Pub Date : 2020-05-13DOI: 10.1080/13614533.2020.1765818
Crystal Fulton, M. Bustillo, C. McGuinness, S. Guerin, Andrew Browne
Abstract Alongside calls in the literature for research skills development for undergraduates, University College Dublin’s College of Social Sciences and Law (CoSSL) has identified a need for research skills education for its new Bachelor of Social Sciences programme. In collaboration, academics and the library have created a new course, the Social Sciences Research Accelerator, designed to provide foundational learning of research skills for students transitioning to conduct research projects in their final year. Preliminary testing of the course, which included a small user-testing group of undergraduates who engaged with course activities and then completed a survey evaluation, has been positive. This paper details the partnership between academics and library staff towards a common scholarship goal, including the creation of learning materials, early testing of content, and future work.
{"title":"Designing a Digital Research Accelerator Programme for the Social Sciences at UCD: Preliminary Results of a Faculty-Library Collaboration","authors":"Crystal Fulton, M. Bustillo, C. McGuinness, S. Guerin, Andrew Browne","doi":"10.1080/13614533.2020.1765818","DOIUrl":"https://doi.org/10.1080/13614533.2020.1765818","url":null,"abstract":"Abstract Alongside calls in the literature for research skills development for undergraduates, University College Dublin’s College of Social Sciences and Law (CoSSL) has identified a need for research skills education for its new Bachelor of Social Sciences programme. In collaboration, academics and the library have created a new course, the Social Sciences Research Accelerator, designed to provide foundational learning of research skills for students transitioning to conduct research projects in their final year. Preliminary testing of the course, which included a small user-testing group of undergraduates who engaged with course activities and then completed a survey evaluation, has been positive. This paper details the partnership between academics and library staff towards a common scholarship goal, including the creation of learning materials, early testing of content, and future work.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"445 - 460"},"PeriodicalIF":0.0,"publicationDate":"2020-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1765818","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42327039","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 : 2020-04-28DOI: 10.1080/13614533.2020.1761409
E. Decker
Abstract This article explores academic libraries that have gone beyond using the traditional survey or focus group methods of soliciting student input, specific to library design projects. The goal for each library was to engage students in space design projects in innovative and hands-on ways that would maximise the potential for gaining their design input towards the creation of improved and enhanced library spaces. The successful co-design practices are further contextualised by analysing the strategies employed by several academic libraries for engaging students in library design or redesign projects. Key trends, approaches, and emergent practices come into focus as they pertain to student input opportunities. By studying examples of student co-design in academic library design projects, several themes emerge as ingredients for reaching – and keeping – users engaged with library design. Importantly, students must feel that their commentary is valued and that their input is evident in the final design.
{"title":"Engaging Students in Academic Library Design: Emergent Practices in Co-Design","authors":"E. Decker","doi":"10.1080/13614533.2020.1761409","DOIUrl":"https://doi.org/10.1080/13614533.2020.1761409","url":null,"abstract":"Abstract This article explores academic libraries that have gone beyond using the traditional survey or focus group methods of soliciting student input, specific to library design projects. The goal for each library was to engage students in space design projects in innovative and hands-on ways that would maximise the potential for gaining their design input towards the creation of improved and enhanced library spaces. The successful co-design practices are further contextualised by analysing the strategies employed by several academic libraries for engaging students in library design or redesign projects. Key trends, approaches, and emergent practices come into focus as they pertain to student input opportunities. By studying examples of student co-design in academic library design projects, several themes emerge as ingredients for reaching – and keeping – users engaged with library design. Importantly, students must feel that their commentary is valued and that their input is evident in the final design.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"231 - 242"},"PeriodicalIF":0.0,"publicationDate":"2020-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1761409","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43950084","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 : 2020-04-14DOI: 10.1080/13614533.2020.1755702
E. Wisher
Abstract This article discusses the formation and development of the Library Advisory Group at the University of Essex, exploring the benefits of this as a vehicle for service enhancement and culture change within the library and the wider institution. It begins with a literature review discussing the use of participatory research, collaborative design and ‘UX’ methods in libraries, and their appropriateness both for generating meaningful improvements and towards community building. This is followed by a case study, detailing the philosophy behind the formation of the Group, and its use for space planning and service evaluation, as well as its role in fostering a sense of learning community. Consideration is then given to the limitations of the Group in achieving these aims, and next steps towards refining this approach towards user engagement and partnership working are discussed.
{"title":"The Library Advisory Group at the University of Essex: Working in Partnership with Students to Shape Services","authors":"E. Wisher","doi":"10.1080/13614533.2020.1755702","DOIUrl":"https://doi.org/10.1080/13614533.2020.1755702","url":null,"abstract":"Abstract This article discusses the formation and development of the Library Advisory Group at the University of Essex, exploring the benefits of this as a vehicle for service enhancement and culture change within the library and the wider institution. It begins with a literature review discussing the use of participatory research, collaborative design and ‘UX’ methods in libraries, and their appropriateness both for generating meaningful improvements and towards community building. This is followed by a case study, detailing the philosophy behind the formation of the Group, and its use for space planning and service evaluation, as well as its role in fostering a sense of learning community. Consideration is then given to the limitations of the Group in achieving these aims, and next steps towards refining this approach towards user engagement and partnership working are discussed.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"193 - 204"},"PeriodicalIF":0.0,"publicationDate":"2020-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1755702","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41956955","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 : 2020-04-02DOI: 10.1080/13614533.2020.1810081
Swantje Dogunke
Abstract In order to optimise a needs analysis for digital infrastructure in the Digital Humanities, participatory development concepts are presented and compared with regard to their potential suitability. Since the use of co-design seems to be suitable due to its high degree of participation and its open organisational structure, a checklist for projects in academic libraries was developed, which is presented in addition to a toolkit and a case study. Based on the case study it is shown how a detailed requirements analysis and a design concept for a project-specific working environment for researchers could be created in a one-day interdisciplinary workshop with the help of co-design elements. The activities used, such as customer journey mapping or a stakeholder analysis created with the help of LEGO bricks, led to new perspectives in the collaboration between users and librarians.
{"title":"Co-Design in Libraries","authors":"Swantje Dogunke","doi":"10.1080/13614533.2020.1810081","DOIUrl":"https://doi.org/10.1080/13614533.2020.1810081","url":null,"abstract":"Abstract In order to optimise a needs analysis for digital infrastructure in the Digital Humanities, participatory development concepts are presented and compared with regard to their potential suitability. Since the use of co-design seems to be suitable due to its high degree of participation and its open organisational structure, a checklist for projects in academic libraries was developed, which is presented in addition to a toolkit and a case study. Based on the case study it is shown how a detailed requirements analysis and a design concept for a project-specific working environment for researchers could be created in a one-day interdisciplinary workshop with the help of co-design elements. The activities used, such as customer journey mapping or a stakeholder analysis created with the help of LEGO bricks, led to new perspectives in the collaboration between users and librarians.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"26 1","pages":"243 - 260"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1810081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45129162","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 : 2020-03-31DOI: 10.1080/13614533.2020.1749093
Sarah Nagle
Abstract Makerspaces and maker-centered learning have surged in popularity in higher education and particularly academic libraries in recent years, following trends that initially emerged in primary and secondary education and public libraries. As academic libraries develop services around maker activities and technologies, many case studies have emerged to share examples, best practices, and lessons learned from these endeavours. The purpose of this literature review is to summarise the information from the available case studies to answer the following research questions: How are academic libraries implementing makerspaces? What can we learn from case studies of academic library makerspaces? What are the prevailing gaps in the published literature on academic library makerspaces? The results of this review of case studies will be a guide for library staff who wish to implement makerspaces in their libraries, and will also serve to identify avenues for future research and scholarship on creative spaces in academic libraries.
{"title":"Maker Services in Academic Libraries: A Review of Case Studies","authors":"Sarah Nagle","doi":"10.1080/13614533.2020.1749093","DOIUrl":"https://doi.org/10.1080/13614533.2020.1749093","url":null,"abstract":"Abstract Makerspaces and maker-centered learning have surged in popularity in higher education and particularly academic libraries in recent years, following trends that initially emerged in primary and secondary education and public libraries. As academic libraries develop services around maker activities and technologies, many case studies have emerged to share examples, best practices, and lessons learned from these endeavours. The purpose of this literature review is to summarise the information from the available case studies to answer the following research questions: How are academic libraries implementing makerspaces? What can we learn from case studies of academic library makerspaces? What are the prevailing gaps in the published literature on academic library makerspaces? The results of this review of case studies will be a guide for library staff who wish to implement makerspaces in their libraries, and will also serve to identify avenues for future research and scholarship on creative spaces in academic libraries.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"184 - 200"},"PeriodicalIF":0.0,"publicationDate":"2020-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1749093","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49276866","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 : 2020-03-06DOI: 10.1080/13614533.2020.1731560
Rhiannon J Jones
Abstract Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that is characterised by inattention, hyperactivity, and impulse control problems. Students with ADHD are entering higher education at an increased rate and although there is some research on this population in higher education, library specific literature on the topic is lacking. This research is an examination of how undergraduates with ADHD use the library to perform research for academic purposes. By employing observational task and phenomenological interview methods on three undergraduates with ADHD, we can begin to form a library user profile of students with attention disorders.
{"title":"A Phenomenological Study of Undergraduates with Attention Deficit Hyperactivity Disorder and Academic Library Use for Research","authors":"Rhiannon J Jones","doi":"10.1080/13614533.2020.1731560","DOIUrl":"https://doi.org/10.1080/13614533.2020.1731560","url":null,"abstract":"Abstract Attention deficit hyperactivity disorder (ADHD) is a neurobiological disorder that is characterised by inattention, hyperactivity, and impulse control problems. Students with ADHD are entering higher education at an increased rate and although there is some research on this population in higher education, library specific literature on the topic is lacking. This research is an examination of how undergraduates with ADHD use the library to perform research for academic purposes. By employing observational task and phenomenological interview methods on three undergraduates with ADHD, we can begin to form a library user profile of students with attention disorders.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"165 - 183"},"PeriodicalIF":0.0,"publicationDate":"2020-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2020.1731560","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45982226","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 : 2020-02-04DOI: 10.1080/13614533.2019.1705865
Josefine Blunk, M. Benson Marshall, A. Cox
Abstract This study investigated whether the academic library sector in the United Kingdom (UK) could be in danger of experiencing a decline in workforce diversity following the Brexit vote. A web survey was distributed to academic libraries and library information science (LIS) departments across the UK. Follow-up e-mail interviews were conducted with twelve individuals. Participants were very worried about effects of Brexit on their right to reside in the UK. Two years after the referendum they still felt a high degree of uncertainty about their future. Most participants wanted to stay in the UK. While about a third considered leaving due to Brexit, 21% were undecided and 14% had made concrete plans to leave. However, the reasons for leaving ultimately lay mostly outside of the place of work or study. The findings suggest that the UK academic library sector could be in danger of experiencing a decline in workforce diversity as a result of Brexit.
{"title":"European Union Librarians on the Move? An Exploration of Potential Impacts of Brexit on Workforce Diversity","authors":"Josefine Blunk, M. Benson Marshall, A. Cox","doi":"10.1080/13614533.2019.1705865","DOIUrl":"https://doi.org/10.1080/13614533.2019.1705865","url":null,"abstract":"Abstract This study investigated whether the academic library sector in the United Kingdom (UK) could be in danger of experiencing a decline in workforce diversity following the Brexit vote. A web survey was distributed to academic libraries and library information science (LIS) departments across the UK. Follow-up e-mail interviews were conducted with twelve individuals. Participants were very worried about effects of Brexit on their right to reside in the UK. Two years after the referendum they still felt a high degree of uncertainty about their future. Most participants wanted to stay in the UK. While about a third considered leaving due to Brexit, 21% were undecided and 14% had made concrete plans to leave. However, the reasons for leaving ultimately lay mostly outside of the place of work or study. The findings suggest that the UK academic library sector could be in danger of experiencing a decline in workforce diversity as a result of Brexit.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"11 3","pages":"402 - 422"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1705865","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41299765","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 : 2020-02-04DOI: 10.1080/13614533.2019.1678493
A. Cox, L. Brewster
Abstract There has been a wave of interest in UK academic libraries in developing services to support student well-being. This paper identifies three fundamental and interrelated issues that need to be addressed to make such initiatives effective and sustainable. Firstly, well-being has to be defined and the impacts of interventions must be measured in appropriate ways. Secondly, there is a need to identify the true nature of the underlying social problem around well-being. Thirdly, relevant approaches to the issue need to be located within the professional knowledge base of librarianship.
{"title":"Services for Student Well-Being in Academic Libraries: Three Challenges","authors":"A. Cox, L. Brewster","doi":"10.1080/13614533.2019.1678493","DOIUrl":"https://doi.org/10.1080/13614533.2019.1678493","url":null,"abstract":"Abstract There has been a wave of interest in UK academic libraries in developing services to support student well-being. This paper identifies three fundamental and interrelated issues that need to be addressed to make such initiatives effective and sustainable. Firstly, well-being has to be defined and the impacts of interventions must be measured in appropriate ways. Secondly, there is a need to identify the true nature of the underlying social problem around well-being. Thirdly, relevant approaches to the issue need to be located within the professional knowledge base of librarianship.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"149 - 164"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1678493","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43171176","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 : 2020-01-16DOI: 10.1080/13614533.2019.1691026
J. Fagan, Hillary Ostermiller, Elizabeth Price, L. Sapp
Abstract A survey concerning perceptions of academic librarians was conducted at a large, 4-year university with three populations: librarians, faculty, and undergraduate students. The high response rate and the use of an instrument based on previous studies offers the possibility of longitudinal comparison and the identification of relationships between groups within perceptions of librarians. Subsequent papers will present results from the three surveys and offer analysis across the three groups. The literature review focussed on research studies of perceptions of librarians. Subsequent papers will present results from the three surveys and offer analysis across the three groups. The literature review focussed on research studies of U.S. and Canadian academic libraries since 2000 with relevance to these major research questions: perceptions about what librarians know (expertise and skills), what librarians do (role and duties), and what librarians are like (motivations and affective behaviours). Librarians’ perceptions of themselves as critically important yet underappreciated seem to have persisted, perhaps because they are the only group to see the university-wide scope of their jobs, whereas, non-librarian faculty and students have a more limited views of the profession. In contrast to previous studies, recent literature suggests that course-integrated information literacy (IL) instruction has increased the visibility of librarians as educators to both faculty and students. The influence of popular media on students’ perceptions seems less powerful, opening the door wider for library marketing and branding programmes.
{"title":"Librarian, Faculty, and Student Perceptions of Academic Librarians: Study Introduction and Literature Review","authors":"J. Fagan, Hillary Ostermiller, Elizabeth Price, L. Sapp","doi":"10.1080/13614533.2019.1691026","DOIUrl":"https://doi.org/10.1080/13614533.2019.1691026","url":null,"abstract":"Abstract A survey concerning perceptions of academic librarians was conducted at a large, 4-year university with three populations: librarians, faculty, and undergraduate students. The high response rate and the use of an instrument based on previous studies offers the possibility of longitudinal comparison and the identification of relationships between groups within perceptions of librarians. Subsequent papers will present results from the three surveys and offer analysis across the three groups. The literature review focussed on research studies of perceptions of librarians. Subsequent papers will present results from the three surveys and offer analysis across the three groups. The literature review focussed on research studies of U.S. and Canadian academic libraries since 2000 with relevance to these major research questions: perceptions about what librarians know (expertise and skills), what librarians do (role and duties), and what librarians are like (motivations and affective behaviours). Librarians’ perceptions of themselves as critically important yet underappreciated seem to have persisted, perhaps because they are the only group to see the university-wide scope of their jobs, whereas, non-librarian faculty and students have a more limited views of the profession. In contrast to previous studies, recent literature suggests that course-integrated information literacy (IL) instruction has increased the visibility of librarians as educators to both faculty and students. The influence of popular media on students’ perceptions seems less powerful, opening the door wider for library marketing and branding programmes.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"27 1","pages":"38 - 75"},"PeriodicalIF":0.0,"publicationDate":"2020-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1691026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47626068","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 : 2020-01-03DOI: 10.1080/13614533.2019.1700535
Jess Howie, H. Kara
Abstract Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.
{"title":"Research Support in New Zealand University Libraries","authors":"Jess Howie, H. Kara","doi":"10.1080/13614533.2019.1700535","DOIUrl":"https://doi.org/10.1080/13614533.2019.1700535","url":null,"abstract":"Abstract Researcher-facing librarians in New Zealand are providing guidance across more of the research lifecycle than ever before in response to an increasingly complex scholarly ecosystem. This research explored the development of research support through survey responses from all eight New Zealand University Libraries. From the responses it was possible to ascertain the level of services offered or planned in the four key areas of research impact, Research Data Management, scholarly communication and Kaupapa Māori research. Skills gaps and barriers to service development were also identified. Comparison with an earlier study revealed that research impact and Research Data Management services have developed well over the last 6 years. A good level of maturity was identified in scholarly communication services but support for Kaupapa Māori research was identified as an area for development. Barriers to service development included lack of resourcing and low recognition of library value from the wider institution.","PeriodicalId":38971,"journal":{"name":"New Review of Academic Librarianship","volume":"28 1","pages":"7 - 36"},"PeriodicalIF":0.0,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/13614533.2019.1700535","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42499444","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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