author visit

What Do You Want to Know About School Visits?

This post was originally sent through my author newsletter on February 17th, 2023. To subscribe to my newsletter and receive up-to-date news, musings, and more, click HERE.

As you may have noticed, I've had school visits on the brain this month. Not only did February kick off with World Read Aloud Day, and not only did I welcome a picture book author to my daughter's school, but I've also been in planning mode for tons of future author presentations myself.

I've got a trip down to Tennessee coming up in March, and potentially another one in August (for two schools that want me to come, but aren't free in March). I've also just scheduled a visit with a school in Manhattan for April. For each presentation successfully scheduled, there are half a dozen emails to try to book with other schools and librarians. Since I'm doing this all myself, it's a bit of a hustle. I have to accept that not every feeler I put out will garner a response. 

Lately, I've started tracking my school visit booking process and success rate, because I have another fun announcement to share: I'll be joining fellow author (and friend) Janae Marks to present a workshop on school visits at the New England Society of Children's Book Writers and Illustrators regional conference at the end of April! (More on this soon; I think registration for the conference goes live in March.) 

Janae asked me back in the fall if I'd be interested in pitching a workshop together, after she read my newsletter recapping my first in-person school visit since 2016. Janae has also been finding her way back into in-person visits, though for her it's been more of a post-Covid phenomenon, as her first book came out in January 2020. We compared notes, and the two of us have a lot to say on the topic. We wrote up a proposal, and were thrilled earlier this month to learn that it had been accepted. 

Since finding out this workshop was definitely going to happen, I've had it at the back of my mind whenever I do anything school visit–related. This includes while I'm actually on a school visit. 

For example, one of my virtual visits recently went wrong in just about every way that a virtual visit can go wrong. It was almost funny! And when I hung up, all I could think was, well, that's a story for the workshop. 

This visit: 

  • Had to be rescheduled from its original date due to bad weather shutting down the school. 

  • Started late (which always leaves me wondering if I've messed up the date/time). 

  • Had tech issues from the moment I logged on. Now, I'm not complaining about the tech issues. Whenever you involve technology, there's a chance something won't work quite right! But in this case...

  • One teacher didn't (or didn't know how to) mute herself. So, as I started my presentation, I could hear her talking to her students, telling them to be quiet and listen. (For the record, I didn't hear her students chattering. I only heard her.) Also, at one point she had two separate devices signed onto the call, which caused a distracting echo effect. 

  • That teacher ended up leaving abruptly halfway through my presentation. 

  • The other teacher on the Zoom couldn't figure out how to UNMUTE herself! She also didn't know how to use the chat feature. So, at the point in my virtual visit when I ask for student questions...I simply couldn't. I was talking to a silent screen. 

  • I had to pivot. I read another chapter. I asked them questions that they could answer with raised hands and thumbs up/down. I told them facts about myself and my books—the things kids usually want to know. I gave them my email in case they wanted to ask me questions that way. 

It was a learning experience. 

I'd had one or two of these issues on virtual visits in the past. Like I said, stuff happens. You have to be able to pivot and adapt. But I'd never had this many things go wrong in a single half hour. I left kind of shaking my head—and hoping that the kids had gotten something out of it. Because yes, school presentations are about spreading the word about my books, but they'realsovery much about giving the students a meaningful experience. I'm the presenter, the guest, but it's not about me. 

(Later that same afternoon, by the way, I had what I'd consider a gold-standard virtual visit! The tech worked perfectly! The kids asked amazing questions! The librarian was a delight! But that experience wasn't any more valid than the School Visit That Went Wrong.) 

So yeah—this is what I'm thinking about as Janae and I start to plan our workshop for April. And now I want to throw it to you: 

- If you're a newer author or on the cusp of publication, what do you want to know about planning, booking, and actually doing school presentations?

- If you're an experienced author who's done tons of visits, do you have any tips and best practices you'd like to share with me and Janae, to pass along to our workshop participants? 

- If you're a teacher or librarian, what do you want authors to know about what you want from an author visit? What makes you more likely to book an author as a guest speaker at your school? 

Thanks in advance for chiming in! 
~Kathryn 

What I'm: 

Reading: I read Tae Keller's Newbery-winning book When You Trap a Tiger at the start of the week. It was so wonderful. (As I'd expected! It won the Newbery!) Now I'm reading The Change by Kirsten Miller, which is about three middle-aged women in a coastal Long Island town who develop magical abilities during menopause—and use those abilities to right wrongs being done to other women. This book is FASCINATING. One of the blurbs I saw described it as a "gutteral rage scream (and somehow a soft, tearful hug) of a book," and that is so spot-on. 

Writing: This week, I've been hammering away at the first draft of my write-for-hire project. I've passed 8,000 new words since Monday, and if I meet my goal today, I'll break the 10K mark. That's a lot of words to write in a single week! I'm honestly feeling pretty pleased. 

Celebrating: Speaking of my friend Janae Marks, it was a joy to get to go to her book launch party last night at Books of Wonder! On Air With Zoe Washington is her third book, and she hasn't been able to have an in-person book launch since her debut in January 2020, so this was such a lovely moment.  

Loving: We are going on a family vacation to Disney World TOMORROW! We've had a countdown calendar on the door for our daughter, and now it's officially "one more sleep until Disney."

Do Authors Get to Watch Other Authors Do School Visits?

This post was originally sent through my author newsletter on February 10th, 2023. To subscribe to my newsletter and receive up-to-date news, musings, and more, click HERE.

It's not often that authors get to observe other authors' school visits.

Yes, we watch each other give speeches and lead workshops at conferences and industry events. And yes, we can attend seminars on how to give effective school presentations, led by authors who are known for their school visit skills. But as for actually being a fly on the wall in a room with an author, their slideshow, and dozens (or even hundreds) of actual kids? If you're not also a teacher or librarian, that's rare. 

When I joined the Visiting Author Committee at my daughter's elementary school in the fall, I was thinking mostly about what I, an author with a number of connections in the publishing industry, could bring to the school community. (I also wanted to learn more about pitching myself as a presenter!) What I didn't consider at the time was the value of being in the room to watch other authors share their presentations. 

Yesterday, I got to watch author/illustrator Rina Deshpande talk to the kindergarteners about her debut picture book, Yoga Nidra Lullaby. I didn't know Rina before this; she was recommended by another person on the Visiting Author Committee. But I ended up in charge of Rina's author visit, which meant meeting her and getting her checked into the school, helping her set up in the auditorium, introducing her to the kids and teachers, and getting her books distributed to the classrooms and the school library. 

I also got to watch her present, and it was such a treat. 

Rina used to be an educator herself, and she now leads workshops for educators. For 35 minutes, I watched as she calmly and capably wrapped 150+ five-year-olds around her little finger. She read a few pages from the book. She talked about where her idea for her story came from, and how she made the artwork. She did yoga and breathing exercises with the kids to keep them engaged physically. She let them share with their neighbors. She took questions—most of which were actually comments. ("I have a stuffed cat at home." "I have a real cat! His name is..." "Why do you love your cat so much?") Watching her was a little like taking a master class in school visit management. I'm very glad I got to be there! 

I have a few more in-person school visits on the horizon this spring and even into the fall, and at least one of them involves speaking to kindergarteners. (All of my in-person school visits so far have been for grades 2 and 3.) My daughter is in kindergarten, so I do understand how to interact on her level...but I've never tried to keep the attention of 150 five-year-olds at once!

From Rina, yesterday, I saw about how much content it's actually possible to get through in half an hour. I saw how she paced her presentation. I saw how she included moments for the kids to talk amongst themselves, moments for them to move their bodies, and moments for them to sit still and listen. Not everything she did is relevant to me and my books, but it was still incredibly helpful to see her in action. 

Maybe I'll never be one of those authors that goes on the road for weeks at a time, visiting school after school after school, but I do want school presentations to be a part of my author career going forward. Making this a focus of my career means striving to get better at it. I'm so grateful that, in volunteering my time at my daughter's school, I inadvertently found a learning opportunity for myself. 

~Kathryn

What I'm: 

Reading: My Thirteenth Circle coauthor, MarcyKate Connolly, is very prolific, and this past week, I read one of her books, The Star Shepherd. It's a middle-grade fantasy about a boy and his father who are tasked with rescuing fallen stars and catapulting them back into the sky. When it seems like someone is cutting down the stars, the boy goes on a journey to fight back the looming darkness. MarcyKate has such an incredible imagination. (It's one of the reasons I asked her to write a book with me!) If you are a fantasy fan, definitely check out her books! 

Watching: "Fleishman is in Trouble" on Hulu. This series was AMAZING. So moving and thought-provoking. A meditation on middle-age, relationships, friendships, motherhood... But! Be warned, there is a depiction of a traumatic birth experience. If that is something that would be hard for you to see, maybe save this series (and the book its based on) for another time. 

Eating: A box of dark chocolate Godiva truffles my husband got me as an early Valentine's Day gift.  Yum!  

Loving: My daughter's school is doing a Readathon this month! We already read a lot in this house, but we've been making an extra effort (and logging our minutes) since the Readathon kicked off a week ago. With a kindergartener, we do a mix of reading to her and sitting with her while she works through one of her learning-to-read books. Last night, she read Go, Otto, Go! by David Milgrim all by herself! (She only needed help on one word: "nowhere.") What a joy. 

Happy World Read Aloud Day!

This post was originally sent through my author newsletter on February 3rd, 2023. To subscribe to my newsletter and receive up-to-date news, musings, and more, click HERE.

The first Wednesday in February is something of a holiday in the kidlit world: it's World Read Aloud Day! I don't know exactly when this tradition got started, but it's definitely picked up steam in the past few years, with schools across the U.S. and around the globe inviting authors to join them for virtual readalouds.  

Last year was my first time participating. I Zoomed into four classrooms/school libraries to give them a sneak peek at David Dixon's Day as a Dachshund and answer questions about Class Critters. Two of last year's visits were requests I received via email, and the other two I set up myself. This year, I got fourteen requests! I was ultimately able to accept eleven of them (which was feasible because a few of the schools decided to celebrate World Read Aloud Day for the entire week). 

Nine of those virtual author visits were initially scheduled for the actual date, Wednesday 2/1. Unfortunately, a few schools had to close unexpectedly due to inclement weather, so those visits got rescheduled last-minute. All of which to say, I spoke virtually at six different elementary schools on Wednesday! 

I read an excerpt from Madison Morris is NOT a Mouse! that takes place right after Madison transforms and her classroom is in chaos. When you're reading via Zoom, I've learned that it's vital to pick the right scene—one that has a lot of action and excitement and features different character voices and expressions. The energy is a challenge when you're not there in the classroom with the kids. You have to amp it up beyond what you might do in person. (And when you're dealing with elementary schoolers, your in-person energy level already has to be extremely high!) 

My WRAD visits for Class Critters ranged from kindergarten up to 3rd grade. I also visited one 5th grade group; they got a sneak peek from my next book, The Thirteenth Circle! After the short reading, it was all about the Q&A. A few questions I received: 

  • Where did you get your inspiration/why did you write these books? 

  • Why is there magic in these books? 

  • Did you draw the pictures or just write the words? 

  • How many books have you written? 

  • How long does it take to write a book? 

  • Do you like being an author? Why? 

  • What's your advice for young writers? 

  • What's your favorite animal?

  • Do you have any pets?  

Surprisingly, no one asked me my age, or how much money I make! (Though as I said, a few visits got rescheduled—so there's still time...) 

I love answering questions from kids—whether or not they're related to books and writing. It's really special to make a connection with a young student. It's hard to grab kids' attention, and even harder to hold onto it. If knowing a little more about me helps a child want to read my stories, then I'm happy to share. (To a point, obviously...) 

Participating in World Read Aloud Day last year was what encouraged me to start offering free virtual school visits year-round. My free visits follow the same format as the WRAD visits: I read a bit from whichever of my books is age-appropriate for the kids I'm speaking to, and then answer questions. One year later, I feel great about keeping this free offering available for schools. Yes, it's time out of my workday, and I do believe in being paid for my time...but I don't have to do any extra preparation for these visits. All I have to do is show up. 

In return, I reach new readers. Schools and libraries buy my books that might not have done so before. As a solidly midlist author, I need to take advantage of every opportunity that comes my way. Every book sold matters. 

But it's not just about the sales. Talking to kids keeps me connected to why I do what I do. Seeing their faces and hearing their questions—about my books, about being an author, about my life—inspires me. Knowing that one or more students in each classroom might leave their brief time with me feeling like they, too, could publish a book one day...it's magical. As a child, I would have loved to meet a real author. Now, I get to be that person. 

So! As I said, I have a few more virtual school visits on the calendar in the next couple weeks, but that's not the end. My schedule is always open to talk to young readers and aspiring authors. If you know a teacher or school librarian who would like a virtual reading and Q&A, please put them in touch with me! I can't wait to meet them and their students. 

~Kathryn 

What I'm: 

Reading: I found a YA mystery, The Agathas, in a Little Free Library recently, and devoured it! It's about a rich former popular girl and a working class bookworm teaming up to solve the murder of a classmate. The victim used to be the rich girl, Alice's best friend; the other wannabe detective, Iris, may have been the last person to see the victim alive. I love a good mystery, and this one was twisty-turny enough to keep me guessing until pretty close to the end! 

Watching: My husband and I finally watched "The Bear," many months after everyone else on the planet. It was very good! Heartbreaking, anxiety-inducing, but great storytelling. 

Loving: I got to go into my daughter's classroom last week for "Fun Friday," and I decided to do a storytelling activity. I crafted it kind of like a Mad-Lib: I wrote the skeleton of a story and let the kids fill in the details. After I read the completed story, they all drew their illustrations. Here's my daughter's picture of Parker, the superhero zookeeper, and his best friend, Tyler the giraffe. 

What Happens on an Author School Visit?

This post was originally sent through my author newsletter on September 9, 2022. To subscribe to my newsletter and receive up-to-date news, musings, and more, click HERE.

Also, you can read more about my author school visits HERE.

It was T-minus two minutes until students were set to arrive, and my presentation was still not showing up on the big screen. We'd tried connecting my laptop to the school's system. Their devices didn't like my Macbook, so we'd switched to a school laptop...only for me to have trouble logging into my Google drive. I changed my password, and the confirmation was sent to my husband's email. (He was at a nearby park/playground with our kiddo.) The school's technology coordinator was the picture of patience and persistence, with myriad solutions—and USB cords.

As the first eager faces appeared in the doorway to the gymnasium, my first slide finally popped up onscreen:

We were in business! 

The rest of the day went much more smoothly than that harried half-hour before the students came in. (Even with one more TV glitch that forced us to switch monitors between presentations...) Despite not having done a school visit in person since probably 2016, and never for elementary schoolers, I found my footing. I left at lunchtime so very ready to visit more schools and to talk to more kids about the process of creating stories. 

So, what actually happens during an author visit? 

The Nuts and Bolts

Sam Houston Elementary School is a K-3 school in Maryville, TN, the town where I grew up. (I didn't go to Sam Houston myself, but I know many people who did—and some of them have kids there now!) I did two separate presentations, first for the entire 3rd grade and then for the entire 2nd grade. Each period was an hour long, so I'd prepared to present for about 45 minutes, including Q&A time at the end. (More on what I prepared vs. reality in a bit...) 

My Class Critters books are aimed at kids ages 6-9, so 2nd and 3rd grades are really the sweet spots. That said, now that I've got these two presentations under my belt, I can see how I could offer a simpler version for 1st graders or even kindergarteners, as well as a more complex version for 4th graders. The basic framework I came up with—Recipe for a Story—really does work for a variety of ages. In fact, I may create a version of the same presentation for middle-schoolers in 2024, using examples from The Thirteenth Circle instead of Class Critters! 

These are the ingredients that I use to create my stories: 

  • Ideas

  • Questions

  • Research

  • Imagination

I began by talking to the students about the initial spark that led to the Class Critters series (the title of book one: Tally Tuttle Turns into a Turtle), and how I knew it was an idea worth pursuing because it made me ask questions. Some of those questions led me to do some research. Other questions required me to use my imagination to fill in the blanks. And each answer I found or came up with gave me more ideas and/or led to more questions. 

Each ingredient feeds the others, and the story begins to take shape. 

Once we'd gone over the recipe, I asked the kids to mix together some story ingredients of their own. I gave them their idea: what if you turned into an animal for a day? We dove in from there. 

The Surprises

I rehearsed this presentation over and over before the big day. Honestly, I was pretty nervous about it. Elementary schoolers can be a tough audience! All of that practice did pay off—but I still had to be flexible. A couple things surprised me and forced me to think on my feet: 

  • I'd been worried about not having enough material. About finishing too soon. About awkward silences. Instead, I found that I'd prepared a bit too much! The kids were so engaged in the writing activity that it took longer than I'd planned for—meaning that we had very little time left for Q&A at the end. I adjusted in the moment by skipping parts of my script that seemed extraneous. 

  • The difference between 2nd and 3rd graders was eye-opening! I began with the older kids, who were generally able to write with confidence in response to my prompts. They had tons of ideas and, although the teachers and I were walking around to help, they were pretty self-sufficient. Then I had the 2nd graders, a lot more of whom needed help thinking of an animal that started with the same first letter as their name, and then spelling that animal, and then thinking of things they knew about that animal...basically, they needed more guidance and hand-holding. Which is totally fine and normal! It just took more time, which again caused me to have to adjust and trim on the fly. 

So, what am I thinking in response to these two surprises? I'm going to go through my script and my slides and see if there are any places that definitely should be streamlined—anywhere where I simply gave too much information. Then, I also want to highlight tidbits that are optional—a.k.a. things that could be cut for time if necessary. I know that the more I do this, the better I'll get at responding to the specific group of kids in the room in that moment, but I also want to be prepared. 

One other thing, which wasn't so much a surprise as an unexpected perk: the school's principal told me beforehand what their "quiet signal" is: a raised hand and the words "Give me five." This was invaluable information! The writing activity encouraged collaboration. The kids really enjoyed talking to each other about their animal and their questions and ideas about their story...which meant the gym got pretty loud at times. Knowing what quiet cues the students were accustomed to following helped me keep order and bring everyone back to focusing on me so I could move forward. I am definitely going to ask about this at every school I visit from now on. 

The Highlights

Without a doubt, one of the highlights of the day was how excited and invested the kids were in doing the creative activity. Their imaginations were really working hard, and it was a joy to see! I asked their teachers to let me know if any of them actually end up writing a story about their animal day, and I really hope they do. I spoke to nearly 300 kids, so the odds are good that at least a few have the writing bug!

Another amazing thing about this particular visit was that the school purchased a paperback of either Tally Tuttle or David Dixon for every child in the 2nd and 3rd grades. The kids didn't know about this beforehand, and when their principal made the announcement at the end of my session, well...it was the closest I'll ever get to being a celebrity. The squeals of glee! The shocked faces! The happy dances! I am over the moon that the school was able to support both me and their students' love of reading in this way.

I walked out of the school building at noon absolutely exhilarated. (Also, exhausted. All that extroverting is hard work.) I couldn't wait to talk to more students. I would have gone straight to the other local elementary schools that afternoon, if it could have been arranged. Hopefully, it will be soon!

Which brings me to the part of all this where, perhaps, you come in. Do you have kids in elementary school, or connections to an elementary school? Let's chat! I would love, love, love to come talk to your students about how stories are created, and to ignite their imaginations with a fun, stress-free writing activity. I can do this presentation in person or virtually, depending on your location and needs. I can also offer free casual Zoom chats, if budget is an issue. It's not just about spreading the word about Class Critters. It's also about inspiring the next generation of readers and writers.

What I'm:

Reading: Lauren Magaziner's brand-new young middle-grade novel, The Mythics: Marina and the Kraken! This is book one in a new five-book series set in a world where every kid bonds with an animal on their 10th birthday. Marina and four other girls are the exceptions: they are destined to bond with mythical creatures, like Marina's kraken! Each book will follow one of the five girls as they find their "Mythies" and learn to work together as a team. I thought book one was full of humor and heart. If you have a 7- to 10-year-old, definitely give this series a look.

Watching: It's fascinating to have the new Game of Thrones series and the new Lord of the Rings series airing at the same time. (What a time to be a fantasy nerd!!) After two episodes of "The Rings of Power" and three of "House of the Dragon," I think I'm leaning toward middle-earth at the moment...but really it could change from week to week. Are you watching one or both series?

Loving: Look at this kindergartener! I am so very proud of her.

Back to School Already?!

This post was originally sent through my author newsletter on August 12, 2022. To subscribe to my newsletter and receive up-to-date news, musings, and more, click HERE.

It's the moment you've all been waiting for: giveaway time!!! The subscriber who will win a trio of Class Critters hardcovers, chosen by Random.org, is...

Kathy Daugherty!

Congratulations, Kathy! I will email you at the address you gave me when you subscribed—a.k.a. the account you're reading this email in now! If I haven't heard from you in a week, I'll choose another winner, so keep an eye out for a message from me. :)

If you didn't win today, stay tuned for more giveaways—including a massive group chapter book giveaway featuring ten (10!!) new titles from some big names (including me...am I a big name?). The group giveaway goes live this Sunday, August 14th, and will be open for one week. Check my social media starting on Sunday for all the details!

It may be over 90 degrees as I write this, but it's back-to-school time in many parts of the country. My own kiddo goes back after Labor Day, and her first big-kid backpack just arrived in the mail. (She chose a Frozen design, with her name monogrammed in purple.) But my daughter's impending kindergarten launch is only one reason I have back-to-school on the brain. 
 

I mentioned two weeks ago that I have a school visit on the horizon! I'm super excited, because this will be my first in-person school visit since Covid...and thus my first in-person visit about Class Critters ever! I'll be at Sam Houston Elementary School in my hometown of Maryville, TN, speaking to 2nd and 3rd graders, all of whom will receive a paperback copy of either Tally Tuttle or David Dixon. (Yay, books!!!) 

Over the past two weeks, I've been polishing my presentation, which I'm currently calling "Recipe for a Story." What are the ingredients needed to write a story? How did those ingredients come together for me as I created Class Critters? After I talk about my process, we'll do an exercise together, using a prompt: What if you turned into an animal for a day?  

After an admittedly stressful and emotional summer, it's been really nice to get back to the basics of my craft. What are the ingredients of my storytelling process? How can I clearly and engagingly convey to elementary schoolers how I build a story, giving them tools that they might be able to use to get creative on their own? 

Here's where I've landed—at least, for this particular presentation. Boiled down to bare bones, the ingredients of my creative process are: 

  • Ideas

  • Questions

  • Research

  • Imagination

The idea is the story's first spark. It's the thing I jot down in a notebook or in the Notes app on my phone while I'm doing other things. It's what grabs me. But like every writer, I have a lot of ideas. How do I know that this one is meant to become something more? 

It makes me ask questions. Who, and what, and where, and when, and how, and why? Questions make ideas bigger, and when each question I answer leads to more questions—more ideas—I know I'm onto something. 

Some questions can only be answered through my own ingenuity (or through trial and error, a.k.a. writing things wrong repeatedly until finally finding the right solution...). Other questions require research. For Class Critters, I did a ton of research. In order to help my characters move through their environment as animals in a realistic way, I needed to know a lot about how painted turtles, dachshunds, and mice behave. Research is also great for generating...you guessed it...more ideas! 

Imagination is where all the pieces come together. It's where the magic happens. (And here's where I'll talk a bit with the kids about things like plot, character, setting, and motivation.) How can I use the ideas and questions I have and the research I've done to create a compelling story with a beginning, middle, and end? 

I want to leave the kids who attend my presentation feeling ready to write a story of their very own, whether it's one about being an animal for a day or something else they come up with that sparks their creativity. 

I also want this to be the first of many school visits this year. So, if what I wrote above sounds interesting to you, and you work in a school, have school-aged kids, or simply have connections with a school that brings in authors—please reach out for more info! I want to offer in-person visits where it's feasible, such as within driving or train distance of Brooklyn, but I can also do virtual presentations. (Here's the School Visits page on my website.) 

Did you ever get to meet authors when you were young? What did you want to ask them? When did you first learn about the ingredients that make a story? 

~Kathryn 

Next week, you'll get the sixth and final (for now?) installment of Creating While Parenting, the short interview series I've been running this summer with fellow parents who work in creative fields. Did you enjoy reading these interviews? Did you want more? Or are you glad the series is over? Feel free to send me some feedback!

And don't forget, Madison Morris is NOT a Mouse! releases on 8/16/22. Have you ordered your copy yet??

What I'm:

Reading: I read two romance novels I really enjoyed over the past week: Something Wilder by Christina Lauren and Very Sincerely Yours by Kerry Winfrey. Something Wilder is a romantic adventure about two people who broke each other's hearts a decade ago and end up reconnecting on a wild west outdoor adventure–turned–treasure hunt. Meanwhile, the premise of Very Sincerely Yours is basically, "What if Mr. Rogers was hot?" It's about a woman who's feeling aimless after a breakup who falls for a children's TV show presenter who is a little too committed to his work. I think you should read both of these books!

Watching: As I write this, we've just finished "Umbrella Academy" season 3, which means we're starting either "For All Mankind" season 3 or "The Sandman" next...

Listening to: I'm in a slump. I need recommendations. Something fun and poppy, perhaps? But with clever lyrics? Or maybe a wailing indie chick? Argh, I don't know. Who are you obsessed with listening to right now?

Eating: I scored a free ice cream machine from our local Buy Nothing group a few years ago, and it ended up in the back of our hall closet. I finally dug it out and put it into action! The result was DELICIOUS. Can't wait to make more.

Loving: Soaking up the last rays of summer even as we prepare for school in the fall.