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