Pub Date : 2022-12-01DOI: 10.1177/1086296X221140862
Addie Shrodes
Through a study of digital composing in LGBTQ+ YouTube reaction video channels, I explore the role of emotion in shaping how writers in virtual communities collectively feel about injustice and write for social change. In the reaction videos, vloggers circulate funny, emotional reactions to anti-LGBTQ+ media undergirded by oppressive ideologies and norms. To guide the analysis, I draw on queer and Black feminist theories to conceptualize political feeling as cultural formations of emotions that shape how a community feels toward injustice and open or foreclose possibilities for movement toward social change. By constructing and analyzing composing events situated in a virtual ethnography, I find reaction videos construct and circulate the political feeling of radical joy, or willful and resistant happiness in the face of oppression. Radical joy, then, mediates the satirical critiques of interlocking structures of power and the development of belonging in struggles for liberation in the comment section.
{"title":"“SAME GURL”: Political Feeling in LGBTQ+ Digital Composing","authors":"Addie Shrodes","doi":"10.1177/1086296X221140862","DOIUrl":"https://doi.org/10.1177/1086296X221140862","url":null,"abstract":"Through a study of digital composing in LGBTQ+ YouTube reaction video channels, I explore the role of emotion in shaping how writers in virtual communities collectively feel about injustice and write for social change. In the reaction videos, vloggers circulate funny, emotional reactions to anti-LGBTQ+ media undergirded by oppressive ideologies and norms. To guide the analysis, I draw on queer and Black feminist theories to conceptualize political feeling as cultural formations of emotions that shape how a community feels toward injustice and open or foreclose possibilities for movement toward social change. By constructing and analyzing composing events situated in a virtual ethnography, I find reaction videos construct and circulate the political feeling of radical joy, or willful and resistant happiness in the face of oppression. Radical joy, then, mediates the satirical critiques of interlocking structures of power and the development of belonging in struggles for liberation in the comment section.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42798159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.1177/1086296X221140859
Iman Bakhoda, Tanya Christ, M. Chiu, Hyonsuk Cho, Yu Liu
We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.
{"title":"Teacher and Emergent Bilingual Student Read-Aloud Mediations","authors":"Iman Bakhoda, Tanya Christ, M. Chiu, Hyonsuk Cho, Yu Liu","doi":"10.1177/1086296X221140859","DOIUrl":"https://doi.org/10.1177/1086296X221140859","url":null,"abstract":"We explored (a) emergent bilingual students’ talk-turns during read-alouds, (b) how earlier talk-turns were related to later talk-turns, and (c) how talk-turns varied across more versus less culturally relevant books. One teacher and her four students’ read-alouds across two sessions each were video-recorded and transcribed. Emergent coding was used to identify talk-turn codes. Codes were categorized using Zone Theory constructs (Zone of Free Movement, Zone of Promoted Action, Zone of Proximal Development, Zone of Actual Development). Statistical discourse analysis showed that several Zone of Free Movement mediations (book/lesson/off-task) predicted comprehension talk-turns (developed connections/comparisons/contrasts). Zone of Promoted Action mediations predicted subsequent talk-turns: (a) reiteration/modeling were related to children expressing developed factual knowledge, (b) clarification/extension were related to children expressing developed opinions, (c) clarification/agreement were related to children expressing developed inferences, and (d) 11 talk-turns supported children expressing vocabulary knowledge.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42628064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1177/1086296X221141391
A. Daly
The study examines how a white elementary educator used discursive practices I refer to as “race talk moves” to support students’ racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing, and challenging. Significantly, however, the teacher drew upon these moves in ways that were responsive to students’ racialized identities and emergent understandings of race. Moreover, the analysis identified a new, fifth move, what I call “anchoring,” that supported students in moving from surface-level conceptions of race to a deeper understanding of systemic racism. By actively responding to and deepening students’ racial literacy contributions, anchoring moves illuminate how teachers and students can co-construct critical race knowledge. This study diverges from previous research on the drawbacks of white teachers talking about race to demonstrate the moves teachers can make to support students’ racial literacy development.
{"title":"Race Talk Moves for Racial Literacy in the Elementary Classroom","authors":"A. Daly","doi":"10.1177/1086296X221141391","DOIUrl":"https://doi.org/10.1177/1086296X221141391","url":null,"abstract":"The study examines how a white elementary educator used discursive practices I refer to as “race talk moves” to support students’ racial literacy during whole-class read-alouds. This case study found that the teacher used four moves that have been previously documented in literature discussions: listening, participating, synthesizing, and challenging. Significantly, however, the teacher drew upon these moves in ways that were responsive to students’ racialized identities and emergent understandings of race. Moreover, the analysis identified a new, fifth move, what I call “anchoring,” that supported students in moving from surface-level conceptions of race to a deeper understanding of systemic racism. By actively responding to and deepening students’ racial literacy contributions, anchoring moves illuminate how teachers and students can co-construct critical race knowledge. This study diverges from previous research on the drawbacks of white teachers talking about race to demonstrate the moves teachers can make to support students’ racial literacy development.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47677424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1177/1086296X221140852
Grace D. Player
Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.
{"title":"Girls of Color Embodied and Experiential Dreams for Education","authors":"Grace D. Player","doi":"10.1177/1086296X221140852","DOIUrl":"https://doi.org/10.1177/1086296X221140852","url":null,"abstract":"Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored because their literacies are marginalized, ignored, and misread. As informed by their lived and felt experiences, it becomes apparent how school has failed them and how they continue to persist in their learning, their work, and their building toward the futures they deserve and desire, sometimes in ways that are recognized by schools, sometimes in resistance to school standards. Further, the article puts forth a model of what education can look like when GOC multiple literacies are centered and celebrated. Educators, researchers, and policy makers must understand GOC as hopeful and desiring learners and create spaces that honor and respect their multifaceted literacies.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41673594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1177/1086296X221141393
Karis Jones, Scott Storm
Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.
{"title":"Sustaining Textual Passions: Teaching With Texts Youth Love","authors":"Karis Jones, Scott Storm","doi":"10.1177/1086296X221141393","DOIUrl":"https://doi.org/10.1177/1086296X221141393","url":null,"abstract":"Building on youth literacies in formal learning spaces is a promising direction for asset-based literacy learning designs. However, in response to ways that academic spaces can deaden passionate literacy study, it is important to attend to the resulting affective flows of such practices. This study traces how affect was sustained and dampened in a high school English classroom that intentionally brought together academic and fandom practices. We listened to how affective encounters with the popular text Grey's Anatomy unfolded across the class, with a particular focus on Black, Indigenous, and People of Color (BIPOC) focal students’ experiences. We found derision and dismissal of certain texts and experiences by peers (undergirded by dominant narratives about fandom and literary taste) dampened affective resonance. All the same, collective intensities were sustained through respectful discourse between fans and potential fans as well as BIPOC women's fugitive literacy practices resisting dampening practices of White students.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46020929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/1086296X221117204
E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons
Overall, the studies in this issue show how it is possible to understand the centering of student voices in literacy learning using a range of theories and methodologies. These studies collectively help us better understand the micro and macro dynamics of centering student voice and reimagining teacher – student relationships. Empirical studies of translanguaging, transliteracy, teacher – student relationship-building, and scienti fi c writing in diverse contexts collectively provide a basis for reimagining literacy education in expansive ways that can lead to more equitable outcomes.
{"title":"Centering Student Voice in Literacy Research","authors":"E. Bauer, Aria Razfar, A. Skerrett, C. Dobbs, Bong Gee Jang, Seth A. Parsons","doi":"10.1177/1086296X221117204","DOIUrl":"https://doi.org/10.1177/1086296X221117204","url":null,"abstract":"Overall, the studies in this issue show how it is possible to understand the centering of student voices in literacy learning using a range of theories and methodologies. These studies collectively help us better understand the micro and macro dynamics of centering student voice and reimagining teacher – student relationships. Empirical studies of translanguaging, transliteracy, teacher – student relationship-building, and scienti fi c writing in diverse contexts collectively provide a basis for reimagining literacy education in expansive ways that can lead to more equitable outcomes.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43677485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1177/1086296X221116866
A. Olsen, Francis L. Huang
Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement using a nationally representative data set. The study included approximately 8,380 first-grade students and 2,930 teachers, from 860 schools, representing a weighted sample of 3.15 million students. Results from multilevel modeling that controlled for student-, teacher-, and school-level factors found that both STRs and SES were strongly associated with student reading achievement. There was also a statistically significant interaction between close STRs and SES on reading achievement, suggesting that less conflictual STRs were associated with increased reading achievement scores for all students, but were particularly beneficial for students from low SES backgrounds. Educational implications are provided.
{"title":"Interaction of Socioeconomic Status and Class Relations on Reading","authors":"A. Olsen, Francis L. Huang","doi":"10.1177/1086296X221116866","DOIUrl":"https://doi.org/10.1177/1086296X221116866","url":null,"abstract":"Student–teacher relationships (STRs) and socioeconomic status (SES) are two widely studied variables that have been found to predict reading achievement in the early grades. The current study extends the literature by investigating the interaction between STRs, measured using the STR Scale completed by teachers, and SES on reading achievement using a nationally representative data set. The study included approximately 8,380 first-grade students and 2,930 teachers, from 860 schools, representing a weighted sample of 3.15 million students. Results from multilevel modeling that controlled for student-, teacher-, and school-level factors found that both STRs and SES were strongly associated with student reading achievement. There was also a statistically significant interaction between close STRs and SES on reading achievement, suggesting that less conflictual STRs were associated with increased reading achievement scores for all students, but were particularly beneficial for students from low SES backgrounds. Educational implications are provided.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44760784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1177/1086296X221116854
Lisa M. Domke
This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students used to translate words in DLBs, strategies’ success, and differences in strategy use based on grade, home language(s), and oral reading accuracy. Sixty-three Spanish-English biliterate third and fifth graders participated in the study. Verbal protocols/think-alouds explaining their translation strategies were analyzed qualitatively using discourse analysis and quantitatively to establish trends. Findings suggest that strategies used most frequently by third graders and/or students with lower oral reading accuracies focused on textual features, whereas strategies used most frequently by fifth graders and/or students with higher accuracies were informed by linguistic knowledge. Results discuss how strategies reflect developing metalinguistic knowledge, linguistic assumptions, and ways that participants drew upon their linguistic repertoires to translate and engage in translanguaging. Also discussed are instructional implications for supporting biliteracy development and for dual-language programs.
{"title":"Children Translating When Reading Dual-Language Books","authors":"Lisa M. Domke","doi":"10.1177/1086296X221116854","DOIUrl":"https://doi.org/10.1177/1086296X221116854","url":null,"abstract":"This mixed-methods study analyzed how elementary-school children translated while reading Spanish-English dual-language books (DLBs). Specifically, it investigated the types of strategies students used to translate words in DLBs, strategies’ success, and differences in strategy use based on grade, home language(s), and oral reading accuracy. Sixty-three Spanish-English biliterate third and fifth graders participated in the study. Verbal protocols/think-alouds explaining their translation strategies were analyzed qualitatively using discourse analysis and quantitatively to establish trends. Findings suggest that strategies used most frequently by third graders and/or students with lower oral reading accuracies focused on textual features, whereas strategies used most frequently by fifth graders and/or students with higher accuracies were informed by linguistic knowledge. Results discuss how strategies reflect developing metalinguistic knowledge, linguistic assumptions, and ways that participants drew upon their linguistic repertoires to translate and engage in translanguaging. Also discussed are instructional implications for supporting biliteracy development and for dual-language programs.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1177/1086296X221116862
David E. Low, J. Pandya
The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.
{"title":"Centering Children's Voices and Purposes in Multimodality Research","authors":"David E. Low, J. Pandya","doi":"10.1177/1086296X221116862","DOIUrl":"https://doi.org/10.1177/1086296X221116862","url":null,"abstract":"The theorization of multimodality in academic scholarship is disconnected from how it is conceptualized by children. To bridge this gap, we analyzed 75 interviews with children about their digital video making. Analysis of their responses demonstrates children's socially-embedded, age-specific understandings of how modes operate, as well as when and why to employ them. In many cases, children's ideas ran counter to formal semiotic grammars and metalanguages of design. Bridging Systemic Functional Linguistics and social semiotics approaches with work in transliteracies, we argue for the need to advance age-centric social semiotic theories that center children's voices, purposes, and capacity to generate theory.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41888015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-01DOI: 10.1177/1086296X221116856
H. Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Britt Adams
Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assault. The results of our critical content analysis of eight contemporary novels reveal several themes that offer insight and implications for English educators who want to use YAL to unpack misconceptions about sexual violence.
{"title":"Himpathy, Herasure, and Down Girl Moves: A Critical Content Analysis of Sexual Assault in Young Adult Literature","authors":"H. Miller, Shelby Boehm, Kathleen Colantonio-Yurko, Britt Adams","doi":"10.1177/1086296X221116856","DOIUrl":"https://doi.org/10.1177/1086296X221116856","url":null,"abstract":"Numerous scholars have called for young adult literature (YAL) to be a pedagogical avenue for educating secondary and postsecondary students about sexual violence, who are often socialized into harmful beliefs about victims. In this study, we draw on Manne's theorizing of “himpathy” and “herasure” to explore the ways in which YAL considers the ideological and systemic dimensions of misogyny leading up, during, and after incidents of sexual assault. The results of our critical content analysis of eight contemporary novels reveal several themes that offer insight and implications for English educators who want to use YAL to unpack misconceptions about sexual violence.","PeriodicalId":47294,"journal":{"name":"Journal of Literacy Research","volume":null,"pages":null},"PeriodicalIF":2.6,"publicationDate":"2022-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44313420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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