Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-5770-9.ch010
J. Pilgrim, J. Pilgrim
Technology tools continue to contribute to the digital story formats, and in today's world, multiple modes of communication are used to deliver narratives. Digital storytelling engages an audience by means of computer-based tools to share a message. Through the use of digital technologies like virtual reality (VR), digital stories have evolved to include the concept of immersive storytelling. VR utilizes interactive 360-degree images designed to immerse the user in a virtual environment. Immersive stories provide the storyteller's audience with a sense of being present at the scene. This chapter presents a background on the rationale for the use of VR technologies in storytelling as well as classroom applications for immersive storytelling across all academic disciplines. The technologies and processes for creating an immersive story are presented along with clear steps and recommended websites. In addition, examples of immersive stories are shared.
{"title":"Immersive Storytelling","authors":"J. Pilgrim, J. Pilgrim","doi":"10.4018/978-1-7998-5770-9.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-5770-9.ch010","url":null,"abstract":"Technology tools continue to contribute to the digital story formats, and in today's world, multiple modes of communication are used to deliver narratives. Digital storytelling engages an audience by means of computer-based tools to share a message. Through the use of digital technologies like virtual reality (VR), digital stories have evolved to include the concept of immersive storytelling. VR utilizes interactive 360-degree images designed to immerse the user in a virtual environment. Immersive stories provide the storyteller's audience with a sense of being present at the scene. This chapter presents a background on the rationale for the use of VR technologies in storytelling as well as classroom applications for immersive storytelling across all academic disciplines. The technologies and processes for creating an immersive story are presented along with clear steps and recommended websites. In addition, examples of immersive stories are shared.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73034598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4712-0.ch003
Eva I. Díaz, Diana Gonzales Worthen, Conra D. Gist, C. Smart
For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.
{"title":"Bilingual/Bicultural Paraprofessionals as Brokers of English Learners' Family-Teacher Relationships","authors":"Eva I. Díaz, Diana Gonzales Worthen, Conra D. Gist, C. Smart","doi":"10.4018/978-1-7998-4712-0.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-4712-0.ch003","url":null,"abstract":"For over four decades, bilingual/bicultural paraprofessionals have been vital partakers in the education of English learners (ELs). Scholars have underscored school districts' reliance on them for instructional/learning support and their potential as builders of home-school bridges. Moreover, family-teacher relationships are essential to ELs' positive academic and well-being outcomes. Nevertheless, the paraprofessional's role in bridging relationships between teachers and families of ELs is less understood. This chapter presents a research synthesis of the extant peer-reviewed research literature published in the last 30 years on the role of bilingual/bicultural paraprofessionals in promoting more equitable relationships between the families and teachers of ELs. Three main themes emerged, including (a) building trust, (b) connecting families and teachers via linguistic and cultural brokering, and (c) activating biographical community cultural wealth. The findings also highlight the need for positioning relational brokering as equally crucial as linguistic and cultural brokering. Implications for practice and research are addressed.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"62 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76511016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch008
L. Ciecierski, William P. Bintz, Shabnam Moini Chaghervand
This chapter shares lessons learned in relation to intertextually connected texts with a focus on tri-texts. It presents both the theoretical framework and underpinnings that support utilizing tri-texts in the classroom as well as practical and engaging ways for preservice and in-service teachers to implement these practices in their own classroom. The organization of this chapter will lead readers through valuable steps and will support teachers in this implementation. This chapter is organized in six sections: 1) Diverse Youth Literature, 2) Intertextuality, 3) Tri-Texts, 4) An Instructional Framework for Tri-Texts Utilizing Diverse Literature, 5) Putting Intertextuality Into Action Using Tri-Texts and Diverse Literature, 6) Final Thoughts and Next Steps.
{"title":"Using Diverse Youth Literature to Expand Knowledge and Consider Multiple Perspectives Through Tri-Texts","authors":"L. Ciecierski, William P. Bintz, Shabnam Moini Chaghervand","doi":"10.4018/978-1-7998-7375-4.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch008","url":null,"abstract":"This chapter shares lessons learned in relation to intertextually connected texts with a focus on tri-texts. It presents both the theoretical framework and underpinnings that support utilizing tri-texts in the classroom as well as practical and engaging ways for preservice and in-service teachers to implement these practices in their own classroom. The organization of this chapter will lead readers through valuable steps and will support teachers in this implementation. This chapter is organized in six sections: 1) Diverse Youth Literature, 2) Intertextuality, 3) Tri-Texts, 4) An Instructional Framework for Tri-Texts Utilizing Diverse Literature, 5) Putting Intertextuality Into Action Using Tri-Texts and Diverse Literature, 6) Final Thoughts and Next Steps.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"147 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76441437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch004
Crystal Matey
This chapter argues that English teacher educators must meet the needs in secondary English classrooms created by a growing diversity gap between students and the teachers who teach them. Those needs can be met, at least in part, by a curriculum that includes critical pedagogy in relation to the study of Young Adult literature about race. English teacher educators must model for pre-service teachers what careful Young Adult literature text selection looks like and train them regarding how to talk about racial justice in their future classrooms. If English education programs fail to incorporate Young Adult literature that focuses on race into their college classrooms, they are doing not only future teachers a disservice, but they are also contributing to and sustaining the systemic racism and the cycle of oppression that so often occurs in secondary English classrooms.
{"title":"Heeding the Call of America's Youth","authors":"Crystal Matey","doi":"10.4018/978-1-7998-7375-4.ch004","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch004","url":null,"abstract":"This chapter argues that English teacher educators must meet the needs in secondary English classrooms created by a growing diversity gap between students and the teachers who teach them. Those needs can be met, at least in part, by a curriculum that includes critical pedagogy in relation to the study of Young Adult literature about race. English teacher educators must model for pre-service teachers what careful Young Adult literature text selection looks like and train them regarding how to talk about racial justice in their future classrooms. If English education programs fail to incorporate Young Adult literature that focuses on race into their college classrooms, they are doing not only future teachers a disservice, but they are also contributing to and sustaining the systemic racism and the cycle of oppression that so often occurs in secondary English classrooms.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78549143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7057-9.ch002
Toni Rose H. Deanon, Emily Culp, Demi C. Lager, Z. Diamond
This chapter describes how The Modern Classroom Project model, a blended, self-paced classroom format with mastery-based grading practices, is ideal for young middle school students. The chapter narratively outlines a case study of four middle school teachers implementing and validating The Modern Classrooms model at DC International School. The chapter will provide recommendations for blended learning, self-paced classroom, and mastery-based grading practices. The following section argues how this model is ideal in the middle school classroom because it allows teachers better to serve students with a broad range of maturity levels; rather than focusing only on instructional delivery, middle school educators can focus on developing students' self-management skills. The authors also discuss how the model benefited their teaching during the COVID-19 pandemic. Based on the authors' experience implementing The Modern Classrooms Project model, they conclude that it is an effective structure for teaching and learning in middle school.
{"title":"The Middle School Modern Classroom","authors":"Toni Rose H. Deanon, Emily Culp, Demi C. Lager, Z. Diamond","doi":"10.4018/978-1-7998-7057-9.ch002","DOIUrl":"https://doi.org/10.4018/978-1-7998-7057-9.ch002","url":null,"abstract":"This chapter describes how The Modern Classroom Project model, a blended, self-paced classroom format with mastery-based grading practices, is ideal for young middle school students. The chapter narratively outlines a case study of four middle school teachers implementing and validating The Modern Classrooms model at DC International School. The chapter will provide recommendations for blended learning, self-paced classroom, and mastery-based grading practices. The following section argues how this model is ideal in the middle school classroom because it allows teachers better to serve students with a broad range of maturity levels; rather than focusing only on instructional delivery, middle school educators can focus on developing students' self-management skills. The authors also discuss how the model benefited their teaching during the COVID-19 pandemic. Based on the authors' experience implementing The Modern Classrooms Project model, they conclude that it is an effective structure for teaching and learning in middle school.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78041853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch005
Mary-Kate Sableski, J. Arnold
Utilizing literature in classrooms that is representative of all provides opportunities for students to find within a book the truth of their own experiences. Literature provides the windows, mirrors, and sliding glass doors that afford opportunities to consider multiple perspectives and lenses in life. This chapter discusses different representations of diverse literature in classrooms and explores what educators might consider for their teaching and learning. Specifically, the chapter describes books student teachers identify using in their classrooms and considers how the books aligned with the different categories of a rubric used to assess them. Of the 113 books sampled, only nine books distinctly represented diversity. Implications of these findings and how they can support and challenge the children's literature utilized in today's classrooms are discussed.
{"title":"Seeking Diversity in Children's Literature Utilized in Elementary Classrooms","authors":"Mary-Kate Sableski, J. Arnold","doi":"10.4018/978-1-7998-7375-4.ch005","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch005","url":null,"abstract":"Utilizing literature in classrooms that is representative of all provides opportunities for students to find within a book the truth of their own experiences. Literature provides the windows, mirrors, and sliding glass doors that afford opportunities to consider multiple perspectives and lenses in life. This chapter discusses different representations of diverse literature in classrooms and explores what educators might consider for their teaching and learning. Specifically, the chapter describes books student teachers identify using in their classrooms and considers how the books aligned with the different categories of a rubric used to assess them. Of the 113 books sampled, only nine books distinctly represented diversity. Implications of these findings and how they can support and challenge the children's literature utilized in today's classrooms are discussed.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"29 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81231218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch026
Tiffany Watson, Jennie L. Jones
The purpose of this chapter is to explain how a course, Teaching of Reading and Writing, uses its key course assessment to enhance preservice teacher candidates' appropriation of diverse children's literature. In this chapter, the authors provide an overview of the Teaching of Reading and Writing course and the key course assessment, an interactive read-aloud with a diverse book. Additionally, the authors provide a rationale for why exploring and using high-quality diverse literature is intentionally embedded within the assignment. The chapter also includes a description of how the authors support their teacher candidates' appreciation of diverse children's literature through scaffolded instruction and text evaluation. The authors share their candidates' experiences with the interactive read-aloud as well as successes, challenges, and next steps for this assignment.
{"title":"Selecting Diverse Literature for Interactive Read-Alouds","authors":"Tiffany Watson, Jennie L. Jones","doi":"10.4018/978-1-7998-7375-4.ch026","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch026","url":null,"abstract":"The purpose of this chapter is to explain how a course, Teaching of Reading and Writing, uses its key course assessment to enhance preservice teacher candidates' appropriation of diverse children's literature. In this chapter, the authors provide an overview of the Teaching of Reading and Writing course and the key course assessment, an interactive read-aloud with a diverse book. Additionally, the authors provide a rationale for why exploring and using high-quality diverse literature is intentionally embedded within the assignment. The chapter also includes a description of how the authors support their teacher candidates' appreciation of diverse children's literature through scaffolded instruction and text evaluation. The authors share their candidates' experiences with the interactive read-aloud as well as successes, challenges, and next steps for this assignment.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78430334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch020
Anne Homza, Tiffeni J. Fontno
Critical consciousness, teacher agency, intellectual freedom, and equity-informed practices are vital aspects of a collaboration between a faculty member and an educational librarian, whose shared goal is to support teacher candidates' capacity to use diverse children's literature to teach for social justice. In this chapter, teacher educator Homza and head librarian Fontno share ways to help teacher candidates use diverse children's literature to develop their own critical consciousness, explore issues of equity, and teach for social justice in their future classrooms. Grounding their work in conceptual frameworks, the authors discuss their positionalities, how the literature collection is built, and course activities that use diverse children's literature. Teacher candidates' reflections suggest that these efforts have an impact on their critical consciousness and capacity to engage in the challenging work of transformative pedagogy. The authors share implications for other teacher educators and librarians and questions to explore in future work.
{"title":"Supporting Teacher Candidates as Social Justice Change-Makers","authors":"Anne Homza, Tiffeni J. Fontno","doi":"10.4018/978-1-7998-7375-4.ch020","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch020","url":null,"abstract":"Critical consciousness, teacher agency, intellectual freedom, and equity-informed practices are vital aspects of a collaboration between a faculty member and an educational librarian, whose shared goal is to support teacher candidates' capacity to use diverse children's literature to teach for social justice. In this chapter, teacher educator Homza and head librarian Fontno share ways to help teacher candidates use diverse children's literature to develop their own critical consciousness, explore issues of equity, and teach for social justice in their future classrooms. Grounding their work in conceptual frameworks, the authors discuss their positionalities, how the literature collection is built, and course activities that use diverse children's literature. Teacher candidates' reflections suggest that these efforts have an impact on their critical consciousness and capacity to engage in the challenging work of transformative pedagogy. The authors share implications for other teacher educators and librarians and questions to explore in future work.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77751146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-7375-4.ch010
Win Wheeler, P. Englert, Elizabeth G. Dinkins
Schools are heteronormative and gendernormative spaces that reinforce a narrow range of experiences and identities. Creating classroom spaces that empower LGBTQ+ identities is critical in supporting K-12 learners to become thoughtful and empathetic learners. LGBTQ+ students continue to experience bullying, stereotyping, discrimination, and marginalization. This chapter focuses on supporting pre-service teachers' understanding of how to queer classroom spaces through the integration of intersectional children's and YA literature that affirms LGBTQ+ identities and experiences. Bishop's framework of mirrors, windows, and sliding glass doors is used with the addition of prisms. The prism provides a critical action to expand the notion and expectation of normal through intersectional representation.
{"title":"Queering K-12 Classrooms Through Literature Discussion and Dialogue","authors":"Win Wheeler, P. Englert, Elizabeth G. Dinkins","doi":"10.4018/978-1-7998-7375-4.ch010","DOIUrl":"https://doi.org/10.4018/978-1-7998-7375-4.ch010","url":null,"abstract":"Schools are heteronormative and gendernormative spaces that reinforce a narrow range of experiences and identities. Creating classroom spaces that empower LGBTQ+ identities is critical in supporting K-12 learners to become thoughtful and empathetic learners. LGBTQ+ students continue to experience bullying, stereotyping, discrimination, and marginalization. This chapter focuses on supporting pre-service teachers' understanding of how to queer classroom spaces through the integration of intersectional children's and YA literature that affirms LGBTQ+ identities and experiences. Bishop's framework of mirrors, windows, and sliding glass doors is used with the addition of prisms. The prism provides a critical action to expand the notion and expectation of normal through intersectional representation.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90977943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-01-01DOI: 10.4018/978-1-7998-4102-9.ch007
Technology is transforming P-12 education. Student-driven inquiry and thirst for technology are gradually pushing out the traditional, teacher-centered classroom. Technology is seen as a powerful tool to integrate in the curriculum to create more student-centered learning and more personalized learning for students. Acknowledging that we are all living in a digital age as well as recognizing the students who are in our present-day schools are 21st century learners, educators are examining their own mindsets of what it means to be 21st century teacher. They are assessing and considering new pedagogical methods that integrate technology to further promote collaboration, communication, critical thinking, and creativity in and outside of the classroom.
{"title":"The Role of Educational Technology in Fostering 21st Century Learning Skills in Social-Emotional Learning","authors":"","doi":"10.4018/978-1-7998-4102-9.ch007","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9.ch007","url":null,"abstract":"Technology is transforming P-12 education. Student-driven inquiry and thirst for technology are gradually pushing out the traditional, teacher-centered classroom. Technology is seen as a powerful tool to integrate in the curriculum to create more student-centered learning and more personalized learning for students. Acknowledging that we are all living in a digital age as well as recognizing the students who are in our present-day schools are 21st century learners, educators are examining their own mindsets of what it means to be 21st century teacher. They are assessing and considering new pedagogical methods that integrate technology to further promote collaboration, communication, critical thinking, and creativity in and outside of the classroom.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82925488","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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