This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place—restricted due to self-consciousness or fear of judgement—and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.
本文探讨了 LGBTQ+ 学生的自我追踪信息素养实践、这些实践与 LGBTQ+ 身份之间的联系，以及这些实践是否被视为增强了能力。我们对自称为 LGBTQ+ 自我追踪者的学生进行了六次半结构式访谈。之前发现的自我追踪中 IL 的四个维度为设计提供了框架。合作性主题分析表明，参与者发现自我跟踪对监测身体健康和支持心理健康很有帮助，这被认为是一种赋权。应用程序的异性恋假设影响了人们对其有用性的认知。人们对应用程序如何使用数据有些不信任，但这种风险是可以接受的，通常是因为应用程序的便利性超过了对隐私的担忧。由于自我意识或害怕被评判，数据共享受到了限制，而当人们感觉是在为一个共同的目标而努力时，数据共享就被接受了。在这种情况下，"IL "与培养以下方面的关键意识有关：自我跟踪何时以及如何支持健康目标；应用程序和设备的局限性，特别是对于那些正在经历转型的人来说；隐私影响；以及社交共享的细微差别。
{"title":"The self-tracking information literacy practices of LGBTQ+ students","authors":"Pamela McKinney, Corin Peacock, Andrew Cox","doi":"10.11645/18.1.561","DOIUrl":"https://doi.org/10.11645/18.1.561","url":null,"abstract":"This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place—restricted due to self-consciousness or fear of judgement—and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272864","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}
Information literacy (IL) is an important means by which academic libraries prove their value within higher education and to broader (sceptical) society. Yet if IL is an array of sociocultural practices that are ultimately about how we find meaning in and engage with the world, then it cannot be taught or obtained in a classroom, even through the most carefully considered (critical) pedagogy. As a result, we find ourselves in a "stuck place", in a relation of “cruel optimism” (Berlant, 2011) with IL, a relation in which we return again and again to the thing we desire, with the expectation that this time, things will be different; everything will work out. What if academic librarians were to acknowledge and refuse the ambivalence of our cruel relation with IL and envision ourselves as helping students learn “how to library” instead? If we de-centred this particular version of IL within academic librarianship, what might we make room for? What alternative spaces for thinking might open up?
信息素养（IL）是学术图书馆向高等教育界和广大（持怀疑态度的）社会证明其价值的重要手段。然而，如果信息素养是一系列社会文化实践，归根结底是关于我们如何发现世界的意义并与世界打交道，那么，即使是通过最慎重考虑的（批判性）教学法，也无法在课堂上传授或获得信息素养。因此，我们发现自己处于一个 "困顿之地"，与 IL 处于一种 "残酷的乐观主义"（Berlant，2011 年）的关系之中，在这种关系中，我们一次又一次地回到我们所渴望的事物上，期望这一次，事情会有所不同；一切都会解决。如果学术图书馆员承认并拒绝我们与图书馆学之间残酷关系的矛盾性，而将自己设想为帮助学生学习 "如何图书馆 "呢？如果我们在学术图书馆学中不再以这种特定的 IL 为中心，我们会腾出什么空间？会有哪些其他的思考空间？
{"title":"Cruel optimism, or, this time will be different!","authors":"Maura Seale, Karen Nicholson","doi":"10.11645/18.1.594","DOIUrl":"https://doi.org/10.11645/18.1.594","url":null,"abstract":"Information literacy (IL) is an important means by which academic libraries prove their value within higher education and to broader (sceptical) society. Yet if IL is an array of sociocultural practices that are ultimately about how we find meaning in and engage with the world, then it cannot be taught or obtained in a classroom, even through the most carefully considered (critical) pedagogy. As a result, we find ourselves in a \"stuck place\", in a relation of “cruel optimism” (Berlant, 2011) with IL, a relation in which we return again and again to the thing we desire, with the expectation that this time, things will be different; everything will work out. What if academic librarians were to acknowledge and refuse the ambivalence of our cruel relation with IL and envision ourselves as helping students learn “how to library” instead? If we de-centred this particular version of IL within academic librarianship, what might we make room for? What alternative spaces for thinking might open up?","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273909","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}
This study demonstrates that a library instruction observation instrument can effectively foster critical self-reflection among academic library faculty and staff on their teaching practices. The paper outlines the instrument's design, which gathers low inference observations on instructors’ use of questioning as a pedagogical strategy based on recommendations from the LIS and education literature. To test and refine the instrument's design, the instructors’ utilised the instrument to collect data from classes taught by five participating instructors, who, during post-observation interviews, engaged in thoughtful reflections on their class planning, student participation, and teaching philosophy. They also provided valuable critiques of the usefulness of the instrument. Through analysing the observee reflections and the data from the observation instrument, this study aims to provide academic libraries with a method to incorporate an observation instrument in a peer observation program.
{"title":"Fostering self-reflection on library instruction","authors":"Eric Silberberg","doi":"10.11645/18.1.54","DOIUrl":"https://doi.org/10.11645/18.1.54","url":null,"abstract":"This study demonstrates that a library instruction observation instrument can effectively foster critical self-reflection among academic library faculty and staff on their teaching practices. The paper outlines the instrument's design, which gathers low inference observations on instructors’ use of questioning as a pedagogical strategy based on recommendations from the LIS and education literature. To test and refine the instrument's design, the instructors’ utilised the instrument to collect data from classes taught by five participating instructors, who, during post-observation interviews, engaged in thoughtful reflections on their class planning, student participation, and teaching philosophy. They also provided valuable critiques of the usefulness of the instrument. Through analysing the observee reflections and the data from the observation instrument, this study aims to provide academic libraries with a method to incorporate an observation instrument in a peer observation program.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272800","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}
Suggestions that information literacy (IL) is being employed in subversive or unorthodox activities, including criminal or anti-democratic aims, have largely been dismissed as evidence for the need for more IL instruction. Possible solutions to situations in which librarian-promoted IL skills advance subversive activities, which include a renewed focus on standardisation or virtue epistemology, introduce additional issues, such as whose values would prevail. In contrast, engagement with IL’s negative space, a design term that refers to the aspects of a composition that surround the main focal object, provides an opportunity to learn about what has been obscured through our focus on more socially acceptable goals — and develop a richer, more responsive understanding of practice.
关于信息素养（IL）被用于颠覆性或非正统活动，包括犯罪或反民主目的的说法，在很大程度上被视为需要更多信息素养教学的证据。对于图书馆员推广的信息素养技能推动颠覆性活动的情况，可能的解决方案包括重新关注标准化或美德认识论，这就带来了更多的问题，比如谁的价值观会占上风。与此相反，参与 IL 的负空间（一个设计术语，指围绕主要焦点对象的构图方面）提供了一个机会，让我们了解由于我们关注更多社会可接受的目标而被掩盖的东西--并发展出对实践更丰富、反应更灵敏的理解。
{"title":"The negative spaces of information literacy","authors":"Alison Hicks","doi":"10.11645/18.1.598","DOIUrl":"https://doi.org/10.11645/18.1.598","url":null,"abstract":"Suggestions that information literacy (IL) is being employed in subversive or unorthodox activities, including criminal or anti-democratic aims, have largely been dismissed as evidence for the need for more IL instruction. Possible solutions to situations in which librarian-promoted IL skills advance subversive activities, which include a renewed focus on standardisation or virtue epistemology, introduce additional issues, such as whose values would prevail. In contrast, engagement with IL’s negative space, a design term that refers to the aspects of a composition that surround the main focal object, provides an opportunity to learn about what has been obscured through our focus on more socially acceptable goals — and develop a richer, more responsive understanding of practice. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273077","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}
This article explores the transformative impact of Artificial Intelligence (AI) on information literacy (IL) in schools, advocating for a paradigm shift. It emphasises the role of school librarians in leveraging AI, especially through the Framework Of Skills for Inquiry Learning (FOSIL), to seamlessly integrate IL into the curriculum. Addressing librarian hesitancy towards AI, the article stresses the urgency for librarians to embrace the technology and position themselves as essential guides in navigating ethical considerations. The discussion underscores the importance of inquiry-based learning, aligning with IL goals and preparing students for an AI-driven future. It envisions a collaborative future where librarians, armed with clear roles and frameworks like FOSIL, actively contribute to shaping education. The article calls for collective exploration by educators, librarians, and policymakers to ensure a holistic approach in preparing students for the challenges and opportunities of the future.
{"title":"Navigating tomorrow's classroom","authors":"Elizabeth Hutchinson","doi":"10.11645/18.1.553","DOIUrl":"https://doi.org/10.11645/18.1.553","url":null,"abstract":"This article explores the transformative impact of Artificial Intelligence (AI) on information literacy (IL) in schools, advocating for a paradigm shift. It emphasises the role of school librarians in leveraging AI, especially through the Framework Of Skills for Inquiry Learning (FOSIL), to seamlessly integrate IL into the curriculum. Addressing librarian hesitancy towards AI, the article stresses the urgency for librarians to embrace the technology and position themselves as essential guides in navigating ethical considerations. The discussion underscores the importance of inquiry-based learning, aligning with IL goals and preparing students for an AI-driven future. It envisions a collaborative future where librarians, armed with clear roles and frameworks like FOSIL, actively contribute to shaping education. The article calls for collective exploration by educators, librarians, and policymakers to ensure a holistic approach in preparing students for the challenges and opportunities of the future.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141272885","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}
On 1 and 2 October, the IBMM celebrates its 10 th anniversary. Located in the « Rue des Profes-seurs Jeener et Brachet » (it´s not by chance), our Institute follows on in the tradition of excellence in molecular biology and medicine initiated in the University by the very same Professors Jeener and Brachet. In 1929, Jean Brachet, then a brillant young student in medicine at the Université Libre de Bruxelles discovered , without knowing it, molecular biology for the first time ! Jean Brachet showed that thymonucleic acid was a component of chromosomes and that it was synthesized when cells divide after fertilisation. Thymonucleic acid is none other than DNA ! A few years later, Brachet observed that the cells actively involved in protein synthesis are rich in zymonucleic acid : this acid is RNA ! The fundamental basis of molecular biology had been established, that was in 1940. Jean Brachet was joined by Ray-mond Jeener : together they founded the Rouge-Cloître laboratory in Brussels. Other brilliant scientists joined them. Rouge-Cloître acquired an international reputation, growing to the point where the laboratories became too cramped. The researchers left the Brussels site to set up a laboratory in Rhode-Saint-Genèse. Here they gathered a second momentum from a few dozen, they grew to over 150. New research orientations appeared. The laboratories continued to prosper and the Rhode premises, which had originally seemed so huge, became in their turn too small. Several groups went to Brussels and Nivelles. In parallel, a laboratory was taking shape in the Faculty of Medicine in Brussels : first the Laboratory of nuclear medicine which, in 1972, became the Institute of interdisciplinary research in human and nuclear biology. Several years later it was transformed into the Interdisciplinary Research Institute for Human and Molecular Biology, IRIBHM, also of international renown. In 1999, the laboratories of Rhode, Nivelles and Brussels, which made up the Department of Molecular Biology of the Faculty of Science united and moved to the Aéropole of Charleroi. They were joined by several teams from the IRIBHM of the Ten years later, the results are indisputably positive. Firstly, from a scientific point of view : IBMM has accumulated publications, citations, prizes, regional research projects, not limited to Belgium but also in other European countries (see article on page 2). As far as regional development is concerned : the fruit of Objective 1 (Walloon Region, European Union), IBMM …
{"title":"Happy anniversary!","authors":"Alison Hicks","doi":"10.11645/18.1.611","DOIUrl":"https://doi.org/10.11645/18.1.611","url":null,"abstract":"On 1 and 2 October, the IBMM celebrates its 10 th anniversary. Located in the « Rue des Profes-seurs Jeener et Brachet » (it´s not by chance), our Institute follows on in the tradition of excellence in molecular biology and medicine initiated in the University by the very same Professors Jeener and Brachet. In 1929, Jean Brachet, then a brillant young student in medicine at the Université Libre de Bruxelles discovered , without knowing it, molecular biology for the first time ! Jean Brachet showed that thymonucleic acid was a component of chromosomes and that it was synthesized when cells divide after fertilisation. Thymonucleic acid is none other than DNA ! A few years later, Brachet observed that the cells actively involved in protein synthesis are rich in zymonucleic acid : this acid is RNA ! The fundamental basis of molecular biology had been established, that was in 1940. Jean Brachet was joined by Ray-mond Jeener : together they founded the Rouge-Cloître laboratory in Brussels. Other brilliant scientists joined them. Rouge-Cloître acquired an international reputation, growing to the point where the laboratories became too cramped. The researchers left the Brussels site to set up a laboratory in Rhode-Saint-Genèse. Here they gathered a second momentum from a few dozen, they grew to over 150. New research orientations appeared. The laboratories continued to prosper and the Rhode premises, which had originally seemed so huge, became in their turn too small. Several groups went to Brussels and Nivelles. In parallel, a laboratory was taking shape in the Faculty of Medicine in Brussels : first the Laboratory of nuclear medicine which, in 1972, became the Institute of interdisciplinary research in human and nuclear biology. Several years later it was transformed into the Interdisciplinary Research Institute for Human and Molecular Biology, IRIBHM, also of international renown. In 1999, the laboratories of Rhode, Nivelles and Brussels, which made up the Department of Molecular Biology of the Faculty of Science united and moved to the Aéropole of Charleroi. They were joined by several teams from the IRIBHM of the Ten years later, the results are indisputably positive. Firstly, from a scientific point of view : IBMM has accumulated publications, citations, prizes, regional research projects, not limited to Belgium but also in other European countries (see article on page 2). As far as regional development is concerned : the fruit of Objective 1 (Walloon Region, European Union), IBMM …","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273580","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}
This think piece examines the recent literature surrounding critical information literacy, the criticisms within this that the theory has not centered anti-racism within its scholarship, and the challenges toward its implementation. It concludes that more time and space should be given to IL practitioners to explore CIL, and how we should foreground Critical Race Theory and openly acknowledge white supremacy within our praxis.
{"title":"Critical information literacy","authors":"Jess Haigh","doi":"10.11645/18.1.585","DOIUrl":"https://doi.org/10.11645/18.1.585","url":null,"abstract":"This think piece examines the recent literature surrounding critical information literacy, the criticisms within this that the theory has not centered anti-racism within its scholarship, and the challenges toward its implementation. It concludes that more time and space should be given to IL practitioners to explore CIL, and how we should foreground Critical Race Theory and openly acknowledge white supremacy within our praxis.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273892","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}
Over 50 years we have built a mature information literacy (IL) discipline through dedicated, innovative research and practice. Drawing on recent Australian referendum experience, I consider current challenges to expanding our contribution across society. These include limited government and public recognition of IL, its opaque image, fragmentation into separate literacies, and lack of a connective conceptual thread. Looking forward, to provoke fresh thinking and extend our disciplinary horizons, I present a personal vision of information literacy for wellbeing with individuals and communities flourishing in an ocean of information and a confluence of literacies, empowered by informed learning
{"title":"Flourishing in an ocean of information","authors":"Hilary Hughes","doi":"10.11645/18.1.565","DOIUrl":"https://doi.org/10.11645/18.1.565","url":null,"abstract":"Over 50 years we have built a mature information literacy (IL) discipline through dedicated, innovative research and practice. Drawing on recent Australian referendum experience, I consider current challenges to expanding our contribution across society. These include limited government and public recognition of IL, its opaque image, fragmentation into separate literacies, and lack of a connective conceptual thread. Looking forward, to provoke fresh thinking and extend our disciplinary horizons, I present a personal vision of information literacy for wellbeing with individuals and communities flourishing in an ocean of information and a confluence of literacies, empowered by informed learning","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274079","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}
Through analysing how information literate practitioners emerged in the pre-digital era, how they were taught and how they communicated their understandings of practice, we can better appreciate how these actors helped shape contemporary information landscapes. Such studies can be conducted through the resources in special collections of libraries and archives. Case studies of medieval scholarly practice, and the history of the island of St Helena, are presented as examples of where these archival sources reveal the influence of historic information (literate and illiterate) practice on modern information landscapes.
{"title":"Archives as the prologues of information literacy","authors":"Andrew Whitworth","doi":"10.11645/18.1.564","DOIUrl":"https://doi.org/10.11645/18.1.564","url":null,"abstract":"Through analysing how information literate practitioners emerged in the pre-digital era, how they were taught and how they communicated their understandings of practice, we can better appreciate how these actors helped shape contemporary information landscapes. Such studies can be conducted through the resources in special collections of libraries and archives. Case studies of medieval scholarly practice, and the history of the island of St Helena, are presented as examples of where these archival sources reveal the influence of historic information (literate and illiterate) practice on modern information landscapes. ","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273718","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}
{"title":"LILAC 2024","authors":"Bruce Ryan","doi":"10.11645/18.1.601","DOIUrl":"https://doi.org/10.11645/18.1.601","url":null,"abstract":"The experience of the LILAC 2024 conference as one of the student Rowena McCrae-Gibson award holders.","PeriodicalId":38111,"journal":{"name":"Journal of Information Literacy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141273916","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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