Live Literature School Residencies

The Live Literature School Residencies programme gives schools, education settings, early years settings and learning professionals the chance to work with professional writers, storytellers and creators from the Live Literature directory over the course of a school year on a creative writing project they devise together.

Going into its fourth year, the programme provides fully-funded residencies for schools where cost is a significant barrier to working with an author.

Applications for 2019-2020 are now closed. 


Schools receive:

  • 12 fully-funded sessions with an author from our database – including two training sessions for your staff and time to plan the project
  • Scottish Book Trust pay the author’s full fee and expenses directly through the Live Literature programme – no invoicing!
  • A full day of training for the project co-ordinator, with a chance to meet your author and staff from other schools
  • A £500 grant to buy workshop supplies, notebooks, art supplies, books and more
  • Support from Scottish Book Trust’s experienced team


What learning professionals say:

‘The residency only lasted a few months, however, the longevity of this project will last in the school for years.’ – Project Co-ordinator, Secondary School

‘Staff have greater confidence in teaching creative writing and some of the resources created are now used across the department as standard. Pupils have found their confidence in writing and reading has increased with pupils showing off their skills. By seeing writers engaging with the school, this project has started us on our journey to creating a reading culture.’ – Teacher, Residency School

‘Working in close collaboration with our author had a positive impact on the pupils’ self-esteem and belief in their own creativity.’ – Teacher, Residency School

‘Our author has also led two CLPL [sessions]. Teachers left feeling empowered and enthusiastic about reading and writing within their classroom.’ – Senior Teacher, Primary School


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Image credit: Alan Peebles.