The Role of the
Let’s Talk About It
Scholar
The scholar is the humanities link between the book and the reader. The role of a series scholar is (1) to
provide a critical perspective on the materials considered, (2) to inspire series participants to relate their
experiences and insights to the materials, and (3) to encourage participants to share their responses with
the discussion group. At times, the scholar will need to lay the vital intellectual groundwork for the
discussion, yet he/she must also be careful not to allow any one personal perspective to dominate the
discussion.
Scholars for this discussion series are chosen because of their knowledge of the selected reading or film
and experience working with adult audiences. Because this program may be different from others in
which the scholars have participated, I offer three points to keep in mind.

The audience will be composed primarily of adults. The advantage of such an audience is that
they will bring to the discussion their own life experiences, which may be broad and profound.
The disadvantages are that they may be unpracticed in literary vocabulary and in the analysis of
literature and may be shy in expressing their reactions. It is essential that the scholar recognize
the intellectual curiosity that these participants offer.

The scholar’s presentation, along with the questions provided to the librarian ahead of time,
should serve as a catalyst for the evening’s discussion, rather than as the final, conclusive
analysis of the literature. The most effective scholars are the ones who can share their
knowledge without using a strictly lecture format.

Each of the “Let’s Talk About It” series has a theme. The first scholar in the series needs to set
the tone and the general theme of the series. It is always important to show how the book being
discussed in a particular program fits into the series.
It is helpful to talk with the librarian before the program about his/her expectations. Some groups enjoy
the lecture format much of the time while others prefer discussion time. Over and over again, librarians
and the participants say that the “Let’s Talk About It” scholar makes all the difference in their experience
of the series they have chosen.
Series and Selected Book
The first speaker in a series is responsible for giving an over view of the series’ focus or subject. If, for
instance, a group has chosen “Not for Children Only” as their scheduled series, the first scholar to appear
gives a brief summary of developments in children’s literature during the time period covered by the
selected books. The scholar may also make recommendations for print or electronic resources. More than
any speaker in the series, the first scholar must balance general background information with specific
information about a particular book, achieving both within the allotted forty to forty-five minutes.
Because readers sometimes miss the opening session thereby failing to hear the explanation and
background information on the series, subsequent scholars should be sure to indicate the connection
between their particular book and the series’ focus and theme(s). Even readers present for every session
appreciate having connections made between the specific book and series topic.
Books in the Series
Scholars may assume that most of those present for the presentation have read the book. Some may
even have read reviews and critical articles. A few may have taught the book. The scholar should,
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Let’s Talk About It
The Role of the Scholar
therefore, offer background information on the time period, the author and an analysis of the book (fiction
or non-fiction) that emphasizes its suitability for the series without seeming to patronize the readers.
For a discussion of a novel, the method of narration and the overall structure of the work (plot
development if appropriate) usually provide starting points. Setting and character analysis may be
strengthened by references to particular passages (perhaps read aloud) cited as specific evidence of a
point being made; references to the author’s use of irony or humor or any other literary device might be
illustrated in a similar manner. Readers are generally aware of imagery, symbolism, and thematic
development (perhaps mentioned in the lecture) and may be relied upon to discuss these and other
elements during the second half of the program.
The program is designed to “talk about” each book and to relate the book in the context of the series to
the lives and interests of participating readers. The forty minutes given over to the scholar’s presentation
is meant, therefore, to facilitate discussion. Keeping this in mind, scholars determine what they wish to
emphasize during their presentation and what they wish to save for the discussion period.
Program Structure
7:00 p.m.
7:45 p.m.
8:00 p.m.
8:40 p.m.
Lecture/Presentation by scholar
Break/ Refreshments
Discussion Group(s)
Wrap-up (different groups report, final questions and responses between
scholar and audience)
9:00 p.m. Departure
Discussion
Sending questions to the librarian two to three weeks before the session helps link the reading and the
discussion. The questions may also serve as a starting point for discussion, but they need not, if another
avenue has opened up during the lecture.
The original design of the series included small group discussions for about thirty minutes to insure that
all voices would be heard. Readers in a number of libraries have indicated to the librarian that they prefer
to stay in the large group during the discussion period. If the group is large (30+), some readers will not
offer comments or ask questions. The scholar’s role is to make sure that all who wish to comment have
the opportunity and, furthermore, to make sure that the comments are heard by everyone. Walking about
(even if the group remains large) helps guarantee that everyone is recognized and that no one person
dominates the discussion. Readers may disagree with one another and even with the scholar, but the
disagreement can stimulate further discussion, sometimes leading to deeper understandings of the text.
Scholars, by sharing their reasons for particular interpretations, reveal useful methods of critical analysis.
Follow-Up
Scholars complete a short evaluation form to send to the program coordinator at the Humanities Council,
but before leaving the library, they may offer informal (especially positive) remarks to the librarian or
Friends of the Library Committee members. The readers evaluate the speaker and the evening’s program
and return these forms to the librarian.
Additional Resources: Experienced Scholars
The Humanities Council program coordinator will supply the names and email addresses of scholars who
have participated in the program for a number of years and they will be glad to answer questions and to
share successful experiences. Librarians are glad to interact via email or telephone regarding their
specific population of readers. This information can be very helpful as one prepares for a session.
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Let’s Talk About It
The Role of the Scholar
If possible, it would be advantageous for a scholar to attend a “Let’s Talk About It” program before leading
one to gain a solid foundation before designing programs. Contact (704) 687-1520 or
nchc@nchumanities.org for a schedule of “Let’s Talk About It” programs and for further information.
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