Author/illustrator school visits are literacy events that positively impact children's motivation to read and write. The emergence of COVID-19, however, made face-to-face visits impossible, forcing visits to use video conferencing platforms. The assumption is that these virtual visits are a "lesser version" of the face-to-face visit: less engaging, less effective, and less inspiring, but our experiences (and data) offer a more nuanced perspective. We analyzed data generated during a virtual author/illustrator school visit with Sara Varon to better understand what kinds of interactions emerged between authors/illustrators and children in virtual spaces. We aimed to answer: How do children, teachers, and authors/illustrators co-construct meaning during a virtual visit through the use of the chat function? The implications of our work have the potential to redesign author/illustrator visits moving forward--whether those are virtual or in-person.