Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
Because of…Because of Winn-Dixie
Background:
Because of Winn-Dixie is the first story in our fourth grade reading
basal. The selection is the section on the bear that comes into the library,
scaring Ms. Block, the town librarian. The focus of our leveled readers that
support the story is the history of libraries. As I read these with my small
groups, I realized many students did not see the importance of our library
and its role in their lives. After hearing the story The Librarian of Basra by
Jeanette Winter, I decided I would read the book to my own students to
get further reaction on the subject of libraries and their impact on children.
My intention was two fold: to get involved with the Bibliotheca de
Th’uruchapitas project thus increasing awareness of children in less
privileged countries and for my students to understand the impact of books
in their own lives.
Plan of Action:
My first step was going across the hall to my team teacher, Connie
Abernathy. She is a Library Science major at ASU and I had heard her
speak of the Sister Library Project before. She suggested doing a
presentation on the Project to get a feel for any interest the students may
take. We huddled our students into her classroom and she showed them a
PowerPoint on the project we developed and why people should even pay
attention to a library all the way in Bolivia. My students could not believe
some people, mainly children, had no access to books and that a library would
have to pack up all their books and move! Mrs. Abernathy shared a story
about an ASU student seeing a boy in the library in Bolivia copying down a
book word-for-word. She asked why he was doing this and he answered
“because my friend has to spend the night at the jail and he wanted to read
while he was there”. Mrs. Abernathy explained that in the child’s country
when a father is jailed (and sometimes for crimes he did not commit) the
whole family must spend the nights in jail too because they cannot support
themselves. Seeing real pictures of real kids so happy about books excited
the students. They were definitely eager to help and we asked the children
for suggestions. A few suggestions I received were: buying books for the
library, selling our own books, and donating money to the library in Bolivia.
We decided the best way to support our cause was to sell our own books.
Our school had a shutdown used book store already stocked and we all
Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
thought we could gather more to sell. We also knew that any books donated
to the library had to be Spanish and it would be easier to send money to the
library so they could purchase books they needed.
Day 2-The next day I read The Librarian of Basra to both classes. Again,
they were shocked-this time to learn that books could be important enough
to risk you life. I posed the following questions: “How have books changed
you life?” and “What would you do with absolutely no access to books?” I
just was not sure they understood the extent they rely on books everyday.
And not just for school, we read to escape our everyday lives too. Some of
the answers were of course to do schoolwork and homework; but I sought
after a deeper meaning. One student, Gabby M, said she read for hours
everyday to get away from her six brothers and sisters. That got the other
students talking more. Others noted that they too used them to find a quiet
place away from siblings (and parents). Another student, Nathan S,
mentioned reading for information on things he is interested in and we do
not teach at school, like monster trucks.
Day 3- The next day I read I’m Jose and I’m Okay by Werner Holzwarth.
This is a collection of three realistic fiction stories about a boy named Jose
and even though he must work a real job, he is still a child and has fun. This
book allowed students to connect with someone close to their age and see
how he lives.
Our Bolivia Kit had arrived from ASU so I shared the items with
students. I have two Spanish speaking students in my class and they read
the small books that are an example of what the children at Bibliotheca de
Th’uruchapitas have to read. There were also examples of clothes the
children wear and small purses they handcraft to sell and raise money.
That day I copied and handed out flyers for teachers to send home
with students asking for used books in good condition to be donated. The
flyer also clarified our cause. The response was unbelievable. We were
getting books by the armload. Most were in great condition and though we
were unable to sell discarded library books, the majority was kept to sell.
Day 4- On day four we began going through all the books and sorting them
into price piles. We did this during our enrichment time every morning and
students worked extremely hard making posters to hang around school
advertising our sale. To further awareness throughout the school, I spoke to
Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
the media coordinator and ELL teacher to enlist their participation. We
decided to tie in Hispanic Heritage Month (mid-September to mid-October)
with our project. Each day on the week of our book sale we had a short
presentation for whatever classes signed up. Almost all the classes in the
school came and listened to a Bolivian folktale, information on the country
and its people, and my students explained why we were having the book sale.
Days 5-7-Students are continuing to sort the piles each morning.
Day 8- That evening, student and parent volunteers arrived for the book
sale. We set up directly after school. And at 6:00 pm we opened our doors.
This was a great time because the after school program closes at 6:00! The
next hour was a mad rush and we ended up having to close early because we
sold out of books! Families could get over 20 books for just a few dollars.
One parent even suggested we have a book trade night when families could
bring these books back and trade for others! Others said they felt guilty
for getting so many books so cheap and donated more money. Along with the
books we sold the Bolivian handmade purses. We raised over $370 dollars
selling books priced below $1 each.
Outcome: I had students fill out an anonymous survey to see how they felt
about the project. The results were promising. All the students felt they
were more aware of other children’s needs and many said they would like to
participate again next year. They were all so enthusiastic and proud of what
they had accomplished. We turned our story in to the county and they did a
write up on us for the webpage. When the MLS department heard of the
project, the story was sent in and appeared on the RCOE page as well. Our
efforts being noticed by others was very. We really felt like we made a
difference in the lives of others in a matter of a week. I teach in an area of
high poverty. Many students get as far as Wal-Mart from their homes and
even that is a treat. I felt this project opened their eyes to parts of the
world they would otherwise have just seen in a textbook. They were
genuinely interested in helping. Helping others is a quality anyone, no matter
your socio-economic status, can appreciate and learn from. I also think that
sometimes the low income students are the most generous to begin with
because they can understand the need and see its effects. I learned just
how caring my students could be and it was eye opening for me to learn about
Bolivia as well.
Rachel Lamb
Results of survey:
RE 5140
Social Justice Project
Fall 2007
Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
Rachel Lamb
RE 5140
Social Justice Project
Fall 2007
Resources Utilized:
ASU “Bolivia kit”-available from Pat Farthing at the IMC
Books shared with students orally or for reading independently:
Because of Winn-Dixie by Kate Dicamillo
The Children of Bolivia by Jules Hermes
This Place is High by Vicki Cobb
Alia’s Mission: Saving the Books of Iraq by Mark Allen Stamety
The Librarian of Basra: A True Story from Iraq by Jeanette
Winter
I’m Jose and I’m Okay: Three Stories from Bolivia by Werner
Holzwarth
Bolivia by Leeanne Gelletly
Bolivia by Cynthia Klingel and Robert Noyed
All the books are available from the IMC.
Resources I made or gathered:
Bolivia Book Sale flyers in English, Hmong, and Spanish
Survey for students who participated to fill out
PowerPoint on the Sister Library Project (with team teacher)
Maps of Bolivia
The Armadillo’s Song (a Bolivian folktale) http://www.americanfolklore.net/folktales/bolivia.html
Resources made by students:
PhotoStory depicting our project and its process
Advertisements for the book sale
Price guides for the sale