Last time we discussed some not-infrequent issues arising during free school visits.
I suppose one answer might be to just Grinch-out and stop doing them, but that’s no real solution because school visits – free or otherwise – are really beneficial and big fun, if done right.
They’re beneficial to the kiddos (inspires them to want to read and write), to the teachers/librarians (helps reinforce things they’re trying to convey like the importance of revision in the real world, etc.) and to the authors (connects them to their readership, motivates them to think about and codify their process, etc.).
And again, they’re just plain fun and rewarding to do. Writing is predominantly a solitary activity and it’s good to know there are actual readers somewhere on the other end of the equation, and meeting those readers and taking their questions is always nice.
And finally, there’s nothing like students seeing a living, breathing writer, in person, to drive home the point that yes, real people actually write books… and they can too if they put their mind to it.
So yeah, the benefits of school visits are legion. And it’s also rewarding to be able to occasionally help out a school or district that maybe doesn’t have the resources to swing a typical author visit. (At its best, the concept of giving should be a win for both the giver and the recipient. If it’s not, something’s askew on one end or the other.)
With all that in mind, we want to avoid the types of issues we talked about last time. In general, most of them can be prevented by good communication between the author and the school.
Good communication… before the event.
Here are some strategies that may be worth consideration. (And if you have others, feel free to put them in the comments.)
1. When donating your services, make it clear that your normal honorarium is $XXX but you’re waiving or reducing your fee to help the school out. (In other words, make them aware of your value, and that they’re getting something of real value—something schools usually pay for—even though you’re not charging them for it in this instance.)
2. Ask what the visit “might look like.” Get them to give you a detailed rundown of the expected preparations, as well as the activities on the day of. If nothing else, making them state it in writing or out loud will make them more likely to follow through on it. (And yes, it’s okay to ask if lunch will be served if they don’t bring it up!)
3. Ask what exposure the kids will have had to your work prior to the visit. I’m not saying they need to buy every student a copy of your book (as at least one well-known one author requires for “free” visits) but they should have read at least some of your work in class—whether for assignment or SSR—and be somewhat familiar with you and your writing in general. This alone will make the presentation much more successful, as the students will have both interest and questions from the exposure.
4. Don’t be afraid to politely decline if it’s clear from their responses to the above that they don’t really value you and your presentations. This can be tough—most kidlit authors consider themselves allies of schools, teachers, and librarians. I know I do. So maybe use something like, “I can only do so many free visits per year, and I’ve learned that the students get the most out of them when the school’s willing to do some preparation beforehand.”
5. Be wary of places that contact you asking outright for free presentations. I’m sure there are exceptions, but it seems like most venues that contact authors asking for gratis presentations are shotgunning their requests, looking for whoever’s willing to bite. Sometimes it’s clear from their query they don’t know your work at all… you’re just another name on their list. This sort of spamming isn’t likely to result in a meaningful author day for either you or the students. (It’s a slightly different topic, but this can also apply to conferences, festivals, and workshops.)
6. Consider making them do some legwork, similar to applying for a grant. Maybe send them a form and have them fill out and return it, listing what they’ll be doing in advance of the day to ensure a meaningful presentation. (In a sense, it is a grant. You’re asking them to delineate the reasons their school should receive free educational services.) I heard an author on a podcast (it was “Kidlit Women,” IIRC) talk about something similar: She does two free visits per year. She has schools apply and she chooses what she thinks are the most deserving ones. And yes, she definitely has more meaningful visits after the schools go through the application process—they know the value of what they’re receiving and they really appreciate her choosing them.
7. Have the name and contact number of your host at the school (the person coordinating the visit) and a back-up if possible. All your communications should be through them, and they should be on hand during the visit. (Yes, sometimes situations change and life intervenes, and if you do this long enough then sooner or later you’ll end up dealing with a “substitute host.” But—assuming they’ve been briefed and the schedule of events decided upon beforehand—things should still go well.) This is par for the course with paid events, and there’s no reason to skip it just because you’re doing your presentation pro bono.
In the end, it’s not really about the dollars and cents. It’s about feeling like you've made a positive impact on the kiddos, and the best way to ensure that is to ensure they’re familiar with the work and—more important--engaged in the exchange that happens during an author visit. After all, you’re not there to speak at the students. You’re there to inform and inspire in an interactive manner, creating an experience they’ll take with them going forward.
And the way to ensure all this is to ensure the school values you.
And the way to ensure that is to value yourself and your work.
This is where I write about things that are of interest to me and which I think may be of interest to you. I’m assuming most of you are here due to an interest in reading, writing, editing, publishing, etc., so that’s the primary focus.