An interview about Words sponsored by Riverlet Press, presented by The Children’s Book Review.
Today, we sit down with Katherine Davis-Gibbon, the author of Words, an imaginative picture book that brings language to life!
As both a parent and keen observer of children’s interactions, Katherine transforms abstract concepts into vibrant, personality-filled word-characters that captivate young readers.
Words isn’t just delightful—it’s purposeful. By personifying language, Katherine creates an accessible pathway for children to understand how words can build connections, express emotions, and foster personal growth. Her innovative approach makes complex concepts both relatable and entertaining.
In our conversation, Katherine reveals her creative process behind these charming word-characters, discusses the critical role emotional intelligence plays in communication, and shares insights on the book’s powerful themes of empathy, friendship, and thoughtful expression.
Tell us a little bit about the inspiration for the book—have you personally had experiences of having to teach children to “use their words?”
Katherine Davis-Gibbon (KDG): Like all parents, I’m guiding my children—moment by moment, day by day. But this is a journey we’re all on together. Adults need to set a healthy example because no matter what we tell our kids, they will absorb what they see modeled and emulate it in their own interactions. I’m fortunate to live in a sweet community where people generally treat each other well, but I read the news, and I see what happens on social media. Given the trajectory our society is on, we need to do more to introduce language in an intentional way and help our children connect emotionally.
Generation Alpha is at the right age to receive this message. Behaviorally, they’re working on impulse control. Developmentally, they are accruing vocabulary and experimenting with finding their voice. I hope Words helps readers feel that language is a safe space for them and encourages kids to use it with care.
One of the best things about this book is how creatively you managed to turn words into characters. Can you tell us a little about your process for developing characters from abstract concepts?
KDG: Sometimes, I led with the form of a word, writing it out in big block letters and trying to visualize it as a person. How would it behave? What might it wear? Which traits of the word would be endearing, and which ones might be weird or annoying? Other times, I drew from the well of my childhood memories, recalling how terrified I was of bees or how awful it felt to be pushed around. I’ve been parenting now for fourteen years, so I’ve seen a great deal at schools and parks. I have a good sense of what kids go through and which concepts could be helpful to them.
In the story, characters don’t always know exactly how to get along with words right away. What message do you want readers to take away from the story about the relationship between learning and communication?
KDG: I hope this book encourages readers not to fear or reject words (or people) they don’t understand. Words, like people, have layers and depth. If we give them a chance and get to know them a little, all words (and people) have inherent value and their own capacity to connect with us. Our skill with language is always evolving, as is our ability to learn—not just for kids but also for adults. Making mistakes is part of the process, and we’re all on this path, so we all deserve grace.
Another lesson I hope readers glean from Words is that most of the time, we get what we give. In friendship, in learning, and certainly with language, the more of ourselves we are willing to invest, the greater rewards we stand to reap.
Children are often taught that there are “good” and “bad” words. What are your thoughts on that messaging?
KDG: I prefer not to cast words (or people) as “good” or “bad” because the reality is clearly much more complex. Every word exists for a reason: to describe an experience that someone has had. Instead of wishing the “bad” ones away, I think it’s important to hear their stories. Deeply understanding why some words sting will motivate kids to use them appropriately—or, of their own choice, not to use them at all.
I generally avoid the words “good” and “bad,” in favor of being more specific. Even if an experience felt “bad” to my kids, I encourage them to be more precise—to dig deeper until they land on a word that clarifies how and why it was “bad.” That extra information is very instructive.
The creativity of this book offers so many opportunities for unusual and fun classroom activities. Do you have any suggestions for teachers who would like to use this book in their classrooms?
KDG: For preschoolers learning the alphabet, characterizing letters would be fun in art, collage, or dramatic play. It will help them remember the difference between “b” and “d,” for example if they attach images to the shape of each letter. For early elementary school students, I’d ask kids to pick a favorite word, draw it as a character, and write two or three sentences describing what they love about it. For second and third-graders, a game could be made of blindly picking words from a children’s dictionary and making up stories or skits about them.
I love hearing from teachers and librarians, so please reach out to me via my website, www.riverletpress.com, with your thoughts and ideas. Be sure to tag me on social media with photos or videos of how your students work with the book.
I really felt the illustrations in this book were crucial for helping bring the word-characters to life. Can you tell us about the process for developing just the right artwork for the story? Were any aspects of that process especially challenging?
KDG: For some spreads, I described to Anne vignettes I imagined (“I picture two ‘here’ word-characters tossing a t-shaped ball back and forth,” or “I envision a girl standing on top of a mound of grass speaking to a group of onlookers”). Other times, I pushed myself to sketch elements, like the “dig” shovels, word-bees, “ok” flowers, “safe” fence, etc. Anne took my ideas and interpreted them visually. Once we had a character roughed out, we brainstormed ways to add quirky details. I always vetted elements with my eight-year-old daughter to assess how legible they were for her. I wanted some to be easier and others more challenging, so that finding them felt like a scavenger hunt. The most challenging part was getting started, but once we established our approach and aesthetic, Anne and I had so much fun!
With so many words to choose from in the English language, how did you decide which ones to include and which ones to leave out?
KDG: Accessibility, of course, was extremely important. I needed words that kids can decode and easily relate to their day-to-day lives. Early on in drafting the story, I was tempted to portray “good” and “bad” words, but I found that I couldn’t think of any! (Or none, at least, that are appropriate for kids.) As I reflected more and worked on the story, I decided to do away with those labels. Instead of judging individual words, I focused more on how we frame them—how we put words together, and the way that we use them. It’s incredible how these contextual factors can completely change the meaning of a word! Once I had this realization, the story began to flow more freely and selecting words became easy and intuitive.
What advice do you have for readers who would like to get better at making friends with words?
KDG: Pay attention to the way you listen—not only to others but also to yourself. Notice how you feel when a word connects versus how you feel when a word is “off.” When you have a strong feeling, impulse, or reaction, take that moment to pause and listen. Then match it up with a descriptive word. Or describe your experience to a trusted caregiver and see if they can match it to a word.
What are some other favorite stories about language that you would recommend to readers who have enjoyed Words?
KDG: The Word Collector by Peter H. Reynolds is a wonderful book!
What are you working on now—do you have any new picture books in the pipeline?
KDG: I’m working on a picture book about resilience and the hidden gifts of not always getting what we want. I’m still in the writing stage, but when it comes time to illustrate the story, I think Anne Berry might be involved!
About the Book
Words
Written by Katherine Davis-Gibbon
Illustrated by Anne Berry
Ages: 4-6 | 36 Pages
Publisher: Riverlet Press (2025) | ISBN: 978-1-737957690
Publisher’s Book Summary: A multicultural group of children discovers a park where everyone’s words come to life, looking and behaving a lot like kids. Some words are kinder and more inviting, while others are pushy or prickly or odd. Not every word makes the best first impression, but as they play and share adventures, the children connect more deeply with language. They learn that words have superpowers and grow to love them for their quirks. They see that words make excellent friends, who magically appear just as they’re needed and perfectly mirror how kids feel. The more these children bond with language, the more they tap into their inner voice— and as they dare to give it expression, they gain more respect for the power of words.
Buy the Book
About the Author
Katherine Davis-Gibbon is an award-winning children’s book author and mother of two. Her debut book, My Old Friend, Then, was a Distinguished Favorite in the 2023 Independent Press Awards and 2022 New York City Big Book Awards, as well as a Finalist in the 2022 American Book Fest’s Best Book Awards. Her second book, Words, is a Distinguished Favorite in the 2025 Independent Press Awards.
For more information, visit: www.riverletpress.com
About the Illustrator
Anne Berry is a professional illustrator based in California. For over ten years, she has created art for children’s books, magazines, curricula, greeting cards, and more.She loves the creative process of bringing stories to life through art.
This interview—An Interview with Katherine Davis-Gibbon, Author of ‘Words’—was conducted between Katherine Davis-Gibbon and Bianca Schulze.
