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Are you interested in getting your hands on a free copy of Books on Bikes? Scroll down to the bottom and click on the link.
Are you interested in getting your hands on a free copy of Books on Bikes? Scroll down to the bottom and click on the link.
Purpose of this Website
Purpose of this Website
The Youth Advocacy Department of SDUSD is interested in bringing diverse stories and perspectives to students, families, and communities in the district. Before we can even get to diverse stories, we have to also address the literacy crisis. Less books are being read, and access may be the issue.
This book–Books on Bikes–is a fictionalized tribute of sorts to Gabriel Levinson, who is often credited as the founder of the Books on Bikes movement in the United States. This movement has spread and addresses the importance of literacy in our communities and how individuals can address those communities who are in book deserts–as they're sometimes called. The imagery in the text and perseverance of the main character illustrate how when people have a goal, and stick to it, and that sometimes it becomes a chain reaction. All it takes is one person to take action.
Please note: If you are an educator in SDUSD and would like to CLONE the already-prepared Google Classroom, please email a quick request to Mick at mrabin@sandi.net. If you are not in SDUSD, it is not possible to do the clone process, but you will find the pathway and all the components below. I've created a step-by-step job-aid for creating this G-Classroom from all of those components in the YouTube video--March Archives: Overview and Tips--directly below. Although the job-aid was created for March, you can apply all the same ideas toward the use of the components on ANY of the NTA sites.
Pathway
Pathway
STEP 1: Foundational Discussion
We recommend that educators discuss the concept of "youth agency." The backdrop for this particular narrative involves a community solution orchestrated by a young protagonist. But solutions aren't limited to book availability or--more broadly--literacy in general. This is a wonderful book to foster [or enrich existing] conversations about problems that exist within a community. . .and broadly defining "community" as including but not limited to the local geographical area. "Community" could also refer to "no place in particular," but ultimately may denote a connection with others that transcends geography and is about some other common shared layer of humanity.
Often times, youth are bombarded with statements projecting their successes later in life, but elementary educators are aware of something that the rest of the world has been slower to process: Young people are ALREADY accomplished! They ALREADY do amazing things! Young people are fully capable of extraordinary contributions to our society on many levels and they DO contribute in ways that are profound and impactful.
Books on Bikes shows readers of ALL ages that young minds aren't waiting until they "grow up" to make their imprint upon the world. They can do it at any time in their lives. Youth are more than capable enough to recognize a problem that needs solving and brainstorm for creative ways to approach that resolution.
Books on Bikes is a perfect segue into that conversation. What problems do your students see within their own communities that could be tackled creatively and proactively? What would it take to resolve these problems? What sorts of barriers exist? Are there efforts afoot in other communities that attempt to solve this same problem? Can we make innovations that account for variations of this same problem?
We encourage you to look into some of the resources listed near the bottom of this page to better prepare your students for a discussion about student agency and tackling community solutions.
STEP 2: Read and discuss the narrative of your book selection with your class
Additionally, we encourage educators to frame the reading of any of these texts around topics and themes that relate to the identities and experiences of the students themselves (and of their peers).
Here is a short list of topics and themes that arise in these texts that examine the human experience.
Choosing ONE of the themes from the above list, create a simulated text discussion with your reading group. I have created a text discussion using Power and Privilege as the guiding theme for a specific segment of the text.
STEP 3: Watch the video interview "One Book, One San Diego Author Event with Antwan Eady discussing his book--Nigel and the Moon--with moderator TBA.
The total run time is 1 hour and 1 minute.
STEP 4: Plan for an online discussion with your own class, another classroom from your school, or a partner school. Some platforms to choose from include [but are not limited to] Google Classroom and Flipgrid. For student response samples of what teachers have done with both GClassroom and Flipgrid, please visit our sibling site: The March Archives. You'll find sample student work under "Additional Resources" (about 2/3 way down toward the bottom of the page).
This Google Classroom is designed to allow teachers from different classes/schools to facilitate collaboration and communication about student allyship, culturally responsive curriculum, and youth voice and empowerment. Before engaging in this culminating classroom discussion, all students should have A) read Nigel and the Moon B) viewed the primary source video "One Book, One San Diego Author Event with Antwan Eady" (above) and C) discussed and reflected on the reading/viewing of A) & B) with their classmates.
You are welcome to clone this class and share as you see fit within SDUSD. (Scroll up to directly above "Educator Pathway" for cloning instructions or--if you're not an SDUSD educator) a job-aid on how to build your own.
Please note: Educators may need to go to "Stream" section of the General settings (below) and select "Students can post and comment" if it's not selected in the general settings.
TMF Q&A Template
To the right of "1. The _____________" title, you can see three dots. If you hover right under those three dots, another three dots appear and one of the options is to "Edit" which will allow you to add more to the description.
Classwork #1 The ___________________
Classwork #1 The ___________________
1. In the "Question" section of your "Classwork" tab, paste this:
1. ____________________ Prompt: The ____________________
"Mohandas Gandhi, my grandfather, wanted a unified India. He understood that this goal faced a variety of obstacles, but he actively looked for common ground between different factions and groups. There was division between Muslims, Hindus, Sikhs, Christians and others. There was division by caste including glaring and persistent injustices against the so-called Untouchables, these days referred to as “Dalits,” earlier spoken of as “Harijan.”
And there were tribal, regional, and geographical divides. Gandhi was always on the lookout for ways to bridge these divides. But sometimes, this willingness to work across groups prompted some in these opposing groups to be angry not just at each other. . .but at Gandhi himself.
Some were angry because Gandhi was willing to compromise when they weren’t ready to compromise. Or because he was suggesting inclusion and even mutual forgiveness despite a history of conflict.
So here’s my question: What would YOU do in order to bring groups together. . .to help unify people even if they have a history of conflict? Can you think of conflicting groups who could benefit from compromise, from inclusion, from acceptance, from letting go of negative feelings?"
2. In the "Instructions" section, paste this:
Synthesizing what you read in your Gandhi text, viewed in the "A Conversation with Dr. Raj Gandhi" video, and your own life experiences, view Dr. Raj Gandhi's prompt (below) and compose a unique post.
Additionally, please respond to at least two other students' posts. Be sure to use academic language, proper punctuation, and respectful dialogue.
Attached is a discussion rubric and expectations for facilitating online communication.
Click on the above "The Benefit of Unity" video, open it in Youtube, copy the URL, and paste it into your Google Classroom.
Additional resources:
Additional resources:
Learn About the Revival of Books on Bikes Programs
Individuals are taking initiative to create their own mobile libraries that not only provide books access but also “a bike-powered service that circulates books; provides a wireless hotspot; and assists with research, ebook downloads, and library card sign-ups.” They even give information of how to start your own Books on Bikes program!
Mobile libraries date back to the 1850s! Check out this article from the National Archives to learn more about the history.
Little Free Libraries in San Diego
San Diego may not have any Books on Bikes programs (YET!) Although we do have a growing number of Little Free Libraries across the city. Click the link to find your nearest little library. This is a list of ones that were funded by the City, you may find more with a little neighborhood stroll, or this could be an opportunity to create your own!
Videos to Learn More
FREE copy of Books on Bikes / Libros Libres, Sobre Ruedas
OK, if you're here for your free copy, you'll have to jump through this here single hoop (while supplies last):
1. Register for a free copy of Books on Bikes that we'll send you through school mail (thanks to KPBS and while supplies last). Visit the link to this G-Form and fill it out.
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