Pub Date : 2021-01-02DOI: 10.1080/13614541.2021.1972743
Eleanor Codling, Peter Willett
ABSTRACT This paper reports an online survey of the attitudes and practices of school librarians in the UK toward privacy in their workplaces, a subject that has been little studied to date. The survey examined the librarians’ views of professional body ethical frameworks, their personal confidence in handling privacy issues, and how their practices are affected by the wider school environment. The survey was complemented by semi-structured interviews with six experienced school librarians. The study found high levels of personal confidence and support for CILIP’s ethical framework, but also a desire for more school-specific resources about privacy.
{"title":"The Views and Practices of UK School Librarians in Handling Student Privacy","authors":"Eleanor Codling, Peter Willett","doi":"10.1080/13614541.2021.1972743","DOIUrl":"https://doi.org/10.1080/13614541.2021.1972743","url":null,"abstract":"ABSTRACT This paper reports an online survey of the attitudes and practices of school librarians in the UK toward privacy in their workplaces, a subject that has been little studied to date. The survey examined the librarians’ views of professional body ethical frameworks, their personal confidence in handling privacy issues, and how their practices are affected by the wider school environment. The survey was complemented by semi-structured interviews with six experienced school librarians. The study found high levels of personal confidence and support for CILIP’s ethical framework, but also a desire for more school-specific resources about privacy.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115193019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/13614541.2021.1972749
Malik Haroon Afzal
ABSTRACT COVID-19 has re-shuffled human life in numerous ways. The ideology of restraint and social distancing is on top of all the changes gifted to mankind by the novel virus. In other words, social distancing as a “new normal” has become an established reality. In this context, the study aims at exploring the mechanics of construction of this “new-normal” via texts – literary and nonliterary. According to new historicism, texts and co-texts are employed by power as tools to build as well as restraint a particular ideology. This paper aims at showing the treatment of COVID-19 by the literary texts produced during this vast human crisis, particularly child fiction. It also re-validates the critique of new historicism in the under-discussion context. For this purpose, two short stories – Together by Kevin Poplawski and My Hero is You by UNICEF – have been analyzed in the backdrop of the political (nonliterary) discourse produced to combat COVID-19. The analysis, thus, finds the heavy reliance of world powers on literary and nonliterary discourses for the inclusion of the “new normative” of social distancing and personal care. It is also suggested that the pandemic has bestowed a relatively polite image to “power” due to its efforts to construct the “new normal” abiding selves and inoculate the “new normative of social distancing” that ultimately favors humanity.
{"title":"Self-construction via Texts: COVID-19 and Child Fiction","authors":"Malik Haroon Afzal","doi":"10.1080/13614541.2021.1972749","DOIUrl":"https://doi.org/10.1080/13614541.2021.1972749","url":null,"abstract":"ABSTRACT COVID-19 has re-shuffled human life in numerous ways. The ideology of restraint and social distancing is on top of all the changes gifted to mankind by the novel virus. In other words, social distancing as a “new normal” has become an established reality. In this context, the study aims at exploring the mechanics of construction of this “new-normal” via texts – literary and nonliterary. According to new historicism, texts and co-texts are employed by power as tools to build as well as restraint a particular ideology. This paper aims at showing the treatment of COVID-19 by the literary texts produced during this vast human crisis, particularly child fiction. It also re-validates the critique of new historicism in the under-discussion context. For this purpose, two short stories – Together by Kevin Poplawski and My Hero is You by UNICEF – have been analyzed in the backdrop of the political (nonliterary) discourse produced to combat COVID-19. The analysis, thus, finds the heavy reliance of world powers on literary and nonliterary discourses for the inclusion of the “new normative” of social distancing and personal care. It is also suggested that the pandemic has bestowed a relatively polite image to “power” due to its efforts to construct the “new normal” abiding selves and inoculate the “new normative of social distancing” that ultimately favors humanity.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129510799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/13614541.2021.1984750
A. Salvador
ABSTRACT Literature is one powerful means of experiencing the world. Reading about others’ lives may teach readers to feel for and with those who live lives that are much different from their own. However, while literature may mediate learning, it becomes more effective when teachers interrogate texts with learners. In this present study, I interviewed five teachers and probed into the reasons why they would choose to use or not to use a select pool of children’s books that may be deemed radical or controversial. Results point out to considerations of student needs and experiences, teacher readiness and values, school beliefs, parental approval, as well as the manner by which a controversial topic is presented in a children’s book.
{"title":"Controversial Issues in Children’s Books: Are Teachers Ready for Them?","authors":"A. Salvador","doi":"10.1080/13614541.2021.1984750","DOIUrl":"https://doi.org/10.1080/13614541.2021.1984750","url":null,"abstract":"ABSTRACT Literature is one powerful means of experiencing the world. Reading about others’ lives may teach readers to feel for and with those who live lives that are much different from their own. However, while literature may mediate learning, it becomes more effective when teachers interrogate texts with learners. In this present study, I interviewed five teachers and probed into the reasons why they would choose to use or not to use a select pool of children’s books that may be deemed radical or controversial. Results point out to considerations of student needs and experiences, teacher readiness and values, school beliefs, parental approval, as well as the manner by which a controversial topic is presented in a children’s book.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125070408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/13614541.2021.1949231
Sylvia Pantaleo
ABSTRACT A paucity of research has focused on the peritextual elements of graphic novels. The functions and examples of the Peritextual Literacy Framework (PLF) were used to analyze Dav Pilkey’s 10 Dog Man graphic novels. Some of the findings from the content analysis of the books include the following: although all six functions of the PLF are realized in the graphic novels, considerable difference exists with respect to the presence of peritextual elements associated with each function; some peritextual elements fulfill multiple functions; and the back matter in the Dog Man graphic novels is used extensively to fulfill diverse purposes.
{"title":"The Peritextual Playground of Dav Pilkey’s Dog Man Graphic Novels","authors":"Sylvia Pantaleo","doi":"10.1080/13614541.2021.1949231","DOIUrl":"https://doi.org/10.1080/13614541.2021.1949231","url":null,"abstract":"ABSTRACT A paucity of research has focused on the peritextual elements of graphic novels. The functions and examples of the Peritextual Literacy Framework (PLF) were used to analyze Dav Pilkey’s 10 Dog Man graphic novels. Some of the findings from the content analysis of the books include the following: although all six functions of the PLF are realized in the graphic novels, considerable difference exists with respect to the presence of peritextual elements associated with each function; some peritextual elements fulfill multiple functions; and the back matter in the Dog Man graphic novels is used extensively to fulfill diverse purposes.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127711760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-02DOI: 10.1080/13614541.2021.1972758
N. Daly
ABSTRACT Children’s literature is one of the most important ways that children learn about each other and themselves, and has often been linked to nation- building. Studies by Daly have shown the importance children’s books are perceived to have with regard to developing national identity by parents reading to their children, and how picturebooks can impart new cultural knowledge to readers. However, children’s literature has historically privileged the voices of white middle class authors and characters. Thus, understanding how national collections of children’s literature are curated is important knowledge in order to ascertain whether and how diversity is being achieved in these collections. This research presents thematic findings from the analysis of interviews with eight New Zealand curators of children’s literature for New Zealand children (librarians, publishers and award committee members) to explore how collections of children’s literature are curated for New Zealand children. Findings show that in their decision making around choosing books for their collections, many curators make links to the educational curriculum, and also value books which allow children to understand themselves and others. They value diversity in their collections, in particular in relation to languages, but are clear about avoiding tokenism.
{"title":"Voices in the Library: Curating New Zealand Children’s Literature","authors":"N. Daly","doi":"10.1080/13614541.2021.1972758","DOIUrl":"https://doi.org/10.1080/13614541.2021.1972758","url":null,"abstract":"ABSTRACT Children’s literature is one of the most important ways that children learn about each other and themselves, and has often been linked to nation- building. Studies by Daly have shown the importance children’s books are perceived to have with regard to developing national identity by parents reading to their children, and how picturebooks can impart new cultural knowledge to readers. However, children’s literature has historically privileged the voices of white middle class authors and characters. Thus, understanding how national collections of children’s literature are curated is important knowledge in order to ascertain whether and how diversity is being achieved in these collections. This research presents thematic findings from the analysis of interviews with eight New Zealand curators of children’s literature for New Zealand children (librarians, publishers and award committee members) to explore how collections of children’s literature are curated for New Zealand children. Findings show that in their decision making around choosing books for their collections, many curators make links to the educational curriculum, and also value books which allow children to understand themselves and others. They value diversity in their collections, in particular in relation to languages, but are clear about avoiding tokenism.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121578566","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1972750
Sridipa Dandapat, P. Tripathi
ABSTRACT The article explores the evolving inclusion of social justice issues with special reference to the tribal community or adivasis and deconstructs the representation of tribes in recent Indian picture books in English. Through critical discourse analysis of the selected texts, the marginalized position of the adivasis is underlined as well as it exposes the well-integrated functioning of the society for segregating them by adapting a romanticized version of adivasi life vis-à-vis standard patterns of modernity and development. To serve the purpose, it embeds an intersectional framework to examine the functioning factors like gender, class, and community that do not work in isolation but in coalition to form the subjugated identity. The decoding of the pictures and the texts reveal that the marginalization has come a long way to adapt the progressive trends to explicate the construction of oppressed childhood and at the same time the relevance of children’s literature to represent the voice of the margin to the tender minds.
{"title":"Representation of the Adivasis: An Intersectional Study of Gender through Select Indian Picture Books in English","authors":"Sridipa Dandapat, P. Tripathi","doi":"10.1080/13614541.2021.1972750","DOIUrl":"https://doi.org/10.1080/13614541.2021.1972750","url":null,"abstract":"ABSTRACT The article explores the evolving inclusion of social justice issues with special reference to the tribal community or adivasis and deconstructs the representation of tribes in recent Indian picture books in English. Through critical discourse analysis of the selected texts, the marginalized position of the adivasis is underlined as well as it exposes the well-integrated functioning of the society for segregating them by adapting a romanticized version of adivasi life vis-à-vis standard patterns of modernity and development. To serve the purpose, it embeds an intersectional framework to examine the functioning factors like gender, class, and community that do not work in isolation but in coalition to form the subjugated identity. The decoding of the pictures and the texts reveal that the marginalization has come a long way to adapt the progressive trends to explicate the construction of oppressed childhood and at the same time the relevance of children’s literature to represent the voice of the margin to the tender minds.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127549234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1882244
Åse Kristine Tveit
ABSTRACT Fictional works about libraries and their different roles have been published over the centuries and read with delight among librarians as well as among the broader audience. Still, literary descriptions of libraries seem to be of marginal interest when it comes to Library and Information research, in spite of the rich material at hand. This article takes a step into the rather empty space of research in this field, combining theories of information behavior with literary analysis of a fictional heroine; Roald Dahl’s Matilda.
{"title":"Making Sense of Matilda: Interpreting Literature through Information Behavior Theory","authors":"Åse Kristine Tveit","doi":"10.1080/13614541.2021.1882244","DOIUrl":"https://doi.org/10.1080/13614541.2021.1882244","url":null,"abstract":"ABSTRACT Fictional works about libraries and their different roles have been published over the centuries and read with delight among librarians as well as among the broader audience. Still, literary descriptions of libraries seem to be of marginal interest when it comes to Library and Information research, in spite of the rich material at hand. This article takes a step into the rather empty space of research in this field, combining theories of information behavior with literary analysis of a fictional heroine; Roald Dahl’s Matilda.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116641045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1972751
R. Abraham
ABSTRACT Children’s literature has lived, flourished and transformed in/the oral traditions of every race and nation. Listening to stories have been a crucial element in inculcating in children the values and ethics, social, cultural, political and religious mores of society and of the nation at large. A tremendous amount of scholarship has emerged within the last few decades on children’s literature and its implications on the child. Despite this very little work is done on indigenous Indian children’s literature and more so on children’s magazines in English in India in particular. This is inspite of the fact that most urban English-educated child in India is exposed to these magazines at some point or the other as they grow up which subtly influence their social and cultural worldviews. This study attempts to engage with a set of selected children’s edutainment magazines in English or in English translations available in India and tries to assess the relevance of such a genre for educating children in India. This paper argues that the children’s edutainment magazines function as ideological cultural and creative products produced by the cultural-product industries, but at the same time play an active and positive role in the acquisition and development of cultural capital in children, which will enable them to become active and responsible citizens of the world. Early encounters and engagement with magazines will enable children to develop their academic, social, personal and interpersonal skills, which is at the crux of the holistic education programme today. The study will focus on the postulations of social and cultural capital as posited by Pierre Bourdieu to argue that the magazines are important tools in the holistic development of a child by analyzing the role the magazines play in the larger society and in the development of the child.
{"title":"Acculturation and Holistic Development in Children in India: Educative Possibilities of Children’s Edutainment Magazines in English","authors":"R. Abraham","doi":"10.1080/13614541.2021.1972751","DOIUrl":"https://doi.org/10.1080/13614541.2021.1972751","url":null,"abstract":"ABSTRACT Children’s literature has lived, flourished and transformed in/the oral traditions of every race and nation. Listening to stories have been a crucial element in inculcating in children the values and ethics, social, cultural, political and religious mores of society and of the nation at large. A tremendous amount of scholarship has emerged within the last few decades on children’s literature and its implications on the child. Despite this very little work is done on indigenous Indian children’s literature and more so on children’s magazines in English in India in particular. This is inspite of the fact that most urban English-educated child in India is exposed to these magazines at some point or the other as they grow up which subtly influence their social and cultural worldviews. This study attempts to engage with a set of selected children’s edutainment magazines in English or in English translations available in India and tries to assess the relevance of such a genre for educating children in India. This paper argues that the children’s edutainment magazines function as ideological cultural and creative products produced by the cultural-product industries, but at the same time play an active and positive role in the acquisition and development of cultural capital in children, which will enable them to become active and responsible citizens of the world. Early encounters and engagement with magazines will enable children to develop their academic, social, personal and interpersonal skills, which is at the crux of the holistic education programme today. The study will focus on the postulations of social and cultural capital as posited by Pierre Bourdieu to argue that the magazines are important tools in the holistic development of a child by analyzing the role the magazines play in the larger society and in the development of the child.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130619358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1949232
Shai Rudin
ABSTRACT This study examined the assumption that children’s stories conclude with a happy End and found five different types of Ends in Hebrew children’s literature: the happy End, the happy-enough End, the ambivalent End, the open End, and the bad End. In addition to the Bibliotherapeutic Approach whereby children should be exposed to realistic texts that do not enhance escapism, additional approaches also exist. The open, ambivalent, and bad Endings enable the emergence of more complex themes, together with multi-layered poetics, that challenge children’s thinking and turn children’s stories into a complex art medium rather than a didactic one.
{"title":"Happily Ever After? Story Endings in Hebrew Children’s Literature","authors":"Shai Rudin","doi":"10.1080/13614541.2021.1949232","DOIUrl":"https://doi.org/10.1080/13614541.2021.1949232","url":null,"abstract":"ABSTRACT This study examined the assumption that children’s stories conclude with a happy End and found five different types of Ends in Hebrew children’s literature: the happy End, the happy-enough End, the ambivalent End, the open End, and the bad End. In addition to the Bibliotherapeutic Approach whereby children should be exposed to realistic texts that do not enhance escapism, additional approaches also exist. The open, ambivalent, and bad Endings enable the emergence of more complex themes, together with multi-layered poetics, that challenge children’s thinking and turn children’s stories into a complex art medium rather than a didactic one.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130987826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/13614541.2021.1882242
Nanthini R.O., Rekha Rani Varghese
ABSTRACT The following is a user study conducted among staff and students of government high schools and higher secondary schools in Puducherry, India, to identify the quality of collections and services provided and recommend necessary changes. The major findings are as follows. It was found that majority of the users accessed Tamil language newspapers (83.8%) and books to read comparing to English, but they also utilized the dictionary (73.7%) to a great extent. Only 63.6% users were satisfied with the library collection and dictionaries and encyclopedias showed a positive satisfaction mean of 4.03 value. The overall service satisfaction was positive with 4.07 mean value. A total of 66.7% users wanted changes in resource arrangement and of it, 71.2% wanted shelf labels and subject wise arrangement respectively. Overall study showed the need to improve the quality of collection and the need to modify the existing resource arrangement to meet the users’ needs.
{"title":"Need for change in school library resource and organization: User study on Puducherry Government High and Higher secondary schools","authors":"Nanthini R.O., Rekha Rani Varghese","doi":"10.1080/13614541.2021.1882242","DOIUrl":"https://doi.org/10.1080/13614541.2021.1882242","url":null,"abstract":"ABSTRACT The following is a user study conducted among staff and students of government high schools and higher secondary schools in Puducherry, India, to identify the quality of collections and services provided and recommend necessary changes. The major findings are as follows. It was found that majority of the users accessed Tamil language newspapers (83.8%) and books to read comparing to English, but they also utilized the dictionary (73.7%) to a great extent. Only 63.6% users were satisfied with the library collection and dictionaries and encyclopedias showed a positive satisfaction mean of 4.03 value. The overall service satisfaction was positive with 4.07 mean value. A total of 66.7% users wanted changes in resource arrangement and of it, 71.2% wanted shelf labels and subject wise arrangement respectively. Overall study showed the need to improve the quality of collection and the need to modify the existing resource arrangement to meet the users’ needs.","PeriodicalId":364812,"journal":{"name":"New Review of Children's Literature and Librarianship","volume":"950 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125307550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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