South Africa’s communication landscape has changed and is still changing because many previously disadvantaged areas have benefitted from the construction of roads, provision of electricity and installation of satellites. As a result, many previously disadvantaged learners have access to digital media in their homes. In this article, we argue that the immersion of many learners in digital media at home advances literacy achievement. Drawing on insights from cultural historical activity theory and multimodal social semiotics, we discuss the nature of learners’ digital resources at home and how these resources could be meaningfully and critically used to advance literacy. Data were collected from Grade 9 learners in two King Williams Town schools in the form of questionnaires, focus group discussions, informal Facebook-Messenger conversations, one-on-one interviews with teachers and lesson observations. The analysis of data shows that many learners in this study are becoming digitally literate, irrespective of their socio-economic status or rural–urban location. However, digital literacy does not seem to be used as a base to advance literacy as advocated in the new curriculum and assessment policy statements.
南非的通信格局已经发生了变化，而且仍在变化，因为许多以前处于不利地位的地区已经从道路建设、电力供应和卫星安装中受益。因此，许多以前处于不利地位的学习者可以在家中使用数字媒体。在这篇文章中，我们认为许多学习者在家里沉浸在数字媒体中可以提高识字成绩。借鉴文化历史活动理论和多模式社会符号学的见解，我们讨论了学习者在家中的数字资源的性质，以及如何有意义地、批判性地使用这些资源来提高识字率。数据是以问卷调查、焦点小组讨论、非正式的Facebook Messenger对话、与教师的一对一访谈和课堂观察的形式从King Williams Town两所学校的九年级学生那里收集的。数据分析表明，这项研究中的许多学习者正在变得精通数字技术，无论他们的社会经济地位或城乡位置如何。然而，数字扫盲似乎并没有像新课程和评估政策声明中所倡导的那样被用作提高识字率的基础。
{"title":"Are we teaching critical digital literacy? Grade 9 learners’ practices of digital communication","authors":"Lutho Mnyanda, Madeyandile Mbelani","doi":"10.4102/RW.V9I1.188","DOIUrl":"https://doi.org/10.4102/RW.V9I1.188","url":null,"abstract":"South Africa’s communication landscape has changed and is still changing because many previously disadvantaged areas have benefitted from the construction of roads, provision of electricity and installation of satellites. As a result, many previously disadvantaged learners have access to digital media in their homes. In this article, we argue that the immersion of many learners in digital media at home advances literacy achievement. Drawing on insights from cultural historical activity theory and multimodal social semiotics, we discuss the nature of learners’ digital resources at home and how these resources could be meaningfully and critically used to advance literacy. Data were collected from Grade 9 learners in two King Williams Town schools in the form of questionnaires, focus group discussions, informal Facebook-Messenger conversations, one-on-one interviews with teachers and lesson observations. The analysis of data shows that many learners in this study are becoming digitally literate, irrespective of their socio-economic status or rural–urban location. However, digital literacy does not seem to be used as a base to advance literacy as advocated in the new curriculum and assessment policy statements.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42842680","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}
Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitally influenced socio-economic emancipation. This scepticism is mainly driven by a lack of understanding of digital literacy as a holistic process of creating the necessary social, economic and political changes within a given context. The understanding of digital literacy therefore needs to join a number of seemingly divergent views of digital technology when dealing with these technologies’ benefits in socio-economic emancipation. This understanding of digital literacy should therefore be shaped and focused more on understanding how digital literacy impacts the poor and marginalised, especially in looking at the socio-economic welfare of these marginalised sections of the society. This article discusses digital literacy by firstly looking at the shortcomings of the available definitions and approaches and then recommends a socio-economic development-orientated definition. The article brings to the fore the most critical digital literacy issues for socio-economic development. These issues are important; they ensure that digital literacy is not viewed in isolation, but rather in terms of its outcomes and consequences, especially with regard to socio-economic development.
{"title":"Digital literacy: The quest of an inclusive definition","authors":"J. Njenga","doi":"10.4102/RW.V9I1.183","DOIUrl":"https://doi.org/10.4102/RW.V9I1.183","url":null,"abstract":"Forces of globalisation and economic competition enhanced by, among others, the digital technologies, are radically transforming the social context. Digital technologies are characterised by a powerful and pervasive Internet as well as the related information and communication technologies. Globalisation is facilitated by the universally accessible, reliable and inexpensive communication assisted by these digital technologies. However, there is growing and valid scepticism regarding the digitally influenced socio-economic emancipation. This scepticism is mainly driven by a lack of understanding of digital literacy as a holistic process of creating the necessary social, economic and political changes within a given context. The understanding of digital literacy therefore needs to join a number of seemingly divergent views of digital technology when dealing with these technologies’ benefits in socio-economic emancipation. This understanding of digital literacy should therefore be shaped and focused more on understanding how digital literacy impacts the poor and marginalised, especially in looking at the socio-economic welfare of these marginalised sections of the society. This article discusses digital literacy by firstly looking at the shortcomings of the available definitions and approaches and then recommends a socio-economic development-orientated definition. The article brings to the fore the most critical digital literacy issues for socio-economic development. These issues are important; they ensure that digital literacy is not viewed in isolation, but rather in terms of its outcomes and consequences, especially with regard to socio-economic development.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.183","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44837875","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}
It has long been the focus of many countries around the world to see their entrepreneurs grow and to introduce interventions to assist them, as they realise the impact these entrepreneurs have on their economies. Technology is believed to be one of the biggest tools that entrepreneurs can use to assist them in growing sustainable businesses. There is an increased need for small businesses to employ information and communication technology (ICT) to enhance their businesses as part of their countries’ socio-economic development. This, in turn, leads to an increased need for digital literacy interventions for these entrepreneurs. Many interventions have tried to assist a country’s residents to adopt ICT and enhance their digital literacy levels. However, many of these did not have the desired outcomes. Many barriers prevent these initiatives from being successful, for example difficulty in retaining the current workforce, a lack of skills and human capital development, a lack of resources, security concerns, mistrust regarding ICT and ICT service providers and a lack of trust. Data were gathered over three years (2012, 2013 and 2017) to determine whether there has been any change in the uptake of technology over time, whether technology is indeed the answer to many entrepreneurs’ problems and whether some of the barriers could be overcome. An interpretivist paradigm using a qualitative approach was employed and 193 entrepreneurs were interviewed over three years to see if there was any change in their adoption of technology, which should be the case if one recognises the pace at which technology is changing. The identified barriers no longer seem to exist for South African entrepreneurs. It emerged that technology adoption and digital literacy studies should be industry-specific and should not be based on a generic approach. Thus, digital literacy cannot be used as a broad term and needs to be focused for each sector. This article proposes that most entrepreneurs have addressed one of the main barriers. These main barriers include a lack of expertise, in-house knowledge or a one-stop shop to assist with ICT queries and problems. Most of the entrepreneurs now have access to an information technology consultant or expert who can help them to become more digitally literate. Although many new technologies are being developed, certain standard software systems, such as the Microsoft Office package, will always be used. Thus, these standard software systems should be the focus of digital literacy training interventions. These interventions should be simple and easily accessible to everyone.
{"title":"Changing thoughts towards digital literacy interventions for South African entrepreneurs","authors":"Riana Steyn","doi":"10.4102/RW.V9I1.172","DOIUrl":"https://doi.org/10.4102/RW.V9I1.172","url":null,"abstract":"It has long been the focus of many countries around the world to see their entrepreneurs grow and to introduce interventions to assist them, as they realise the impact these entrepreneurs have on their economies. Technology is believed to be one of the biggest tools that entrepreneurs can use to assist them in growing sustainable businesses. There is an increased need for small businesses to employ information and communication technology (ICT) to enhance their businesses as part of their countries’ socio-economic development. This, in turn, leads to an increased need for digital literacy interventions for these entrepreneurs. Many interventions have tried to assist a country’s residents to adopt ICT and enhance their digital literacy levels. However, many of these did not have the desired outcomes. Many barriers prevent these initiatives from being successful, for example difficulty in retaining the current workforce, a lack of skills and human capital development, a lack of resources, security concerns, mistrust regarding ICT and ICT service providers and a lack of trust. Data were gathered over three years (2012, 2013 and 2017) to determine whether there has been any change in the uptake of technology over time, whether technology is indeed the answer to many entrepreneurs’ problems and whether some of the barriers could be overcome. An interpretivist paradigm using a qualitative approach was employed and 193 entrepreneurs were interviewed over three years to see if there was any change in their adoption of technology, which should be the case if one recognises the pace at which technology is changing. The identified barriers no longer seem to exist for South African entrepreneurs. It emerged that technology adoption and digital literacy studies should be industry-specific and should not be based on a generic approach. Thus, digital literacy cannot be used as a broad term and needs to be focused for each sector. This article proposes that most entrepreneurs have addressed one of the main barriers. These main barriers include a lack of expertise, in-house knowledge or a one-stop shop to assist with ICT queries and problems. Most of the entrepreneurs now have access to an information technology consultant or expert who can help them to become more digitally literate. Although many new technologies are being developed, certain standard software systems, such as the Microsoft Office package, will always be used. Thus, these standard software systems should be the focus of digital literacy training interventions. These interventions should be simple and easily accessible to everyone.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.172","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48531228","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}
The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.
{"title":"Enhancing learners’ reading habits through reading bags at secondary schools","authors":"M. Themane, T. W. Molotja","doi":"10.4102/RW.V9I1.185","DOIUrl":"https://doi.org/10.4102/RW.V9I1.185","url":null,"abstract":"The importance of getting children off to a good start in reading cannot be overstated. Successful academic performance at primary and secondary school level is partly dependent on the ability to read. It is believed that good learners are those who are proficient in reading. However, many learners are struggling to read and, therefore, struggle to academically succeed in other subjects. The problem of not being able to read transcends negatively on learners’ academic achievements. This study proposes a strategy towards motivating learners in developing better reading habits through the distribution of reading bags. The mixed-method approach was adopted in conducting this study. Learners’ reading strategies were first identified by administering a survey on reading strategies. About 14 student-educators volunteered in distributing the questionnaires at their respective schools during their teaching practice sessions. The questionnaires were distributed to 155 learners who voluntarily participated in the study. Data were analysed using the Statistical Package for Social Sciences (SPSS) software for descriptive statistics. The results indicated that most of the learners use global reading strategies, with the least utilising the problem-solving strategies and the support reading strategies. The researchers recommend the usage of reading bags as a strategy to motivate learners to develop good reading habits, which will then lead to the usage of all three strategies, in particular, the problem reading strategies.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.185","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41561501","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}
Nophawu Madikiza, M. Cekiso, B. Tshotsho, Nhlanhla Landa
Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers’ neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers’ understanding and their implementation of reading strategies in their classrooms to develop teachers’ understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was used to analyse the quantitative data and the qualitative data were analysed thematically. The results indicated that the majority of teachers seemed not to understand certain reading strategies and, therefore, implemented only a few that they understood, greatly limiting learners’ potential to explore other reading strategies. The study also established that some teachers only paid attention to traditional reading strategies that did not facilitate comprehension. The study recommended that teachers should be trained on how to teach reading strategies so that they are exposed to a wide range of reading strategies in order to assist learners improve their literacy.
{"title":"Analysing English First Additional Language teachers’ understanding and implementation of reading strategies","authors":"Nophawu Madikiza, M. Cekiso, B. Tshotsho, Nhlanhla Landa","doi":"10.4102/RW.V9I1.170","DOIUrl":"https://doi.org/10.4102/RW.V9I1.170","url":null,"abstract":"Despite the fact that comprehension plays an important role in the reading process, the literature in a South African context reveals that learners continue to struggle with it and teachers continue to neglect it in their teaching. The literature has further shown that teachers’ neglect of comprehension in their reading lessons could be attributed to various reasons, including the fact that teachers seemingly are not taught how to teach reading during their teaching training years. This paper analyses the English First Additional Language teachers’ understanding and their implementation of reading strategies in their classrooms to develop teachers’ understanding and awareness of the important role played by reading strategies in the reading process. Both quantitative and qualitative approaches were followed and a survey design was used. Purposive sampling was used to select 126 teachers, to whom questionnaires were administered. Statistical Package for Social Sciences software was used to analyse the quantitative data and the qualitative data were analysed thematically. The results indicated that the majority of teachers seemed not to understand certain reading strategies and, therefore, implemented only a few that they understood, greatly limiting learners’ potential to explore other reading strategies. The study also established that some teachers only paid attention to traditional reading strategies that did not facilitate comprehension. The study recommended that teachers should be trained on how to teach reading strategies so that they are exposed to a wide range of reading strategies in order to assist learners improve their literacy.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45457833","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}
Basic service delivery is a fundamental right for all South Africans, especially vulnerable groups. Effective and efficient channels of communication between multi-stakeholder groups involved and affected by service delivery are essential. Digital citizen engagement has recently emerged as a key approach for supporting two-way communication between citizens and the government. It is essential for building evidence-based data to engage with government and apply social accountability measures to lobby for the provision of basic services. Key to building capacities and learning, is developing the abilities of both local government and citizens to become digitally literate (including civic and responsiveness literacy), in order to realise and action the true benefits of digital citizen engagement. This research set out to identify the roles of digital literacy in digital citizen engagement, and how it may be embedded in knowledge transfer processes for implementing digital citizen engagement initiatives. A pragmatist philosophical approach was applied: studying, observing and reflecting on actions in the MobiSAM case study. Using Szulanski’s four-stage model of knowledge transfer, key focus areas for developing digital literacy were identified, contributing to a Quadruple-E process of: (1) explore, (2) enable, (3) engage and (4) embed. Practices identified in the MobiSAM case study are provided as suggestions for each phase, with an indication of possible constraints that may be experienced in the knowledge transfer and digital literacy development process – a potential guideline for developing digital literacy in digital citizen engagement initiatives. The process for knowledge transfer and developing digital literacy that was identified in this article provides a guideline for future implementation of digital citizen engagement initiatives in resource-constrained contexts.
{"title":"Embedding knowledge transfer in digital citizen engagement in South Africa: Developing digital literacy","authors":"Caroline Pade-Khene","doi":"10.4102/RW.V9I1.193","DOIUrl":"https://doi.org/10.4102/RW.V9I1.193","url":null,"abstract":"Basic service delivery is a fundamental right for all South Africans, especially vulnerable groups. Effective and efficient channels of communication between multi-stakeholder groups involved and affected by service delivery are essential. Digital citizen engagement has recently emerged as a key approach for supporting two-way communication between citizens and the government. It is essential for building evidence-based data to engage with government and apply social accountability measures to lobby for the provision of basic services. Key to building capacities and learning, is developing the abilities of both local government and citizens to become digitally literate (including civic and responsiveness literacy), in order to realise and action the true benefits of digital citizen engagement. This research set out to identify the roles of digital literacy in digital citizen engagement, and how it may be embedded in knowledge transfer processes for implementing digital citizen engagement initiatives. A pragmatist philosophical approach was applied: studying, observing and reflecting on actions in the MobiSAM case study. Using Szulanski’s four-stage model of knowledge transfer, key focus areas for developing digital literacy were identified, contributing to a Quadruple-E process of: (1) explore, (2) enable, (3) engage and (4) embed. Practices identified in the MobiSAM case study are provided as suggestions for each phase, with an indication of possible constraints that may be experienced in the knowledge transfer and digital literacy development process – a potential guideline for developing digital literacy in digital citizen engagement initiatives. The process for knowledge transfer and developing digital literacy that was identified in this article provides a guideline for future implementation of digital citizen engagement initiatives in resource-constrained contexts.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.193","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45927868","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}
Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected primary schools in Atteridgeville. The sample consisted of 12 learners, six teachers and six parents. Tablets form part of connectivity because modern technology is used to draw the learners into listening and reading English. Technological Pedagogical Content Knowledge focuses on the use of modern technology to enhance teaching and learning in education. The study followed a qualitative approach involving a case study. Focus group interviews and observations were used as research instruments. The findings of the investigation reveal that learners using tablets have an advantage, because modern digital natives enjoy the use of technology to communicate and learn, which enhances their reading and learning. Tablets provide learners with the opportunity to experience technology physically and independently. Audiobooks used on tablets were a great help to facilitate reading development in English, especially with regard to vocabulary branching and correct pronunciation. Funds are still a problem because the use of technology does not happen in all educational environments.
{"title":"Implementing tablets to teach Reading in Grade 5","authors":"Ethel Maboe, C. Smith, M. Banoobhai, M. Makgato","doi":"10.4102/RW.V9I1.197","DOIUrl":"https://doi.org/10.4102/RW.V9I1.197","url":null,"abstract":"Literacy is regarded as a fundamental skill for people to communicate successfully in all areas of life. In the light of the poor performance of learners, an investigation concerning reading is imperative to enhance literacy in South Africa. This study explores the use of tablets to enhance English reading among learners in Grade 5 from selected primary schools in Atteridgeville. The sample consisted of 12 learners, six teachers and six parents. Tablets form part of connectivity because modern technology is used to draw the learners into listening and reading English. Technological Pedagogical Content Knowledge focuses on the use of modern technology to enhance teaching and learning in education. The study followed a qualitative approach involving a case study. Focus group interviews and observations were used as research instruments. The findings of the investigation reveal that learners using tablets have an advantage, because modern digital natives enjoy the use of technology to communicate and learn, which enhances their reading and learning. Tablets provide learners with the opportunity to experience technology physically and independently. Audiobooks used on tablets were a great help to facilitate reading development in English, especially with regard to vocabulary branching and correct pronunciation. Funds are still a problem because the use of technology does not happen in all educational environments.","PeriodicalId":42041,"journal":{"name":"Reading & Writing-Journal of the Reading Association of South Africa","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/RW.V9I1.197","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42138920","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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