Teacher Librarian Feature Article

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Volume 31, Number 5, June 2004

Making an Author’s Visit Your Best ‘Good Time’

Alison Follos draws on experience in providing advice on how TLs can ensure a successful author visit that will engage students and faculty and leave them with a lasting impression.

Author visits make connections. The author connects with the librarian, the faculty and the students, and in turn, we connect with the author. When students and staff are offered up a strong diet of one author’s work, it can create a unified interest that transcends grade levels and bridges curricula. Stories speak to people in different ways. Yet it’s the person behind the story who pushes the literature into a malleable body of imaginative possibilities. Author visits transform quiet written words from a private exchange between reader and author into a lively community discussion.

North Country School, in northern New York, sits in the middle of the 6.2 million-acre Adirondack State Park. Each January, here at our farm boarding school in Lake Placid, students from all over the US and as far away as Korea, Rwanda, Poland and Ecuador meet a visiting author whose work has been well introduced to them. Language is never a barrier and conversation is curious and stimulating.

We’ve hosted numerous author visits over the past 15 years. So successful are these visits that the school recently established a Visiting Author Program (VAP), supplementing an annual budget and committing classroom instruction time toward the program.

The following article focuses on visits in recent years. In 2002 we hosted Carol Plum-Ucci, the 2001 Michael L. Printz honor recipient for The body of Christopher Creed. In 2003 we invited Canadian author Tim Wynne-Jones, the 2002 recipient of the Edgar Allen Poe Award for Boy in the burning bouse and Boston Globe-Horn Book winner for Some of the kinder planets. Jack Gantos, noted Newbery honor author and 1998 National Book Award finalist for Joey Pigza swallowed the key, visited in January 2004. Gantos received the 2003 Printz and Robert F. Sibert Informational honor awards for his autobiographical Hole in my life.

Authors who personally deliver their stories make a lasting impression. Tim Wynne-Jones brought several of his titles published in other countries. Immediately upon arrival, he gave one of our students a copy of his short story The book of changes in her native Japanese language. Her face lit up and she threw her arms around him.

More reasons to host an author visit

• It bolsters faculty morale in the dead of winter. Professional creativity is definitely sparked by bringing in talent from outside the school.
• The author supplies weight and history in sharing the “story behind the story.” For students, a story is given further dimension through discussion with its author.
• An author visit can transform the way the library (and the librarian) is perceived. Rising above a mere ‘study zone,’ the library becomes energized with this personality. The excitement generated by a visiting author places his/her work into what were previously the most resistant hands. Sceptics are won over and infused with this positive energy. After Jack Gantos’ presentation, students lined up to shake his hand, one saying, “I’ll never wash this hand again.” Can you envision cool middle school student faces pressed to the windows madly waving goodbye? It was a great moment.
• Writing is a real job. An author chatting with students about the profession helps illustrate an art that otherwise remains mysterious and private. When writers come before students and describe their dreams, failures, daily routine, structure, writing habits, gruelling number of drafts, submissions, rejections and finally publications, the reality of the craft carries tangible possibilities for the young audience. There is no better way to inspire students with the personal rewards and gratification of a writing career than by having an author describe the ropes.

Jack Gantos knew early on that he didn’t want to spend his life working at a job he hated. He highlighted the joys of an author’s life: being your own boss, working at home, going to work in pyjamas, having a refrigerator in your office and being able to eat anything you want, at any time, all day long – in short, all the perks that students immediately relate to. Once he had their attention, he described story structure, development of character, mapping and plot. Students listened carefully because writing was suddenly conceivable and appealing. Classroom analysis of a literary work that culminates with discussion with the author stretches the range of student thinking.

When I asked Jack Gantos about possibly writing a book on writing, he said, “By going into the schools and giving presentations, I touch more kids than if I wrote a book about it. What, maybe one kid would read that kind of book? Now I go and see an entire school and who knows, I may reach the kid who would never read a book on how to write.” Author visits reach kids who might never have read a book at all.

Who’s the best for you?

Choose an author to whom the majority of your school can relate. The more mileage you get out of the visit, the more successful it will be. We opt for a mid-winter visit as it provides ample preparation time. If possible, don’t exclude grades. If a young adult author is visiting your middle school, involve the younger students. When Carol Plum-Ucci came, I asked her to speak with our Grade 4 students about the mechanics of getting a book published – cover art, layout, galleys, etc. An imaginative and inventive storyteller, she surprised me by delighting these youngsters with some edge-of-their-seat yarns.

A big name with a sure track record is always a plus. Attend conferences where you can view acceptance speeches and watch storytelling presentations. Consider whether the person would be a good fit with your school. Collect authors’ business cards so you can contact them directly and eliminate the time-consuming (and often fruitless) process of contacting a string of publishers and/or agents. Save this information. It may be a year later, but you will refer back to it.

Ask for recommendations from other schools. Keep in mind that authors are people with proven big imaginations, but they are not necessarily public performers.

It is unfair to expect your author to arrive ready to ‘entertain’ your classes. I have heard of authors who have walked out of ill-prepared classes. It is essential for students to have as much intellectual curiosity as you are able to muster prior to the visit, as well as an understanding that this is not a theatrical performance.

The author search

Begin early – a year before your visit is not too soon. Select several authors who are good matches with your school. There are various ways to contact authors directly. Business cards are a plus; some authors have web pages that offer e-mail links. If the author doesn’t respond directly, an assistant generally will. Contacting their publisher is another option.

Consider regional authors. Their schedules are often more flexible as they don’t have to allow for several days of travel and their fees are often negotiable. This is a great way to learn more about your literary neighbors and it definitely cuts down on travel and lodging expenses.

Preparing, and then some…

Once you have chosen your guest, getting their work into everybody’s heart and soul may well be one of your greatest trials and eventual triumphs. Do it with consideration for the faculty and a genuine conviction for the author. You hold a variety of work from a single composer and every reader will interpret the work differently; they may be partial to what is lively and exciting or what is tranquil and soothing, and when played out within their own imaginations, each will have different reactions. The librarian’s careful coordination of this literary symphony promises a lasting refrain that lingers well beyond the visit.

A year after Carol Plum-Ucci’s visit, a student asked, “Is her new book out yet? I read a little piece about it in my teen magazine.” This awareness is the foundation of our intent, to develop an interest in books. Music videos and movie stars compete for that precious cerebral teen space. Literature can tickle a teen’s busy consciousness but an author visit will take root, ensuring a lasting impression.

Pick apart the author’s resumé for gems that might tweak student imaginations. While preparing for Tim Wynne-Jones’ visit, a Grade 4 student asked the quintessential question: “Is he famous?” Fame is a funny thing. Tim is famous in the literary world; his work spans at least four genres of literature (picture books, children’s books, young adult novels and adult mysteries); he has received numerous awards; he is a frequent columnist for one of the highest esteemed children’s literary review journals in the country – all sure to make a kid yawn. Then a light came on. I remembered a tidbit that would satisfy any fame-hungry 10 year old. “Yes he is,” I said. “He’s written lyrics for Fraggle rock and he read with J.K. Rowling in front of 20,000 people. It was the largest reading ever and is recorded in the Guinness book of records!” Their eyes bulged, their little heads wagged. They couldn’t wait for his arrival. The point here is that you want to generate excitement and you should seize any opportunity. Pore over authors’ web pages and research essays or articles that they have written. Draft up information sheets highlighting excerpts from their work and circulate them to staff for class use. Use your knowledge to generate interest within the school as well as the community.

Don’t waste their time – or your money

Without a doubt, the most essential step in preparing for an author visit is to use the months prior to the event to educate your audience – a process often sadly neglected. Ensure success by exhausting every potential for author exposure.

• Plan, structure, organize, design, communicate – in short, do what you do best. Saturate the author's material into the classrooms, book clubs, literary circles and reading programs. Buy extra copies of everything s/he writes.
• Learn all you can about the writer. Before Tim Wynne-Jones’ visit, I read as much of his work as I could find. A prolific writer, he has published three short story collections, 12 picture books (including the highly acclaimed Zoom trilogy) and three young adult novels (a fourth, A thief in the house of memory, is due out early in 2005). He is also a regular columnist for Horn Book. The variety of his work offered something for every grade level in our school.
• Get the work around. By the time Tim arrived, copies of his short stories littered the school. They were being used in classes up and down the halls. Banking on Tim’s strength in the art of short story writing, we coordinated extensively with our English teachers. Using Tim’s material, they elaborated upon and customized the short story unit already built into their curriculum. One English teacher pushed back her Shakespearean sonnet unit until spring term in order to do full justice to the upcoming visit.
• Win over the faculty. I made sure every English teacher had one of Tim’s short story collections or one of his novels to read over the winter break. Stories were given to the headmaster, nurse, director of admissions and our school counselor.
• Suggest creative ways that the stories can be used and shared. Tailor specific stories to individual teachers. Collaborate and share ideas with the English department. Help them to see how the literature will work within their current curriculum. Teachers will be grateful for your interest and insight. Take advantage of this to team-teach. If you help them design a plan, they will use it.
• Develop a relationship with the author in advance. E-mail is a fabulous vehicle for this. Print out messages relating to the author’s work and share these with staff and students. Read funny lines to the kids. E-mail communication with Carol Plum-Ucci prompted her to share chapters from the yet-to-be-published What happened to Lani Garver. Long after her visit students were asking if it had been published yet.
• E-mail correspondence can also reveal information directly relating to an author’s works. One of Tim’s short stories was the seed that led to his novel Boy in the burning house. We learned how characters change in different stories; how a short story can offer up a delicious bite, while the novel is an entire meal, intensified and elaborated on. We discussed how Jack Gantos’ work often originates from boyhood journals he’d kept. Students were given examples of stories from five of his ‘autobiographical fiction’ Jack Henry titles. By the time of his visit, we had integrated an extensive journal-writing component into the core curriculum. Students were keeping class journals as well as on special school trips. Joey Pigza swallowed the key was read aloud to Grade 4 students, used in the Grades 5 and 6 literary circle, and read aloud by teachers during the Grade 7 homeroom. The Grade 8 and 9 English class had a weekly reading of selections of his work in the library.
• Students develop questions in advance to help spike conversations with the author. They shared their questions with each other prior to the visits to fuel different perspectives. Journal entries captured their thoughts for quick referral. Students brainstormed about what they would ask the visitor about his craft. In literary circles they discussed how the adult Gantos convincingly created a young character. Moved by his accurate portrayal of Joey, they were curious if Gantos suffered from ADHD himself. Written questions prompt dialog and diminish shyness (and awkward audience silence.)
• Don’t leave out your faculty! Query staff members in advance on what topics they would like the author to discuss. One teacher asked about Tim Wynne-Jones’s experience with banned books. We e-mailed him and asked that he address this subject during a segment of his presentation.

The ways to link your student and faculty body with the author are extensive. Stay attentive. If everyone feels that they have a connection with the author, the payoff is tremendous.

Consider holding a “writer’s workshop”

This is an activity that your author may be comfortable and qualified to lead, so don’t overlook it. It can range from students bringing their own work to be critiqued around a literary circle to games that bring out their creative flow of ideas. Many authors are delighted to conduct such a workshop and students are privileged to attend. One caution: limit attendance. Due to the one-on-one dialog such a session is certain to generate, its success and value is wholly dependent on size. A student’s “ticket in” should be submission of a near-finished work, expression of a serious interest in being a participant and especially, their English teacher’s nod of approval. Include faculty as well. They will come away with innovative techniques that they can integrate into their classrooms.

Expect the unexpected

Even the best-laid plans go awry. January 2003 proved to be one of the coldest months in anyone’s memory. The morning of Tim Wynne-Jones’ arrival, temperatures had plummeted well below zero. His first session was set for 8:30 a.m. I arrived early, walked into the library, removed my coat and immediately realized the heat was off. Fortunately this only affected half of the school. We ushered Tim into a classroom that students had rearranged with rapid gusto. Later, another staff member laid a fire in the dining room and set a semicircle of chairs around the fireplace. Students were so interested and well prepared for the visitor they hardly noticed the relocations.

Funding the event

A boring but crucial aspect of author visits is funding. Expect to pay anywhere between $500 and $2,500 per day, plus expenses, for an author visit. There are numerous ways to raise the money: car washes, bake sales, used book sales, parent/student associations and book fairs. Whichever method you choose, promote it and clearly convey that all the proceeds generated will go toward supporting an author visit. We promote our book fair events with a letter to families that showcases the author, his/her work and awards. Families are more enthusiastic about fundraising efforts when they are able to see specific and immediate results from their support. If you cannot afford an author visit independently, work with other schools to share an author. We have done this successfully with as many as two other schools. It certainly is a more arduous schedule for the author and demands more coordination on your part, but it may make the difference between a visit and none. Finally, once you’ve established several author visits and your school community has reaped the invaluable educational growth that it offers, it is time to lobby your administrator for an annual budget to help secure the event.

Wrapping it up

After the preparation and then the actual author’s presentation, provide closure to a visit. As with all of the above suggestions, this is limited only by your own creativity. Some classes have written collective “thank you notes” to authors. Classes have revisited their questions, discussing what they might ask after meeting and hearing the author. They have discussed their initial expectations and their eventual reactions to the author. Our school administration had purchased several copies of the authors’ books in advance, and we had them autographed for gifts, given to faculty members for their committed help in preparing students for the visit, to members of our student book club, and as end-of-the-year awards for reading programs.

Having an author visit your school has vast positive and residual effects. It can breathe new life into a stale curriculum, jazz up a dark, cold and long winter term and inspire everyone to READ! Long after the author has gone, teachers and students will be stopping by the library to request books, talk about the ones they’ve just finished or comment on a connection they’ve made between the presentation and the reading. In our fast-paced world of instant gratification, a well-planned author visit provides the luxury of long-lasting enrichment. The instructional value preceding the visit, the excitement and educational potential reaped during the presentation and the long-reaching fulfilment of reflecting upon the literature after the visit are a powerful combination. The visit is one day, but intellectual benefits span the school year and influences of a more intrinsic nature will last lifetimes. I asked Jack Gantos how an author visit might have shaped his life. He said that it would have helped him focus on his goal of being a writer and discover how writers organize their lives, their reading lists, their writing day and how they set and achieve goals. He added, “As crazy as it sounds, I know that it would have made an immense difference in my life to have an author come in and talk at my school. Instead we had a bicycle repairman and an airline pilot.”

If students are to believe that reading is as essential as we preach, doesn’t it make sense to back this up with an author’s voice? Who better to talk the talk?

Author bio: Alison Follos is the librarian at North Country School, Lake Placid, NY. A frequent book reviewer, she can be reached at follos@northnet.org.