See You Later, Alligator

I’ve just started a new “stop the summer slide” session of Beginning Reader Storytime, the first time I’ve presented this program at my new library (it’s still new to me, really, even after almost two years here). For this community, I made this program drop-in, and the ages are entering K to entering 2nd grade in the fall. Here’s the plan for week one ( I am pretty sure that I am going to be able to work in alligators for all five of the sessions I am presenting, so my alligator puppet will be the consistent mascot):

Opening Routine
This is the same routine I use for all storytimes, babies through about second grade.
I’m so glad (I really need to record this)
Say Hello

Storytime Message (the storytime version of a prek class morning message):
June 19th, 2014
Dear Friends,

Today we will read some stories about alligators!
Circle the As in the message.

Book: Hooray for Amanda and her Alligator!
This book is perfect for this age group. It is divided into six and a half short chapters, which is a great stepping stone for the early chapter books many of these kids will be reading soon.

Song: “Alligator Pie”
I use Hugh Hanley’s version of this song, which includes a brief introduction for kids to “get the rhythm”. (an aside: If you don’t already own all of Hugh’s CD and book sets, why not? Do you hate being good at storytime? No? Then order them, please; ideally two sets, one for professional use and one set to circulate.)

Book: I’d Really Like to Eat a Child
(The first review there on goodreads is GOLDEN.) Yes, this book is about a little crocodile* named Achillles  who wants to eat a child. But he doesn’t. But even if he did, most kids aren’t bothered. My group joined in on the “eat a CHILD” part with great enthusiasm.

Song: “Five little monkeys swinging in a tree”
After the previous book, I said I had an animal friend who would like to meet them. They pretty quickly guessed it was an alligator. I told the kids he was hungry, and could they guess what he ate? “Children??” they asked. Oh, no, no, absolutely not–I would never be allowed to bring a child eating alligator to work. This alligator loved to eat MONKEYS. Five was the perfect number.

I used the head only alligator from folkmanis, but I still had all of the monkeys to stay in the alligator’s mouth, and I made plenty of jokes about chewing with your mouth full, etc. COMIC GOLD.

Book: There’s an alligator under my bed
This book is a classic for a reason. The rhythm is perfect and the note that the kid leaves for his dad at the end is a perfect example of emerging writing.

If I had thought of it, I should have had some nonfiction on hand to talk about what alligators REALLY eat, because I am pretty sure it’s not cookies and vegetables (or children or monkeys, for that matter). You live, you learn.

Activity:
A art—younger kids can glue down the letter and add to their picture, older kids can write a story.
Supplies:
Ellison die As
paper
Glue sticks
Markers or crayons
This is a super easy art activity/craft. The kids enjoyed making their As into alligators, people, etc.

While this program is very similar to the original incarnation, I did make adjustments for my new community (drop-in, parent not required), and I think for the future sessions I will tweak it further still, and work on some higher level literacy skills than I did for this first one. Overall I felt good about it, and the kids that attended had a good time and enjoyed the stories, which is really the primary goal.

*Crocodiles, alligators, I know they are different, but…whatever.

 

Programming for Preschoolers: Take a Tip from Preschool Centers

photo from Alternative Heat (http://www.flickr.com/photos/alternative_heat/) via http://creativecommons.org/licenses/by/2.0/
photo from Alternative Heat (http://www.flickr.com/photos/alternative_heat/) via http://creativecommons.org/licenses/by/2.0/

When I was still teaching preschool (oh how I love to talk about when I taught preschool) one of the early literacy tactics we employed was to integrate literature and literacy skills into every center. This meant having books with building themes in the block center, books about nature in the science center, having pads of paper to write shopping lists and recipes down in the dramatic play center, etc and so forth.

Are you familiar with the centers in a preschool classroom? Many youth departments now have set ups similar to a preschool classroom, including block play, dramatic play and puppet stages. If your youth space is lacking distinct areas for different kinds of play, you might want to consider changing things around to allow for these play spaces. If you’re not familiar with preschool classroom centers and how classrooms are arranged, here are a few links:

NAEYC guide to setting up literacy rich classroom centers
Centers in a preschool classroom
Introduction to Preschool Classroom Centers

Now, if you’re stymied for some “beyond story time” programs for three to five year olds, just take those varied centers and start creating programs based on them.

Here are just a few ideas from some of the “centers” you’d find in a preschool classroom.

Discovery, Sensory, and Science

STE(A)M is a buzzword that can potentially get concerned parents into your programs. In certain communities, you need to promote programs as being enriching and academically rigorous to get buy-in from families.

For any science, cooking or making program, try to have the recipes or steps printed–with accompanying picture instructions–to amp the early literacy.

  • Invest in a sensory table, which you can fill with sand, colored rice, moon sand, cotton balls–the possibilities are endless!
  • Have a mixing & “cooking” program where you make  flubber or playdough.
  • Write or draw in shaving cream
  • Play with a light table
  • Mix up bubble solution and make giant bubbles
  • Do a “sink or float” program

Writing Center

Writing is just as important an early literacy skill as letter recognition, phonemic awareness and print awareness. Fine motor skills and being able to hold a writing utensil correctly is an important skill to have for Kindergarten as well.

  • For any program, have kids write their own names on name tags or on a (large) sign-in sheet
  • Practice writing with different media, including  crayons, markers, paintbrushes, colored pencils; write on chalkboards, white boards, and tablets, too
  • For a more sensory experience,– in rice, shaving cream, or tracing letters on sandpaper

Dramatic Play

Dramatic play is the perfect opportunity for children to try out different characters, work through difficult emotions in a safe space, and “…it remains an integral part of the developmental learning process by allowing children to develop skills in such areas as abstract thinking, literacy, math, and social studies, in a timely, natural manner.” (x)

Further, the ability to retell a story verbally or using props is a CCSS benchmark from Kindergarten up. Helping kids retell stories and get a handle on narrative structure–beginning, middle, end, etc–makes for a perfect preschool program.

  • An easy “unprogram” would be to gather toys, puppets, props and costumes for 5-6 well known fairy tales. Station them in your programming room or even all around your Youth Space. Have staff available to read the stories if kids aren’t familiar, then encourage the kids to use the props to retell the story, even changing it if they like.
  • Another unprogram would be to create a dramatic play center if you don’t have one. Create a house, grocery store, post office, shopping mall, farm, or restaurant, and stock it with books about those places. Have lots of paper and writing tools available to create shopping lists, menus, take orders, or whatever else the kids want to create.

Building/Block Center

Fine and gross motor skills are developed in the block center, depending on whether you use large wooden or cardboard blocks or smaller duplo sets. Seeding this program with related picture books, both fiction and non-fiction (Iggy Peck, Architect, any and all construction books, Lego guides), will give kids ideas without being prescriptive. Include toys and props with your block program, and kids will also engage in dramatic play.

These are just some suggestions, and often play centers and areas will intersect. For example, dramatic play will often happen in the block area, and building will often happen during dramatic play. It’s easy to work math into dramatic play (How many bears are there? How long do you think it would take to climb a beanstalk to the sky?) and work writing in science (write a question you want to answer, or draw something you’re observing). Retelling stories overlaps literacy activities with dramatic play. By using centers as a starting point for programs beyond storytime, it allows you to have one main focus, to which you can add and tweak as suits your mood and your audience.

Also, nothing precludes you from adding elements of different centers into your story time if you want. Instead of a craft at the end of story time, why not give the kids costumes and props and a chance to act out the stories you just shared? Or do a science experiment? The possibilities are endless and there’s no one way to do it.

egotism vs self worth

In January 2013 I wrote a post that touched a raw, exposed nerve for many in the library world. One year later, I’m still amazed at the outpouring of reactions to that piece, and the variety of reactions it provoked. I’m also very proud of some of the projects that it inspired, including the very valuable and very amazing Storytime Underground.

In addition to inspiring big and awesome things, I’m pleased that my post articulated for a lot of librarians a feeling that they had been wrestling with for a long time, but could never quite express–a feeling that librarians who work with children and teens aren’t respected, aren’t taken seriously, and aren’t valued. And in the year after writing that post, I realized I wasn’t really talking about ego, I was talking about self-worth.

Many of us struggle with self-worth and self-esteem on a regularly basis, both personally and professionally, constantly feeling that we are falling short. I know I do. I feel guilty about something pretty much every minute of every day–about an email I didn’t answer quickly enough, or how I don’t visit my family enough, or what junk I ate for lunch because I am incapable of packing one, and on and on. When I fall into these spirals of shame and self-blame and awfulness, sometimes the only thing that can snap me out them is a thank you note from a grateful teacher, or a compliment from a coworker about a recent success. Because sometimes no matter how intrinsically and self-motivated I am, or how much I believe deep in my heart that my work is valuable and I am good at it, sometimes you just stop believing that until someone else recognizes it and reminds you of it.

The youth librarianship community has really stepped up in this area (or maybe I’ve just become more mindful of noticing it). Not a day goes by that I don’t see compliments flying on twitter, conversations full of idea sharing, heart felt “thank yous” and pats on the back. And I see more of us reaching out into different areas of the profession, staking a claim in the worlds of tech, letting it be known that we have expertise that is worth listening to.

To that end, let’s keep it going– let’s dig deeper and reach higher. Make sure to take advantage of any local and national awards, and take the opportunity to speak out about your favorite librarian. Even if they don’t win, you can certainly share with him or her what was said–and just the process of nominating someone, thinking deeply and thoughtfully about their contributions to the field, will be a benefit to both you and them.

Beyond Movers and Shakers and I Love My Librarian, I assume most state library associations have awards for librarians, so take a look and see who you can recognize. I know that my state’s awards for librarians are often lacking for nominations, so if you’re in Illinois, I plead with you to submit one. YALSA has an award for excellence in Teen Librarianship, as well as awards recognizing excellent programming. ALSC has the ALSC Distinguished Service Award, but perhaps another award or two could be implemented– youth librarianship is vast.

Are there any opportunities to recognize our fellow librarians that I have missed, especially those that are youth and teen centric? Let me know.

And thank you, dear reader, for being a friend. Next time I see you in person, the cheesecake is on me.

1985-GOLDEN-GIRLS-006

George Carlin, MLIS

Within the context of ALA policy and the professional practices of librarianship, critical examination of beliefs and viewpoints does not, by itself, constitute hostile conduct or harassment.  Similarly, use of sexual imagery or language in the context of a professional discussion might not constitute hostile conduct or harassment.

http://alamw14.ala.org/statement-of-appropriate-conduct

When Carlin rattled off the seven words you can’t say on television, they gained the musicality of a poem, an incantation that summoned to mind whatever images you wanted those words to stand for. Because that’s all words are–they are symbols for larger, messier thoughts that are imperfectly expressed. Carlin knew this, and pointedly commented on how some “dirty” words were situational. Ass, for instance, was okay when it brought to mind a donkey; but it was decidedly not okay when it brought to mind someone’s posterior. Bitch was fine for dog breeders, but not for a man referring to his cruel girlfriend. Carlin, with the ribald glee of a manic linguist, tore apart these words and put them back together like a master sculptor.

Note that when he performed this piece (and he performed pieces; Carlin was know for the careful writing, rewriting, and honing of his work), he was not directing these words at anyone in particular. He was not demeaning a gay man by calling him a cocksucker. He was not attempting to intimidate an outspoken woman by calling her a cunt. He was exploring the power and impact of these words in a raunchy yet cerebral exercise that poked fun at how much power we give to these sounds that inherently have no power of their own. The only power words have over us are the power we give to them, power that is given by the intent behind them and the way we say them.

It is precisely that distinction that means that Intellectual Freedom lovers everywhere have nothing to fear from the Statement of Appropriate Conduct at ALA Conferences. Because it is not meant to curtail lively, intense, thoughtful intellectual discourse. It is not meant for the George Carlins, Richard Pryors, and Margaret Chos of conference presenting. It is meant for furtive come-ons and anger filled insults that are designed to demean, intimidate, and take down other people. It is meant for the person who scrawls cocksucker on the picture of a homosexual keynote speaker. It is meant for the disgruntled male who calls a colleague a ball busting bitch after she adroitly points out errors in his proposed idea. It is meant for all the people who use words as weapons, which is often a prelude to physical violence as well.

Further, you need to consider that if you’re going to listen to a speaker, especially a keynote speaker, you should have some idea about their style and approach. I’m happily looking forward to David Sedaris at PLA this year, and being familiar with his work I fully expect some profanity and tales of disturbingly hilarious subject matter. For people who aren’t into that, you have the choice of not going. Most street harassers don’t afford people that sort of courtesy. “Pardon me, ma’am, but I’d like to subject you to a tirade about how much I enjoy your tits in that blouse and what I would like to do to them. All right?” Having your choice taken away is another important factor when it comes to deciding if something is frowned upon, whether it’s part of a statement of conduct or not.

So for anyone who is planning on saying “fuck ebook borrowing restrictions!” in their next conference presentation, keep that f-bomb in there. Even if someone does complain, the statement is not meant for you. Fuck in this instance is an intensifier, a rallying cry, a sharp blast designed to grab attention and incite action.

But I and many others are damn comforted that if someone tells me to shut the fuck up because they don’t like what I have to say, I have that statement as a starting point to push back and find some recourse.

And just for fun, here’s a video I found of Louis CK honoring George Carlin at the NYPL.

Baby, do you understand me now
Sometimes I feel a little mad
But don’t you know that no one alive
Can always be an angel
When things go wrong I seem to be bad
But I’m just a soul whose intentions are good
Oh Lord, please don’t let me be misunderstood

-The Animals, Don’t Let Me Be Misunderstood

Accentuate the Positive

negativeYou’ve got to accentuate the positive
Eliminate the negative
And latch on to the affirmative
Don’t mess with Mister In-Between

You’ve got to spread joy up to the maximum
Bring gloom down to the minimum
Have faith or pandemonium’s
Liable to walk upon the scene

Johnny Mercer

I like being nice. It’s true. There’s nothing I like more than making a friend smile by treating them to dinner out or with a small, silly, yet thoughtful present. I’m always happy to hold open a door for someone with a heavy load, or cover a story time so someone can go on vacation. If someone seems anxious I’m happy to offer a listening ear.

I guess what I really mean is that I like doing nice things for people, which is a bit different than being nice or keeping sweet. I like acknowledging good work (like Anne Clark‘s conference program title, Aww Chute: Children’s Programming ideas with parachutes, scarves and other props), giving pats on the back, and generally drawing attention to and basking in the awesomeness of great people that I know.

Yet that doesn’t mean I shy away from the darker side of life. I’ve known trouble in my life, both personal and professional, and while it might seem easier to ignore it, we all know that it’s really so much better to address trouble head on and get it taken care of.

It’s ignoring trouble that leaves organizations with people in positions of power who should have been fired years ago. Why go through the mess and the trouble of documenting issues and firing someone when it’s so much easier to just promote him or her? Why actually address sexual harassment or discrimination in a workplace when you can just shuffle people around or promise someone a good reference if they will leave? Why bother fighting for what’s right when acquiescing is so much easier?

It’s sometimes hard to speak up when you believe something is wrong. Sometimes–rarely–you learn that because of additional information you were not privy to, the situation isn’t what you thought it was. But more often than not, it is. Your instincts are right. There’s something rotten in the state of Denmark. And it’s not going to change until you speak up.

Me? you think. Why me? Why can’t someone else do it?

Because everyone is thinking that. Everyone is waiting for someone else to speak up and start the conversation. And so those conversations never happen. And things never get better, and will most likely get worse.

I’ve written before about ethical courage and ethical librarianship. The best class I took in library school was Information Ethics, and ever since that time it’s been my mission to be an ethical librarian who has ethical courage.

That was all prelude, of course, to talking about Will Manley’s eloquent and carefully considered post about the ALA code of conduct for conferences and meetings, a work of such heart rending truth and shattering genius that he or perhaps the spirit of Ranganathan himself has removed it from view, to protect us mere mortals from being blinded by its brilliance.

(It’s 2014, where is that sarcasm font?)

Essentially, Will wrote that a code of conduct (which came out of many discussions about sexual harassment at conferences being a huge problem) was tantamount to censorship and an attack on freedom of speech.

But you know what it really was?

It was a small, but important, step in the right direction. A code of conduct isn’t going to end sexism, harassment and intimidation overnight, but at the very least it indicates that our major professional organization believes that its members should feel protected and safe at their own conferences and meetings. Further, it was the direct result of librarians finally speaking out. These librarians, many of whom are women, and several of whom have been brutally victimized at conferences and elsewhere, finally felt safe enough, or enraged enough, to speak out and demand some protection.

Some people said to just ignore Manley’s idiocy, to not dignify it with attention or comments. And I can understand that impulse. Hell, I could have well done without the rage inducing distraction. But I read it, and participated in the backlash, because he needed to hear that he really doesn’t understand of what he spoke.

Further, this is a man who has been given several major platforms from which he speaks for the profession. I mean, he has columns in both Booklist and American Libraries (the official publication of ALA, mind you), two publications that reach a large swath of the profession who might know nothing of the conversations on twitter, on blogs, or even, god help us, in Facebook groups. For some, his voice is a major influence…and for a man who doesn’t even really understand what freedom of speech really is to have that much influence over my profession frightens me. Between Will and the Annoyed Librarian, I don’t know whether to drink tea or hang myself.

So, yes, I dearly love to accentuate the positive, and spread joy. But for that to happen, we need to eliminate the negative–and in my view, a discussion where gendered insults are bandied about freely and in fact applauded is a huge negative in my book.

Finally, for all my snark, I do want to say that ultimately, I feel no ill will for Mr. Manley— I mostly feel disappointed that he shut down the discussion once it got thorny. That’s freedom of speech at work, sir. You can’t shut down what people say just because they don’t agree with you. That’s the easy way out. It’s much harder to listen, reflect, and perhaps even reconsider your original stance.

Will’s been at this game for a long time. I hope he comes back ready to continue the discussion. After all, if Richard Pryor, one of the comedians Manley name checked in his article, could make a comeback after lighting himself on fire, certainly Will can come back after having his comment thread set aflame by some angry librarians who refuse to stay silent any longer.

More discussion of Manley’s folly can be found here (wherein Lisa also links to more discussion).

ETA 01/02/14: Matthew Ciszek has an excellent point by point rebuttal to Manley’s folly.

author, author!

The past couple of conferences I went to, there was some chatter about author visits at libraries—namely, how do you get anyone to care about and come to your author event? (I’m assuming here you’ve found the money already. Top notch authors are almost always going to be quite expensive, so start budgeting now and looking for financial partners. Also, start locally if you’ve never done an author visit before. Cutting down on travel costs cuts the budget significantly). I’ve done a few author events at my library, and seen other well done events in action, so I thought I would share some of my hard earned wisdom with you, my dear and lovely readers.

1) Choose your author wisely.
Not every great book has an author worth visiting with. Harsh, but true. When selecting an author to bring to your community, you need to consider reputation, charisma, and speaking skills just as much as you consider the quality and appeal of the author’s work. People have already spent time with the book(s). You want to get them excited about spending time with a person. When choosing an author, make sure to….

2) Consider your audience.
Think about who your author writes for– lower elementary, upper elementary, middle school, or teen. Sometimes there is overlap. Andrea Beaty has both picture books and chapter books, and is great for Prek-5th presentations. Adam Selzer has middle grade, middle school, and upper YA novels, as well as adult nonfiction about Chicago history and hauntings that appeal to teens /and/ adults. You really want to target your audience, because this will tie in so much to your promotion of the event. You can have an author present for more than one audience, but make sure those events are clearly delineated. Also, think about your community– is it conservative? Artistic? Older? Younger? Make sure you have a population that will be interested in the person you’re bringing in.

3) Promote.
This seems like a “duh” moment but it’s very important. It’s not enough to put a few lines in your newsletter or a picture on your webpage. You need to hustle. This is not a drill, people. Most authors worth having are going to be expensive, and you want to make the turn out worth everyone’s while. So target your audience. For me, I hit the middle schools–and I mean hit. At the two middle schools in our main district, I physically went to the school and presented a 15 minute, high impact promotion about the author to as many kids as I could. (At one school, I managed to see every student during the day; I was on my feet from 8-3 and it was amazing.) I’ll talk more about my specific promotion strategies at the end.

4) Get a bookseller.
If everyone’s done their job, there will be a hunger for your author’s work, and people will want to get their copies signed and maybe even take a picture. Also, you want your authors to make money so they can keep writing books. Partnering with a local, indie bookseller is imperative. Further, booksellers often have insider knowledge about when and where certain authors will be touring– if you form a strong partnership, oftentimes a bookseller can get you free author appearances for your library. They are more likely to do this for you if you have a record of bringing out good crowds for events, which you will if you follow these guidelines.

5) Make the event an EVENT.
You’re essentially throwing a party, so throw a damn party. Have a cake decorated to look like the book cover. If there’s a special or unique food mentioned in the book(s), serve it. Decorate. Have music that relates to the tone of the book playing before the start. Make sure to introduce your author with appropriate excitement and pomp. Hype everyone up. Throw your hands in the air. Whatever you have to do, do it. Bust out your best Neil Patrick Harris hosting the Tonys here, because that’s what it deserves.

Let’s walk through an example of an author visit that I worked on.

ADAM GIDWITZ!

860661_515247835185202_1408791629_o1) Choose your author wisely.
Adam’s visit to my library and local schools was already in the works when I began my job last fall, but I quickly jumped in and started implementing my master plan. Adam is a perfect visiting author. He is energetic, engaging, interesting, and an excellent performer. His books–A Tale Dark and Grimm, In A Glass Grimmly, and The Grimm Conclusion–are excellent and have high appeal factors for a wide variety of readers. Adam was also extremely gracious and easy to work with, providing me and my coworkers with lots of information we could use to promote his visit– including making a short video just for our middle schoolers.

2) Consider your audience.
From working with the schools and the school staff, we knew the personalities we were dealing with, and we knew that plenty of kids would be excited about seeing Adam. Word of mouth about his books spread quickly as kids talked it up to each other. We also knew the fairy tale element–fairy tales being one of the text types in the new Common Core State Standards–would lend the presentation a whiff of educmacational value, which doesn’t hurt when talking a program up to parents.

3) Promote.
I’m lucky to have a great marketing department to work with, so they did a wonderful job of getting this event in the newsletter, on the website, and in the community (including a local newspaper blurb!) As the School Outreach Librarian, it was then my job to TAKE IT TO THE SCHOOLS. This is one of my favorite parts of the process, and while I’ve found a formula that works for me, be aware that your mileage may vary. Like any creative, personality driven library presentation you need to promote in a way that makes sense for your style, especially if you’re working with kids. You need to be genuine and genuinely enthusiastic. If you’re not, your promotion will fall flat, and no excitement will be generated.

My promotion formula is based largely on the author, as illustrated by this mostly gratuitous pie chart:

piechartStart off with a quick, punchy book talk about the author’s works. I talked up Adam’s two novels (this was before the third one was released) and also showed an awesome book trailer in German, because everything sounds more awesome in German. Then, I segued into talking about Adam as a person and an author. I gave a brief biographical sketch, including–and this is important—pictures of Adam when he was the same as the teens I was promoting the event to.

I cannot state enough how cool this is. Even the most jaded eighth grader will guffaw when shown a picture of someone in their youth. Suddenly the teens can relate just a little bit easier to this person, just by seeing their dork-tastic 90’s hair and braces. Contrast this with a picture of what the author currently looks like, just so the kids know who they will actually be seeing at the event.

Also: food. Most people are into food and get excited about it. I ask authors their favorite foods then and now. Adam’s answer for his current favorite food was blood pie. I used this heavily in my promotion. “WHAT is a BLOOD PIE?” I asked dramatically. “You’ll have to come to the event to FIND OUT. Because we will be SERVING one.” Cue 45 middle schoolers groaning excitedly about BLOOD.

All of my presentations were about 15 minutes (yep, only 15 minutes). I wanted my message to be brief and intense. Between the BLOOD PIE and Adam’s middle school picture, and a gory 3 minute retelling of Cinderella, the teens were left with strong images and a strong incentive to attend the event. You can see my keynote slides here: gidwitz copy

4) Get a bookseller.
The bookseller we brought in sold out of paperbacks and sold almost all of the rest of the stock he brought with him. This made everyone happy.

4) Make the event an EVENT.
Our attendance exceeded expectations. We were hoping for around forty five people but had over one hundred kids and teens  held in thrall by Adam’s presentation, which included a full telling of the fairytale “The Juniper Tree.” As promised, we served BLOOD PIE (berry pie with no top crust). No one was more surprised and delighted by this than Adam. “Wow. That was just something I made up,” he said. That’s me…the person who makes dreams come true. Especially when they involve BLOOD. We also had cookies decorated to look like the cover of Adam’s book. They were so gorgeous, one girl just held her cookie, crying that it was too beautiful to eat. IMG_0400 IMG_0402Not mandatory, but forcing your author to pose by the food can’t hurt. You can see the BLOOD PIE to the left (to the left, all the blood pie is on the table to the left). We also had BLOOD PUNCH because BLOOD. BLOOD YOU GUYS. This entire post could have just been the word BLOOD.

So that’s how I (and my awesome coworkers) achieved author visit success. What about you?

Follow

Get every new post delivered to your Inbox.

Join 2,223 other followers

%d bloggers like this: