Metaphors offer safe places to experience big feelings in ways that are both more gentle and more impactful. We can go to extremes within the expanse and safety of fiction. Imagine if Max had moped around in his room for thirty pages instead of sailing to the island of monsters and living out a fantasy of being king of the Wild Things.

Don’t shy away from talking about your unique identity or struggles. Every time I’ve faced my fears and exposed a vulnerable part of myself, rather than being shamed or ridiculed, I’ve helped people who are like me in some way, just waiting for someone to break the silence so they knew they weren’t alone. Writing your truth will always resonate with readers. It helps heal others and yourself, too.

Try your hand at metaphor and tell stories that bring your authentic self to fiction.

Published January 1st, 2023 by Simon & Schuster

About the Book: A little bat struggles to fit in only to learn to celebrate differences in this heartfelt picture book from an autistic perspective about starting school, making friends, and seeing what makes each person special.

About the Author: Kaz Windness is an author-illustrator who loves to make her readers laugh. When she’s not writing or illustrating books, Kaz teaches illustration at the Rocky Mountain College of Art + Design and enjoys making deep-dish pizza. Kaz lives in Denver, Colorado, with her husband, two children, and Boston terrier. She’s the author of picture books Swim, Jim! and Bitsy Bat, School Star. She also created the Level 1 Ready-to-Read Graphics Worm and Caterpillar Are Friends and the Level 1 Ready-to-Read Cat vs. Vac. Visit her at WindnessBooks.com.

Thank you, Kaz, for sharing your truth and pushing writers to share theirs too!

Author Guest Post: “Building Empathy” by Kim Taylor, Author of A Flag for Juneteenth

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“Building Empathy”

When I was a young girl, I was an avid reader. I did not have the distractions that are seemingly everywhere today. I picked up anything I could get my hands on, but I was most attracted to stories with a main character that was trying to find their place in the world. If the writing was very good, I was drawn into the story and felt deeply connected to the protagonist. I had the best of two worlds. I spent my formative years living in an apartment building in Brooklyn, and every summer I would go to sleep away camp in the Catskills. I loved the excitement of playing outdoor games with friends in our building’s courtyard, but always looked forward to the calming peace of the woods and lake at camp. It’s no wonder that I would seek out books with these familiar themes.

When I was doing research to prepare for writing my debut book A Flag for Juneteenth, I googled, listened to podcasts, and read books about slavery in America. I also looked at pictures of enslaved people which helped me to imagine their personalities and lives. One picture of a little girl that I found on the Library of Congress website seemed to embody the spirit of my heroine, and I kept her image in mind as I developed the character.

I wanted my main character’s name to be unusual, one that would be new to my readers. I envisioned this character to be a prophet, one who could bear witness to the announcement of the end of slavery as a legal institution in America and could also foretell a future free of bondage. I googled biblical female prophets and an image of a beautiful Black woman appeared on my screen. Her name was Huldah. As soon as I saw her, I knew that this would be the name of my main character. Eve, the name of Huldah’s baby sister, is also biblical. It is derived from a Hebrew word meaning “to breathe”, or “to live”. In my story Eve is an infant. She will have the opportunity to live her life without the burden of enslavement. One other character in my story has a name. Mr. Menard is the oldest man on the plantation. He has the last name of Michel B. Menard, the first plantation owner in Galveston Texas where my story takes place. I thought that it was important to demonstrate that enslaved people were often given the last name of their enslavers to erase any connection to their own family lineage.

I thought about ways to help young readers to be interested in an event in history that is rarely taught in schools, and to feel connected to a reality so far removed from their own. I knew that I would need to draw them in early in the story and decided to start with my main character feeling excited about her upcoming birthday celebration. Huldah is a mature, curious, insightful little girl. She has the very ‘grown up’ responsibility of caring for her baby sister during the day while her parents labor on the plantation. The reader meets Huldah for the first time on the day before her 10th birthday, which fell on a Sunday that year. Sundays were a day for rest and reconnecting with family and community. Huldah’s mom baked Huldah’s favorite tea cakes for her upcoming birthday, a luxury she may not have had time for when the long work hours started again the next day. The characters in my book are purposefully faceless. I am hoping that my readers will see themselves in the story and connect with the characters on a deeper level.

I am incredibly proud to have illustrated this book with quilting, an art form that was used by my ancestors to tell their own stories. When planning the illustrations, I tried to keep the text in mind, and made decisions about what aspects of the text I thought needed to be enhanced. For example, the first page describes tea cakes, a type of traditional cookie that enslaved people made using simple pantry ingredients. I thought that it was important to help my readers visualize a teacake, so I set out to create them using one of the brown fabrics from my stash that had some color variations. Teacakes were not fancy back then, but they were delicious and smelled amazing, so I used hand embroidered lettering to show the movement of the scent wafting through the air. The illustrations took a little over a year to create. It was an enormous undertaking and a very emotional journey. Because the people in this book have no faces, I had to figure out how to give Huldah depth and to showcase her personality in other ways. I also needed to make her consistent and recognizable in every illustration. That is no easy task when working with fabric on such a small scale! I remember telling a friend that I felt as though Huldah had become like a daughter to me. I felt a deep connection to the character.

When teaching about this troubling time in American history, I feel that is critical to highlight the beauty and resilience of African and African American people during their enslavement, as well as to showcase how important strong family and community ties was to them then and continues to be today. As educators we should not leave out what life was like for enslaved people when they were not laboring. Although difficult, these were people who did all that they could to connect with their immediate and extended families, and to build a sense of community despite such oppressive circumstances. By humanizing them we build empathy and help our young readers to see their commonalities rather than their differences. Hopefully this will encourage them to want to learn more about this significant time in American history.

Published

About the Book: This powerful title shares a unique story of the celebration of the first Juneteenth, from the perspective of a young girl. 

A Flag for Juneteenth depicts a close-knit community of enslaved African Americans on a plantation in Texas, the day before the announcement is to be made that all enslaved people are free. Young Huldah, who is preparing to celebrate her tenth birthday, can’t possibly anticipate how much her life will change that Juneteenth morning. The story follows Huldah and her community as they process the news of their freedom and celebrate together by creating a community freedom flag.  

Kim Taylor sets A Flag for Juneteenth apart from other Juneteenth books by applying her skills as an expert quilter. Each of the illustrations has been lovingly hand sewn and quilted, giving the book a homespun, tactile quality that will appeal to readers young and old.

Educators’ Guide: 

About the Author: Kim Taylor is a speech language pathologist and Department Supervisor at a large school for deaf children. She is also an expert quilter whose works have been exhibited at several venues throughout the Mid-Atlantic region. Kim’s quilts reflect African American life, and she tells stories through her materials. After researching the origins of the Juneteenth celebration, she created a Juneteenth story quilt which she has exhibited and presented in dozens of local schools. Realizing that many teachers and students were unaware of the holiday, she was moved to write this book. She lives in Baldwin, New York. 

To see more of Kim’s quilts, visit her website at MaterialGirlStoryQuilts.com or visit her on Twitter at https://twitter.com/comfortzne1.

Thank you, Kim, for this beautiful post about empathy!