Stewardship Starts With Us: Soil, Pesticides, & Litter in our Neighborhood

This is the blog version of a short intervention I was asked to make at our neighborhood association's monthly meeting in April 2025.

1. Introduction

As a volunteer for a local environmental group and an avid cyclist, I see our neighborhood’s landscape up close. The choices we make—whether in our yards, on our streets, or in public spaces—shape the health of our environment. Stewardship isn’t about large-scale changes; it’s about small, intentional actions that, when added together, make a real impact.

2. The Three Issues & Why They Matter

Soil is more than just dirt beneath our feet; it’s a living system that supports plant life, captures carbon, and filters water. Healthy soil means healthier plants, cleaner water, and a more resilient environment. In my own backyard, I work to nurture soil health by composting, using natural amendments, and avoiding synthetic fertilizers. Mulching helps retain moisture and prevent erosion. Simple steps, like leaving leaves to decompose instead of bagging them, skipping chemical-heavy lawn treatments, and planting native species, contribute to healthier soil.

Another concern is pesticides. While they are designed to kill pests, they also harm pollinators, birds, and the microorganisms that keep our soil thriving. These chemicals seep into our groundwater and can impact human health. In our neighborhood, I’ve seen fewer pollinators and dead patches of grass, likely linked to pesticide use. There are alternatives, like organic pest control and integrated pest management, that balance pest control with ecological health. We can also advocate for pesticide-free zones in public areas and talk to neighbors about safer options.

Litter is another issue I notice often, particularly as a cyclist. Trash tends to accumulate in certain areas and finds its way into storm drains, ultimately polluting our waterways. Many of us aren’t the ones littering, but we can still play a role in addressing the problem. Some communities have reduced litter through better-placed bins, community clean-up efforts, and gentle reminders through signage and public engagement. We can encourage businesses to keep their storefronts clean and advocate for policies that reduce single-use plastics. Pairing clean-up events with social gatherings or engaging younger generations can help build a stronger culture of responsibility.

3. Call to Action – How We Can Shape Behaviors

We’re not powerless when it comes to the environment around us. Small, everyday choices create ripple effects. Choosing to compost, skipping a pesticide treatment, or planting pollinator-friendly flowers are all simple changes that, over time, improve our shared space. In our neighborhood, we can support local clean-up efforts or start our own. Leading by example—picking up trash, practicing sustainable gardening, and encouraging others to do the same—helps create a shift in behavior and attitudes.

4. Closing Thought

Every bit of soil we care for, every piece of trash we remove, and every chemical we avoid contributes to the health of our community. If each of us takes small steps, the collective impact will be significant. Stewardship isn’t just about individual action. Stewardship is about fostering a shared commitment to protecting and improving our neighborhood. It's also about making sure we are engaging with the most relevant audiences. The neighborhood association can be a partner in this effort, as a place to ask for ideas to have a much broader reach within the community.

Photo Credit: Barbara Fillip.
Pawpaw flower

Colliding Ideas around Personal Knowledge Management 2025-2065

A cluster of ideas collided this week:

Defining KM Terms

I was in a meeting where we discussed definitions of knowledge management (KM) terms—potentially as a foundation for an ontology or knowledge graph, or simply to promote more consistent use of terminology among KM professionals. I’m not a fan of protracted debates about definitions, but a sub-group involved in this project is focused on Personal Knowledge Management (PKM). I felt I might be able to contribute meaningfully in that space.

Designing a PKM Course and Mapping

I’m slowly developing a course titled Organizing What You Know: A Practical Guide to Personal Knowledge Management. In this context, I’m hesitant to use the term Personal Knowledge Management too casually. The target audience—while highly educated and experienced—is unlikely to be familiar with KM terminology. If I use such terms, I’ll need to explain them clearly, perhaps even include a brief glossary.

I’ve also been working on a few customized mind maps and concept maps for the course, which put me back in a concept mapping mindset.

Speculating about PKM

For my novel-in-progress, I’ve been researching various aspects of technological evolution—especially those that impact individuals’ daily lives. Since the central theme of the novel is Knowledge Legacy, the leap from PKM in 2025 to PKM in 2065 is a fascinating one to explore.

---

All of that led to:

• A New Map: Personal Knowledge Management 2025–2065
  It captures key terms related to the fundamentals of PKM in 2025, alongside three sets of terms that reflect possible PKM futures in 2065. The 2065 terms are directly tied to the novel’s worldbuilding, so they’re not intended as a comprehensive forecast of PKM in 2065.

• Definitions
  Given the imagined technological leaps between 2025 and 2065, many terms on the map need explanation. I have definitions for most terms though some -- the terms and the definitions -- are very speculative.

• Connections: To avoid visual overload—it’s already quite a busy map—I’ve only added a handful of cross-topic connections, marked in red.
  
  
  

  

  PKM 2025-2065
  

  
  

April at the Neighborhood Park - A Light-hearted Anti-Litter Campaign

 This month, I’m launching a light-hearted campaign to encourage everyone to help keep our park clean— without the lectures. Each week, I’ll be posting a new cartoon on the community board: kid-friendly, bilingual (English/Spanish), and designed to get a smile or two.

Trash Picking Cartoon - generated by ChatGPT

But the kids aren’t the only ones getting content. For the grown-ups, I’m adding a series of humorous mini-essays—gentle reminders that a little civic effort goes a long way (and sometimes involves salad tongs). Think of it as community care with a wink.

The content below is the grow-up content I will be posting.   

Wrapping up the Knowledge and Fiction Series with an AI-generated Series Overview Short Podcast.

It's been quite a ride.  Since the beginning of the year, I wrote on a variety of subjects aligned with my core themes.  It's time for a quarterly Pause and Learn, a little stocktaking exercise. The timing is perfect for a focus on the just completed Knowledge and Fiction Series.  The posts in this series were the only ones that were planned early on if not straight from the very beginning. It worked out really well.

Here is a very brief recap of each post, with links for easy access:

Part 1: A Review of Past Experience

This post reflects on my early explorations combining knowledge management with fiction—from didactic novels and fictional case studies to storytelling for knowledge sharing. Revisits personal creative flops and successes that still hold insight today.

Part 2: Evolution

This post outlines the conceptual framework of my fiction: moving away from didacticism, leaning into speculative fiction. Introduces core knowledge themes (e.g., knowledge as power, fragility of knowledge, machine-human intelligence) that will shape my novel.  This post includes a map.

Part 3: Character Development Through the Lens of Knowledge

In this post, I explore character development using a knowledge-focused framework, including learning history, knowledge networks, emotional impact, and how characters manage or share what they know. The post includes a map.

Part 4: Knowledge at the Societal Level & World Building

This post explores speculative knowledge futures in 2065. Examines trust in institutions, technological inequality, global knowledge flows, and emerging roles of expertise. Connects world-building to AgeTech, quantum computing, and cognitive decline.

Part 5: How Knowledge Drives Plot

This post examines how knowledge—hidden, revealed, or misunderstood—can structure plot tension. Includes literary examples (e.g., The Da Vinci Code, Dune, Harry Potter) and poses guiding questions for defining “critical knowledge” in my novel.

Part 6: World Building and Personal Knowledge Management

In this post, I address fiction writing as a knowledge management challenge. Describes my personal PKM system (TiddlyWiki, TiddlyMap) and strategies for organizing world-building data, timelines, character arcs, and speculative systems without stifling creativity.

Part 7: Books for Writers and the Revision Process

The closing post describes how my long-held library of writing books will now support my revision. Presents a step-by-step strategy for revising the novel, with books grouped by function (structure, character, scene, voice, publishing), and a map.

Exploring the Relationship Between Knowledge and Fiction (Part 7): Books for Writers and the Revision Process

This is the 7th and last blog post in the Knowledge and Fiction Series.

Over the past couple of decades, I have completed multiple cycles of book decluttering, a topic worthy of  a blog post in its own right. Throughout these cycles, my collection of books on writing fiction was never under threat.  I didn't add to the collection in those two decades but I didn't get rid of any of the books.  Some part of me knew I would need these book again.  In the meantime, I gave away many other books. 

Here I am today and I need them again as I prepare to make revisions to the novel I have worked on for the past three months.  Facing the challenge, one question emerged: how do I make use of this 20+ strong collection of books on various aspects of fiction writing?  No matter how I pile them up or line them up, it's overwhelming. How should I approach it?  Here are some steps I came up with:

• Analyze the collection and organize it
  
  Mapping the collection already makes it more approachable.  In addition, it creates a kind of memory palace.  The version below is the simplest form of the map, the basic structure.  As I re-read these books and connect their concepts to my own revisions needs, I can continue to expand the map and document the process.  I can also see if this general structure is really all I need to map out the necessary revisions in my head or in my notes, without creating an overly complex map that becomes challenging to maintain. 

A concept map organizing a collection of books on Writing Fiction. 
Click on the map image to open it in a separate tab or window.

• Clarify the objective for diving into these books again

The objective is to leverage all the knowledge and wisdom embedded in these books to guide the revision for the novel draft I just completed.   Right or wrong, I had a rationale for not diving into them while writing the first draft of the novel.  I was worried it would slow me down and become a hindrance as I would constantly second-guess my initial writing. 

Just because the objective is to support the revision process does not mean that I should only rely on the books focused on revisions.  Even books specifically about revisions emphasize thinking broadly about all aspects of fiction.  All these books will be useful.  I just can't tackle all of it all at once, so I need a strategy. 

Additional context:  I have read every one of these books before, years ago.  I'm convinced knowledge acquired reading these books long ago resides in the back of my head.  That knowledge hasn't been practiced in years but I could feel it returning, slowly rising to the front of my mind as I was completing the first draft.  Perhaps it is a form of muscle memory. I also have the earlier practice of completing multiple draft novels.  That helped me be strategic with the latest iteration of the process, leveraging some lessons learned that I don't remember ever writing down as lessons at the time. 

Based on the organizational schema illustrated on the map, here is a strategy:

1. Start with a High-Level Diagnostic

I will use the following books to assess big-picture issues like structure, theme, and pacing:

• Story Engineering (Brooks) → revisit the 6 core competencies.
• Scene & Structure (Bickham) → check your scene flow and turning points.
• The Essence of Fiction (McConnel) → scan for gaps in narrative fundamentals.

Action: I will create a one-page diagnostic summary. What’s strong? What feels flat?  I may also identify questions that would be useful to ask beta readers if I am worried about specific elements but unsure of how readers would see the weakness (or not).

2. Deepen Characters and Emotional Resonance

Once the structure feels solid, I will tackle the following books:

• Character & Viewpoint (Card) and Breathing Life Into Your Characters (Ballon)
• Creating Character Emotions (Hood) → refresh how to show, not tell emotions.

Action: I will revisit my character notes and create a one-paragraph sketch—what do they want, what’s in their way, how do they evolve?  There is a lot around dialogue and individual character voices that needs to be strengthened. 

3. Scene-by-Scene Pass

Then I will work scene by scene, refining purpose, conflict, and clarity:

• Make a Scene (Rosenfeld)
• Description (Wood) and Writing Dialogue (Chiarella)
• Conflict, Action & Suspense (Noble)

Action: Use a checklist per scene: What changes? What's the conflict? Does it earn its place?  I had a minimalist checklist as I was writing the draft, highlighting setting, action, and tension.  I can refine and expand it during the revision phase. 

4. Style & Voice Polish

This is the final “shine” layer:

• Self-Editing for Fiction Writers (Browne & King)
• Stein on Writing (Stein) → fine-tune flow, pacing, and voice.
• The First Five Pages (Lukeman) → ensure a strong opening.

Action: Create a mini-style guide for myself based on repeated patterns (e.g., overused words, sentence rhythm).  One of the key characters has an accent and can't pronounce some specific words correctly -- very much like myself.  I have to figure out how to portray that. 

5. Consider the Reader & Market

When I get closer to the finish line:

• Give ’Em What They Want (Camenson & Cook)
• How to Write a Book Proposal (Larsen)- even though it's meant for non-fiction.
• The Forest for the Trees (Lerner)

Workflow Recap

• Work in layers—structure first, then characters, then scene craft, then polish. 
• Don’t try to do everything at once. 
• Give myself permission to enjoy the process—it’s where the artistry emerges.

That's the plan.  I will no doubt deviate from it. 

Writing Update

This post can also serve as the March update on the creative writing process.  I have completed the first draft and my earlier concerns about the direction of the overall plot have been mitigated.  Closing loops in the third act has been a satisfying experience.  It all makes sense (to me). 

I finished this first draft just above 70,000 words.  That's clearly not enough but I have a good sense of what needs to be strengthened to get to at least 90,000 words in the revised version. I may have to eliminate 10,000 useless words and add 30,000 meaningful ones. The plan outlined above will be my starting guide and we'll see where that takes me. 

How I'm Preparing for the Certified Senior Advisor Exam (Without Taking It)

While I don’t plan to take the Certified Senior Advisor (CSA) exam, I am using its topic framework as a guide to systematically build a strong foundation for working with older adults—especially in the area of technology use. My goal is to develop expertise at the intersection of aging and technology, ensuring that I understand key issues beyond just the tech itself.

A Structured Approach: My Senior Advisor Learning Plan (SALP)

To keep my learning intentional and organized, I developed a Senior Advisor Learning Plan (SALP), which ensures steady progress and prevents me from getting stuck on any single area. For each topic, I take the following steps:

• Identify Key Resources – Books, articles, reports, and online courses that provide foundational knowledge.
• Locate Relevant Reports – Recent studies and industry insights that highlight trends and emerging issues.
• Find News & Updates – Staying informed on policies, innovations, and real-world applications.
• Understand Key Concepts & Vocabulary – Ensuring I have a strong grasp of terminology in aging, healthcare, and technology.
• Leverage Local & Virtual Resources – Attending talks, webinars, and training sessions.
• Listen to Podcasts – A great way to absorb expert insights on aging, technology, and senior care while on the go.

How I Organize My Learning: TiddlyWiki & the SALP Tag

With so much information across different topics, I needed a way to track my progress and connect ideas. I use TiddlyWiki as my electronic notebook, tagging everything related to this learning journey with SALP (Senior Advisor Learning Plan).

How This Helps:

• Easy Retrieval: If I need to review my notes on a specific topic (e.g., long-term care financing or digital literacy for seniors), I simply search the full text of my notes or I filter based on the SALP tag.  Within the broad SALP tag category, I have more specific tags as well. 
• Connecting Ideas:  I link related topics, such as how cognitive health research intersects with AgeTech solutions like wearables and smart home devices. I make extensive use of hyperlinks within the TiddlyWiki.
• Tracking Progress: I can see which topics I’ve explored deeply and where I need more research.
• Refining My Understanding: When I revisit older notes, I update them with new insights, making my knowledge base dynamic and evolving.

How I’ve Leveraged Technology in My Learning

1. Generative AI as a Research Assistant: Generative AI tools like ChatGPT and Microsoft Copilot have transformed how I process information. I use AI to:

• Summarize lengthy reports into digestible insights.
• Clarify complex topics by asking follow-up questions.
• Compare different perspectives on aging-related issues.
• Generate structured notes that I later refine and tag in my TiddlyWiki.

This has made my study sessions far more efficient, allowing me to focus on analysis rather than spending hours sifting through documents.

2. Digital Note-Taking & Concept Mapping: Beyond TiddlyWiki, I use concept maps to visualize connections between different aspects of aging and technology. This approach helps me see how topics like digital inclusion for seniors relate to health equity and access to care.

Expanding My Learning Through Events & Training

Structured self-study is important, but I also make sure to learn from experts, attend discussions, and engage with the broader community. Some standout learning opportunities I’ve taken advantage of include:

A Local Talk on Assistive Technologies – I recently attended a community event focused on assistive technologies, where a local expert discussed available technology to support the hearing impaired. Seeing real-world applications of these technologies deepened my understanding of how older adults interact with them. This was focused on what is available to everyone without our state, including the local support organizations. It was attended by people who are struggling with hearing impairments and/or their caregivers.

The Microsoft Abilities Summit – This free online event held on 3/18/2025 highlighted how AI and digital accessibility tools are transforming the lives of individuals with disabilities and older adults. Learning about Microsoft’s efforts in inclusive technology gave me insights into how mainstream tech companies are integrating accessibility features in their products. This is particularly useful to empower workers who struggle with disabilities and there are benefits to older adults as well even if older adults are not the primary target.

Senior Planet Trainings – I’ve explored some of Senior Planet’s free training sessions, which help older adults navigate digital tools with confidence. Seeing how these sessions are structured has given me ideas on how to frame AgeTech education for different learning styles.

Breaking the Age Code (Book) – Written by Becca Levy, this book explores how our beliefs about aging directly impact longevity, health, and even cognitive function. Levy’s research-backed insights have challenged me to think critically about how ageism shapes technology adoption and how shifting mindsets could improve older adults’ engagement with digital tools.

Key Takeaway: Learning Without Limits

The CSA exam topics provide a useful structure, but real learning isn’t about passing a test—it’s about building meaningful, applicable knowledge. By combining structured study methods with digital tools like TiddlyWiki, Generative AI, concept mapping, and real-world events, I’m shaping a personalized, evolving learning journey that supports my work in AgeTech and older adult learning.

If you’re considering an independent study project, whether for professional development or personal growth, finding a structured approach, leveraging technology, and engaging with real-world learning opportunities can make all the difference.

Developing a Course on Personal Knowledge Management

For years, maybe even decades, I have considered developing a course on Personal Knowledge Management (PKM) but never found the right demand or audience.

I think I have now found both.

Encore Learning, a local nonprofit, relies primarily on volunteers to develop and deliver courses for a highly engaged audience: retired professionals who love to learn. Many have extensive experience and enjoy rich discussions with fellow adult students. The organization partners with George Mason University (GMU), and many of its instructors, like myself, are former faculty members. Next fall (2025), I will be teaching my first course in the Encore Learning catalog, likely in the same building and perhaps even the same classrooms where I taught Knowledge Management (KM) for seven years.  No exams, no grading, shorter teaching sessions, therefore less stress and more enjoyment.

While my previous KM course within the ODKM Program at GMU focused on organizational settings, this new course shifts the lens to personal knowledge—how we manage what we know as individuals, how we continue learning, and how we navigate knowledge in our later years. 

My initial course proposal was accepted, and just yesterday, I submitted a more detailed course description. Over the next few months, I will be designing the full curriculum with six sessions, each 90 minutes long. I already have some ideas and look forward to shaping the content.

This course is just the beginning. I envision it as the first in a three-part series exploring the intersection of knowledge, technology, and aging, with a focus on how Generative AI fits into this evolving landscape.

More to come as I refine the details.

Breaking the Age Code on Technology: Why We Need a New Narrative on Aging & Digital Literacy

Changing the Narrative

What if the biggest barrier to older adults learning technology isn’t the technology itself—but the way we think about aging?

For too long, we’ve heard the same outdated narrative: Older adults struggle with tech. They’re not digital natives. Learning new technology is too hard later in life.

But what if these beliefs are not just false—but actually holding people back?

(As as side note, the novel I'm working on includes a character in the 90+ age range who is totally badass around technology.  I want to be like her when/if I get to that wise age). 

Research from psychologist Becca Levy, described in her book, Breaking the Age Code, has shown that our beliefs about aging shape our cognitive abilities, health, and even how long we live. Dr. Levy's book does not focus on beliefs around technology and older adults, but that's where my mind went reading her book.  If we assume older adults can’t learn technology, they start to believe it too—creating a self-fulfilling cycle that leaves them out of the digital world.

It’s time to disrupt these myths and create a future where digital literacy is a lifelong journey, not something that stops at a certain age.  At the same time, it's important to also address another element:  Digital Equity.  The problem isn't just mindset, it's access and inclusion.  

What Have I been Doing about it?

I used to work very globally, now I work very locally.  In a series of projects very early in my career (late 1990s), I worked on efforts to eliminate the digital divide by providing access to computers and the nascent internet in so-called developing countries. It turned out cell phones would have a much more significant impact. I also co-authored a book on telecenters, an approach to provide community access to technology and the internet. Today, even in the United States, there are community access points, including in libraries.  Technology has advanced, access has improved.  A few decades later, challenges remain, not just globally but even locally in the United States. 

I live in what I would consider a privileged location, yet some of my neighbors, and especially older adults, may lack access to what we might consider basic technology and access to the Internet. Our county recently launched a Digital Equity Initiative. I hope to contribute to that effort in some way.  

I have started providing basic informational sessions through various existing programs, our community centers' 55+ program, the non-profit Arlington Neighborhood Village (ANV) that provides volunteer services for older adults, and soon (I hope) our network of libraries. So far I have focused on sessions to introduce Generative AI.  There is high demand for a much broader range of learning opportunities around technology.   There are also organizations that provide support and services more broadly, like AARP and its Senior Planet program, for example. 

What’s Next?

I’d like to put together a webinar exploring the psychology of aging and how we can rethink digital literacy for older adults. We would discuss:

• The surprising research on mindset and aging.
• Why some older adults thrive with technology—and how we can support more people to do the same.
• Strategies for making technology (and not just AgeTech) more accessible, intuitive, and empowering.
• Connections between aging and digital equity.

In the meantime, I am also super excited to have been accepted as a speaker at the 2025 Certified Senior Advisor Conference in Baltimore.  I have a few months to prepare and my proposed talk is fully aligned with, yet distinct from the webinar I just outlined.  As a result, I will likely have more to say on the subject and this might be the first in a series of posts on Digital Literacy and Aging. 

And for no other reason than the thought that spring is coming, here is a picture from my backyard. 

Hellebore - 3/12/2025

Exploring the Relationship Between Knowledge and Fiction (Part 6: World Building and Personal Knowledge Management)

 This is the sixth and second to last post in the "Knowledge and Fiction" series.

The Knowledge Challenge of Fiction Writing

Writing fiction—especially speculative or historical fiction—demands an extraordinary level of research. That research needs to be organized.

World-building is not just about crafting an engaging setting; it requires managing vast amounts of knowledge. History, geography, societal structures, technological advancements, magic systems—every aspect must be carefully tracked to ensure consistency, immersion, and logic. It’s not just about invention; it’s about maintaining coherence across every layer of the story. Without a structured approach, even the most imaginative worlds can become riddled with inconsistencies.

This is where Personal Knowledge Management (PKM) becomes invaluable. Writers use a variety of systems, from handwritten notes and spreadsheets to wikis and specialized writing software, all in an effort to bring order to the complexity of their fictional worlds. But how can a writer develop a PKM approach that enhances creativity rather than stifles it? That’s the question at the heart of this post.

World-Building as a Knowledge Management Challenge

Whether constructing a sprawling fantasy realm, an intricate futuristic society, or an alternate-history version of our own world, writers must manage deeply interconnected knowledge structures. Geography and environment shape the physical space where the story unfolds, while cultural and societal elements—laws, traditions, religions, economies, and languages—breathe life into that world. A coherent history, filled with past wars, legendary figures, and societal shifts, provides depth and realism.

Technology, whether futuristic, fantastical, or rooted in real-world mechanics, must follow its own rules to maintain credibility. Even magic systems operate within constraints, as seen in stories like Harry Potter, where magic follows established principles. Meanwhile, characters and their relationships introduce another layer of complexity—who knows what, how knowledge spreads, and what information remains hidden. Managing these details effectively leads to greater reader immersion, more creative freedom in plotting, and improved story consistency.

Personal Knowledge Management for Fiction Writers

A writer’s PKM system doesn’t have to be complex, but it should serve three primary functions: capturing and organizing research, managing world-building details, and structuring knowledge in a way that supports the writing process.

Capturing and organizing research is often the first challenge. Some rely on digital tools like Obsidian, Notion, or TiddlyWiki, while others prefer physical notebooks and index cards. Methods such as outlining, mind mapping, and knowledge graphs help structure information, but the real challenge is avoiding research rabbit holes—capturing key insights without getting lost in endless details.

Once research is gathered, managing world-building details becomes crucial. Many writers develop a "story bible," a centralized repository for characters, locations, and themes. Tracking changes over multiple drafts ensures internal consistency, with tagging and linking systems providing quick access to critical information.

Finally, structuring knowledge for writing flow involves chronological tracking, selective disclosure of information, and layering knowledge within the narrative. A well-organized timeline keeps fictional events aligned, while a thoughtful approach to revealing information keeps readers engaged without overwhelming them.

Tools and Techniques for Managing Fictional Knowledge

Different writers approach PKM in unique ways, drawing from both analog and digital methods.

Some, like J.K. Rowling, have famously relied on handwritten spreadsheets to track subplots, while Neil Gaiman fills notebooks with dialogue snippets and sketches. Ursula K. Le Guin created extensive maps and linguistic notes to bring her worlds to life. Even in the digital age, many writers still prefer tactile approaches that allow for a deeper connection to their ideas.

Others turn to digital note-taking and wikis. Brandon Sanderson maintains a wiki-style database to track continuity in his Cosmere universe, a method so effective that even his fans have created wikis to keep up with his expanding world. Digital tools allow for cross-referencing and rapid retrieval of details, ensuring consistency in long-running series.

Visual knowledge management is another powerful approach. Writers like Jeff VanderMeer use visual notebooks with sketches and mind maps to explore relationships between ideas. J.R.R. Tolkien, often believed to have meticulously planned every detail of The Lord of the Rings, may have worked in a more organic way than commonly assumed, but his extensive linguistic and genealogical work illustrates the value of structured world-building.

Some writers go even further, developing expansive story bibles. George R.R. Martin has compiled massive reference materials to maintain consistency in A Song of Ice and Fire, while Margaret Atwood blends real-world research with fictional extrapolation to create immersive dystopian settings. A strong knowledge repository allows for a richer, more believable world.

My Personal Knowledge Management Approach

In my own writing process, I’m experimenting with a hybrid approach. TiddlyWiki serves as my primary tool for tracking interconnected ideas—themes, research notes, and plotlines. I’ve even written an entire novel in TiddlyWiki format before, a testament to its flexibility. TiddlyMap helps me visualize relationships between characters, settings, and knowledge nodes, while concept mapping allows me to structure my world’s evolution, tracking past events and their impact on present conflicts.

Despite this structured approach, I’m still working through challenges. One of the biggest is balancing planning with organic discovery. My notes contain a lot of early research that no longer aligns with the current draft, making systematic updates necessary. Another challenge is avoiding over-researching at the expense of writing. There’s a fine line between preparation and procrastination. Lastly, refining my knowledge scaffolding—deciding when and how to reveal information in the narrative—remains an ongoing process.

Like any knowledge system, my approach isn’t static. I revisit and refine it as the story grows.

Why PKM Matters for Fiction Writers

At its core, Personal Knowledge Management helps writers keep track of ideas, avoid inconsistencies, and free up creative energy by reducing cognitive load. Whether you’re a meticulous planner or an intuitive storyteller, a structured system for capturing, organizing, and retrieving knowledge can transform the creative process.

Key takeaway

• A world-building PKM system doesn’t need to be complex—it just needs to work for you.
• Whether you prefer analog methods, digital tools, or a hybrid approach, the most important aspect is retrievability. Can you find what you need when you need it? 
• Think of your knowledge repository as a living system, something that evolves alongside your novel.

What’s Next?

In the last post of this series, I’ll explore books about writing that I have accumulated over the years on my bookshelf.

Creative Writing: February Update

Progress, Challenges, and Learning Along the Way  

Consistency has been key so far in my writing journey. I have been disciplined about writing at least 1,000 words a day. That is not an overwhelming amount, but it keeps the momentum going. I could push myself to write more, but for now, the focus is on steady progress rather than setting unsustainable targets.  

The Writers’ Group That Wasn’t for Me  

In my January update, I mentioned joining a writers’ group. That experiment ended quickly. I quit after the first meeting. The format involved members reading their work out loud without ever sharing the written text. For a few reasons, that was not a good fit for me. I might try to find a different kind of group, but for now, I am comfortable working solo.  

Wrapping Up Act 1: A Quick Review  

At the end of what I consider to be Act 1, I took a short break to reflect. The overall plan had worked well, but some sections slowed down the action too much and felt poorly integrated. Another issue became clear: my tendency to rely heavily on dialogue without enough physicality.  

For years, I have played with dialogue in my head and on paper, treating it as the core of storytelling without always considering the need for accompanying movement, setting, and body language. This habit resulted in what I have seen referred to as "ping-pong dialogue," a rapid back-and-forth with minimal grounding in the physical world. I came across an interesting discussion on this blog post. 

Clearly, when writing for an audience rather than just for personal entertainment, this style is not enough. That said, I recognize that under the right circumstances, it might serve a purpose. The trick is knowing when and how to use it effectively.  

The Challenge of Act 2: Finding the Right Pace  

As I moved into Act 2, I realized I did not have as clear a plan as I had for Act 1. After a few short chapters, it became apparent that I was rushing toward Act 3, closing loops too quickly. This left me with two possible approaches:  

• Expanding the existing chapters by adding more depth, layering in description, or enriching character interactions.  
• Reconsidering the plot structure by introducing another layer of complexity before reaching the final act.  

I am currently working through this, but unlike Act 1, I do not have a strict list of pre-planned chapter outlines. Instead, I start each writing session by deciding what needs to happen that day. Sometimes I manage to stay on track. Other times, new elements emerge during the writing process. While this allows for more organic creativity, it also increases the risk of taking unnecessary detours. Since I am not writing under a deadline, I have the flexibility to explore, but I am keeping an eye on whether these side paths lead somewhere meaningful or if they are dead ends.  

Word Count vs. Quality: Coming to Terms with Rewriting  

Right now, I have about 40,000 words written. I know that does not mean much in itself. I am becoming more comfortable with the idea that, when all is said and done, perhaps only 25,000 of those words will be worth keeping. The revision and editing process, which once felt overwhelming, is starting to scare me less. Maybe that is because I am beginning to trust that I can go beyond a complete first draft and shape the work into something stronger.  

This stage of writing continues to be a learning process, both in terms of craft and in my own habits as a writer. I may not have a perfect roadmap for Act 2 yet, but I am making adjustments as I go and trusting that the story will take shape. Onward!

What I’m Reading  

Much of my reading this month has been tied to my self-study plan for the Certified Senior Advisor Exam.  I have not decided yet whether I will take the exam or not. I may write a separate post about that, as it intersects with themes of lifelong learning, personal knowledge management, and teaching experience. The study process itself involves identifying key topics, then developing a basic understanding of each topic, getting familiar with the vocabulary and the issues at hand.  Preparing for test taking come next, getting a sense of the types of questions that might come up on the exam, including logic-based questions, vocabulary questions, and perhaps more challenging scenario questions.  In this context, to go well beyond the exam, I am reading The Measure of Our Age: Navigating Care, Safety, Money, and Meaning in Later Life, by M.T. Connolly.    

For fiction, I have been listening to Playground, by Richard Powers, as an audiobook, while walking. I have found that sitting too much, even for fiction, does not work for me. Walking and listening seem to complement each other well.  

Exploring the Relationship Between Knowledge and Fiction (Part 5: How Knowledge Drives Plot)

This is the fifth post in the "Knowledge and Fiction" Series.

Part 5 - How Knowledge Drives Plot: Withholding, Revealing, and Structuring Information in Fiction

Introduction: Knowledge as a Driving Force in Storytelling 

In fiction, knowledge is more than just a backdrop. It can be the engine that drives the entire plot. Some of the most compelling stories revolve around the acquisition, control, or revelation of knowledge. A secret long buried, a piece of forbidden wisdom, or a discovery that changes everything. These elements shape the stakes of a narrative and influence characters' choices in profound ways. 

Think of The Da Vinci Code, where the protagonist races to uncover hidden historical knowledge. Or Dune, where those who control spice production control the universe. In Jurassic Park, genetic knowledge makes the impossible possible, with unanticipated consequences. 

In my own novel-in-progress, I’m grappling with what knowledge is most critical to the story. Right now, I’m exploring multiple threads. But eventually, the plot will dictate what is essential and what fades into the background. 

So how do writers decide what knowledge should be central? And how does the way we reveal (or withhold) knowledge shape the reader’s experience? 

Defining "Critical Knowledge" in Fiction 

What do we mean by “critical knowledge” in a story? It’s the knowledge that: 

• Drives conflict and resolution. 
• Separates those who have power from those who don’t. 
• Forces characters to make choices they wouldn’t otherwise make. 
• Is either hidden, misunderstood, or in the wrong hands. 

Many great novels are built around this kind of knowledge: 

• Magic in Harry Potter – who can access it, how it’s controlled, and the dangers of lost or forbidden spells. 
• Religious knowledge in The Name of the Rose – a battle over books, literacy, and secrecy. 
• Genetic knowledge in Jurassic Park – knowledge that both enables and threatens life itself. 

In each case, knowledge is not just background, it’s a force that moves the plot forward. 

So how do I determine the critical knowledge in my own novel? The key question is: What’s at stake? 

• If this knowledge is lost, what happens? 
• If the wrong person gets it, does it change the course of history? 
• If it is misunderstood, could it lead to catastrophe? 

Right now, I’m in the phase of exploration, pulling together ideas and research that have fascinated me for years. But as I move further into drafting, I’ll need to get sharper about what’s truly necessary versus what’s just interesting to me. 

The Narrative Flow of Knowledge: When and How to Reveal It 

Revealing knowledge in fiction is an art. Writers use a variety of techniques to manipulate what the reader knows and when. Some common approaches include: 

• The Slow Reveal – Used in mystery and detective fiction, where the protagonist (and reader) piece together the truth over time. (Sherlock Holmes, Gone Girl) 
• The Omniscient Reader – The reader knows more than the characters, leading to dramatic irony. (Romeo and Juliet, The Handmaid’s Tale) 
• The Unreliable Narrator – Knowledge is distorted, requiring the reader to question what is true. (Fight Club, Life of Pi) 

The way knowledge unfolds in a novel is just as important as the knowledge itself. If you dump too much information at once, the reader disengages. If you withhold too much, they may feel lost. 

The Teaching Parallel: How We Build Knowledge for Readers 

I keep coming back to the idea that storytelling is a lot like teaching. A teacher can’t just dump a complex concept onto students without first understanding what they already know. Similarly, a novel needs to scaffold knowledge, introducing pieces at the right moment so that the reader can follow, learn, and eventually reach an "aha!" moment. 

Many science fiction and fantasy books do this exceptionally well. Consider The Three-Body Problem, which gradually layers complex physics concepts without overwhelming the reader. Or The Handmaid’s Tale, where the reader slowly pieces together the dystopian society’s rules through the protagonist’s fragmented recollections. 

For my own novel, this means thinking about not just what knowledge is essential, but how and when to reveal it. If the world is too complex upfront, it might alienate readers. But if I introduce knowledge too late, it could feel like a forced twist. 

Knowledge in My Own Novel: Challenges and Choices 

This is where theory meets reality. 

Unlike my previous fiction projects, where I had to research entirely new areas (like synesthesia for a past novel), this time I’m pulling from decades of personal research and professional experience. That should, in theory, make things easier. But in practice, it means I have too many ideas, and I need to start cutting. 

Some questions I’m working through: 

• What knowledge is essential to the conflict? 
• How do I balance speculative elements with realism? 
• Should knowledge be a puzzle for the reader, or should they always be one step ahead of the characters? 

This phase of writing is about experimenting—trying different knowledge structures to see what feels natural for the story. 

Expanding the Role of Knowledge in Fiction 

Beyond just structuring my own novel, I’m thinking about the bigger picture: how different types of knowledge shape different kinds of stories. 

Some possibilities: 

• Knowledge as power – Characters fight to control it (1984, The Hunger Games). 
• Knowledge as burden – A character knows something they wish they didn’t (Oppenheimer and the atomic bomb, Frankenstein). 
• Knowledge as survival – A character must acquire knowledge to stay alive (The Martian, Station Eleven). 

Then there’s the question of narrative structure—should knowledge be delivered in a straightforward chronological story? Or would alternative structures, like epistolary storytelling (Dracula), found documents (House of Leaves), or multiple POVs better serve the themes? 

These are open questions I’m still exploring. 

Closing Thoughts: Beyond the Last Page 

One thing I know for sure: I want my novel to leave the reader with something lasting,  It could be a question, a shift in perspective, or even a lingering sense of uncertainty. 

Some of my favorite books did exactly that. So as I refine my own approach, I’ll be thinking about not just how knowledge functions in my novel, but how it might change the reader’s own knowledge beyond the book itself. 

For now, I’m still in the process of discovery. But that’s what makes writing—and knowledge itself—so fascinating. 

What’s Next? 

As I continue writing, I’ll be reflecting more on: 

• How knowledge structures influence world-building 
• The ethics of knowledge control in fiction 
• Memory, truth, and unreliable narrators 

The next post in the series will explore World Building and Personal Knowledge Management.  Writing a novel isn’t just about creativity.  It’s also about managing vast amounts of knowledge, figuring out how best to organize it, keep research notes, manage manuscript editing, versioning, etc.