Evidence Based Library and Information Practice最新文献

{"title":"Fostering Evidence-Grounded Dialogue in a Multi-Institutional Digital Library","authors":"L. Duncan, E. J. Kelly, Sophia Ziegler","doi":"10.18438/eblip30139","DOIUrl":"https://doi.org/10.18438/eblip30139","url":null,"abstract":"2022 Duncan, Kelly, and Ziegler. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44119035","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence Summary Theme: Education","authors":"Heather MacDonald","doi":"10.18438/eblip30161","DOIUrl":"https://doi.org/10.18438/eblip30161","url":null,"abstract":"2022 MacDonald. This is an Open Access article distributed under the terms of the Creative Commons‐Attribution‐ Noncommercial‐Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67680694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Affective and Emotional Labor Impede or Facilitate New Teaching Practices Among Information Literacy Instruction Librarians Is Inconclusive","authors":"Eugenia Opuda","doi":"10.18438/eblip30112","DOIUrl":"https://doi.org/10.18438/eblip30112","url":null,"abstract":"A Review of:\u0000Galoozis, E. (2019). Affective aspects of instruction librarians’ decisions to adopt new teaching practices: Laying the groundwork for incremental change. College & Research Libraries, 80(7), 1036–1050. https://doi.org/10.5860/crl.80.7.1036\u0000Abstract\u0000Objective – To investigate the correlation between emotional and affective labour and instruction librarians’ willingness to adopt and implement novel teaching and educational practices.\u0000Design – Semi-structured interview, grounded theory.\u0000Setting – Academic libraries in the Greater Western Library Alliance consortium.\u0000Subjects – 12 information literacy librarians from the Greater Western Library Alliance consortium of 38 research libraries from the US.\u0000Methods – In 2016, the author shared a call for study participants in the Greater Western Library Alliance (GWLA) consortium, selected a convenience sample of 12 information literacy instruction (ILI) librarians, and conducted a structured interview over Adobe Connect, a virtual video-interviewing tool. Interview transcripts underwent initial thematic coding using a grounded theory approach. Additionally, the author used Walker and Symons’ theories of motivation to code interview responses related to emotional and affective labour.\u0000Main Results – The author identified three thematic categories in the interview transcripts: barriers and influences for adopting new teaching practices, and practices implemented by ILI librarians. The author mapped these response themes to Walker and Symons’ (1997) conditions of human motivation: autonomy, competency, feedback, affirmation, and setting meaningful goals. Some major barriers to adopting new teaching practices are burnout and emotional exhaustion due to understaffing, time demands, the sheer quantity of instruction sessions, and the lack of post-instruction feedback to reinforce pedagogical decisions. A sense of competency, autonomy, and support when designing library instruction sessions encourages librarians to adopt new teaching practices. The author explored what practices ILI librarians applied to implement new teaching practices. Having plenty of time to prepare prior to an instruction session encourages ILI librarians to build new teaching practices into sessions. The respondents noted that building relationships with faculty, students, and library colleagues enables them to receive helpful feedback.\u0000Conclusion – Though there is some correlation between affective and emotional labour and the motivation of ILI librarians to adopt and implement new teaching practices, the author notes that the results are not generalizable to a larger context based on the small sample size. It is clear there are many opportunities to investigate other factors that impact librarian motivation and emotional labour including the dynamics of race, gender identity, and disability, or the managerial and structural factors and workplace culture that impede or facilitate the adoption of new teaching practices.  ","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the Impact of an Information Literacy Course on Students' Academic Achievement: A Mixed-Methods Study","authors":"Wilma L. Jones, Tara M. Mastrorilli","doi":"10.18438/eblip30090","DOIUrl":"https://doi.org/10.18438/eblip30090","url":null,"abstract":"Objective – The aim of this study is to demonstrate the impact of a stand-alone, credit-bearing information literacy course on retention and GPA for students at an open access urban college.\u0000Methods – Researchers conducted a mixed-methods study with a two-part focus. The first examined the impact of a credit-bearing course using propensity score matching (PSM) techniques to compare academic outcomes for students who participated in the course versus outcomes for similar students who did not enroll in the course. Multiple regression analyses were conducted to measure impact on GPA and performance in 100-level introductory English general education courses. Logistic regression analysis was used to determine persistence one year after enrolling in the course. The second part utilized a questionnaire to survey students of this targeted group to determine impact of the course on their information-seeking behaviour in subsequent academic courses and for non-academic purposes.\u0000Results – The quantitative analyses showed: (a) a higher GPA, though slight, for students who have taken the course over the matched comparison group; (b) an increase in persistence for students who have taken the course over the matched comparison group after one year of taking the course; but (c) lower performance in 100-level introductory English courses by students who have taken the course in contrast to the matched comparison group. Qualitative data provided through the questionnaire revealed positive and substantive reflective statements that support learning outcomes of the course.\u0000Conclusion – The findings in this study underscored the importance of a stand-alone, credit-bearing information literacy course for undergraduate students, particularly for first-generation students attending an open access urban institution. The findings also demonstrate the academic library’s contribution to institutional retention efforts in support of students’ academic success.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43904487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Audio Feedback Project: A Project to Increase Social Presence in a Virtual Library and Knowledge Service","authors":"Matt Holland","doi":"10.18438/eblip30006","DOIUrl":"https://doi.org/10.18438/eblip30006","url":null,"abstract":"Objective – This research project sought to determine if audio feedback in literature searches can increase the social presence of the library and create a positive view of the library service. It also explored the process of recording and sending audio feedback; tested its practicality, sustainability, and accessibility; and ascertained whether audio feedback enhanced the library’s communication, thereby creating a positive attitude toward the library and its services.\u0000Methods – The research was conducted in a small virtual library and information service. The research sample consisted of all library users and clinicians who requested a mediated literature search between July 2019 and July 2020. All participants were sent an audio commentary on their search results, recorded by the librarian, and were asked to respond to an online questionnaire. The questionnaire consisted of five statements. The study participants indicated their agreement or disagreement with each statement on a five-point Likert scale.\u0000Results – The researcher sent out 96 audio commentaries, generating 31 responses to the questionnaire. The results indicated that users felt the audio feedback improved their understanding of the results of their inquiry, made them feel more comfortable about using the library, enhanced their experience of communicating with the library and provided a better experience than just receiving an email. The responses broadly supported the contention that audio commentaries created social presence and generated a positive view of the library.\u0000Conclusion – The researcher found that delivering audio feedback was both practical and sustainable. Some consideration was given to individual learning styles and how these made audio or text feedback more or less effective. Specifically, audio feedback enhanced communications better than an email alone.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43126786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Academic Librarians Develop Their Teaching Identities Differently Depending on Their Years of Instructional Experience","authors":"Michelle DuBroy","doi":"10.18438/eblip30118","DOIUrl":"https://doi.org/10.18438/eblip30118","url":null,"abstract":"A Review of:\u0000Nichols Hess, A. (2020). Instructional experience and teaching identities: How academic librarians' years of experience in instruction impact their perceptions of themselves as educators. Communications in Information Literacy, 14(2), 153–180. https://doi.org/10.15760/comminfolit.2020.14.2.1\u0000Abstract\u0000Objective – To examine how an academic librarian’s years of instructional experience impacts how they think of themselves as instructors.\u0000Design – Survey questionnaire.\u0000Setting – American academic library profession.\u0000Subjects – 353 participants selected from 501 respondents.\u0000Methods – A Qualtrics survey was sent via email to members of several American Library Association discussion lists. The author selected a subset of respondents for further analysis based on how they answered key questions on the survey. Selected participants were those who believed they had experienced perspective transformation around their teaching identities. The author used principal component analysis and confirmatory factor analysis to identify twelve transformative constructs across three sub-themes: relational, experiential, and professional inputs. The author then labelled each construct based on its respective component parts. One-way analysis of variance (ANOVA) tests were then conducted using SPSS.\u0000Main Results – Statistically significant differences were found between experienced and inexperienced instructional librarians. Participants with more instructional experience tend to believe their teaching identities are influenced to a greater extent by these factors:\u0000\u0000Interpersonal relationships\u0000Feedback from colleagues outside of librarianship\u0000Self-directed learning opportunities\u0000\u0000Participants with less instructional experience tend to believe their teaching identities are influenced to a greater extent by these factors:\u0000\u0000Feedback from those within librarianship\u0000Library-centric inputs such as their formal library studies\u0000\u0000Conclusion – Different types of professional development opportunities will appeal to different librarians based on their level of instructional experience. Less experienced librarian instructors may find mentoring and informal collegial relationships within the library to be beneficial. More experienced librarian instructors may prefer to seek out relationships with colleagues outside the library to further develop their teaching identities.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49035301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Syntheses Synthesized: A Look Back at Grant and Booth's Review Typology","authors":"C. Price","doi":"10.18438/eblip30093","DOIUrl":"https://doi.org/10.18438/eblip30093","url":null,"abstract":"A Review of:\u0000Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information and Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x\u0000 Abstract\u0000Objective – The article, published in 2009, aims to provide a descriptive analysis of common review types to dispel confusion and misapplication of terminology.\u0000Design – An examination of terminology and methods applied in published literature reviews.\u0000Methods – Grant and Booth preliminarily performed a scoping search and drew on their own experiences in health and health information theory and practice. Using literature reviews from the Health Information and Libraries Journal review feature and reviews identified in a previously published evaluation of methods in systematic reviews and meta-analyses (Ankem, 2008), Grant and Booth examined characteristics of literature reviews. They subsequently identified variations in literature review methodologies and correlating vocabulary. After arriving at the conclusion that probing the review titles and descriptions—or alternatively, examining review workflow and timeframe processes—were not accurate for classifying review types, the authors chose to apply an analytical framework called Search, AppraisaL, Synthesis, and Analysis (SALSA). By examining the scope of the search, the method of appraisal, and the nature and characteristics of the synthesis and analysis, SALSA helped the authors describe and characterize the \"review processes as embodied in the description of the methodology\" (Grant & Booth, 2009, p. 104). By employing an objective technique to categorize literature review types, the authors generated a descriptive typology.\u0000Main Results – The authors provided a descriptive typology for 14 different literature reviews: critical review, literature review, mapping review/systematic map, meta-analysis, mixed studies review/mixed methods review, overview review, qualitative systematic review/qualitative evidence synthesis, rapid review, scoping review, state-of-the-art review, systematic review, systematic search and review, systematized review, and umbrella review. With the application of the SALSA framework, the literature review types were defined and narratively described and summarized, along with perceived strengths, weaknesses, and a previously published example provided for comparison. Two tables supplied a quick reference for comparing literature review types and examining selected reviews. A breakdown of review types was followed by a discussion of using and developing reviews in the library and health information science domain.\u0000Conclusion – Inconsistency in nomenclature and methods across literature reviews perpetuates significant confusion among those involved in authoring or deciphering literature reviews. Grant and Booth noted the lack of an internationally agreed-upon set of review types, the formulation of which would set a precedent for ","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45199612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Librarian Expertise is Under-Utilized by Students and Faculty in Online Courses","authors":"K. MacKenzie","doi":"10.18438/eblip30114","DOIUrl":"https://doi.org/10.18438/eblip30114","url":null,"abstract":"A Review of:\u0000Steele, J.E. (2021). The role of the academic librarian in online courses: A case study. Journal of Academic Librarianship, 47(5), 102384. https://doi.org/10.1016/j.acalib.2021.102384\u0000Abstract\u0000Objective – To examine the role of academic librarians in online courses in a university setting.\u0000Design – Survey questionnaire.\u0000Setting – A multi-campus university in the southern United States.\u0000Subjects – Students, faculty, and librarians who had taken, taught, or assisted in fully online courses.\u0000Methods – Email addresses for potential survey participants were provided by the university office of institutional research. The researchers tailored survey questions weto specific subject groups. The surveys took roughly 15 minutes to complete and were open for 1 week following the original email. Surveys included 12 – 16 questions, depending on the version, and included questions relating to the use of librarians in online courses, the type of assistance they provided, and how assistance was provided (e.g., in person, email, live chat). Question types included yes/no, check-all-that-apply, and open-ended-answer.\u0000Main Results – Of the student responders, 23.24% reported asking a librarian for help with research or an assignment. This help included finding resources (34.48%), database searching (28.57%), and searching the library catalog (20.69%). Help was given over email (28.03%), live chat (31.82%), and in person (17.42%), which was reported to be most helpful by several students. Only 10.61% reported using video-conferencing software such as Zoom.\u0000Only 5.88% of faculty reported including a librarian for synchronous instruction in online courses, while 19.12% made use of asynchronous tutorials created by a librarian. The majority of respondents (93.1%) had not worked with an embedded librarian in their courses, and many reported not knowing that it was an option. Instead, faculty perceived librarians to be an outside resource.\u0000Both faculty members and students reported a desire for more video tutorials from librarians. Several faculty mentioned wanting a library module that could serve as an introduction to the library, library resources, and basic instruction topics such as citation styles.\u0000Conclusion – While some students and faculty have worked with librarians in online courses and welcomed their involvement, there is room for improvement in library outreach, including how the library communicates with and supports this growing population.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45042114","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Charting the Future of the Ginans: Needs and Expectations of the Ismaili Youth in the Western Diaspora","authors":"K. Tharani","doi":"10.18438/eblip30055","DOIUrl":"https://doi.org/10.18438/eblip30055","url":null,"abstract":"Objective – The heritage of ginans of the Nizari Ismaili community comprises hymn-like poems in various Indic dialects that were transmitted orally. Despite originating in the Indian subcontinent, the ginans continue to be cherished by the community in the Western diaspora. As part of a study at the University of Saskatchewan, an online survey of the Ismaili community was conducted in 2020 to gather sentiments toward the ginans in the Western diaspora. This article presents the results of the survey to explore the future of the ginans from the perspective of the English-speaking Ismaili community members.\u0000Methods – An online survey was developed to solicit the needs of the global Ismaili community using convenience sampling. The survey attracted 515 participants from over 20 countries around the world. The English-speaking members of the Ismaili community between 18 to 44 years of age living in Western countries were designated as the target group for this study. The survey responses of the target group (n = 71) were then benchmarked against all other respondents categorized as the general group (n = 444).\u0000Results – Overall, 85% of the respondents of the survey were from the diaspora and 15% were from the countries of South Asia including India, Pakistan, and Bangladesh. The survey found that 97% of the target group respondents preferred English materials for learning and understanding the ginans compared to 91% in the general group. Having access to online ginan materials was expressed as a dire need by respondents in the two groups. The survey also revealed that over 90% of the respondents preferred to access private and external ginan websites rather than the official community institutional websites. In addition, the survey validated the unified expectations of the community to see ginans become an educational and scholarly priority of its institutions.\u0000Conclusion – Based on the survey results, it can be concluded that the respondents in the target group are educated citizens of English-speaking countries and regard the heritage of ginans to be an important part of their lives. They value the emotive and performative aspects of the tradition that help them express their devotion and solidarity to the Ismaili faith and community. They remain highly concerned about the future of the ginans and fear that the teachings of the ginans may be lost due to lack of attention and action by the community institutions. The development and dissemination of curriculum-based educational programs and resources for the ginans emerged as the most urgent and unmet expectation among the survey respondents. The article also identifies actions that the community institutions can take to ensure continued transmission and preservation of the ginans in the Western diaspora.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48955894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Rubrics May Be a Useful Tool for Assessing MLIS Student Learning Experiences","authors":"J. Koos","doi":"10.18438/eblip30109","DOIUrl":"https://doi.org/10.18438/eblip30109","url":null,"abstract":"A Review of:\u0000Adkins, D., Buchanan, S. A., Bossaller, J. S., Brendler, B. M., Alston, J. K., & Moulaison Sandy, H. (2021). Assessing experiential learning to promote students’ diversity engagement. Journal of Education for Library and Information Science, 62(2), 201–219. https://doi.org/10.3138/jelis.2019-0061\u0000Abstract\u0000Objective – To develop a rubric to assess diversity awareness and professional socialization through in-person or online experiential learning for online MLIS students.\u0000Design – Exploratory case study.\u0000Setting – School of Information Science & Learning Technologies, University of Missouri.\u0000Subjects – Six experiential learning projects designed to promote diversity and professional socialization for online MLIS students.\u0000Methods – The authors developed a rubric in order to evaluate the characteristics of several experiential learning projects. The major themes that were measured in the rubric were identified through a comprehensive literature search, and these included Professional Socialization, Service Orientation, Values Orientation, and Diversity & Inclusion. The authors also added three original accessibility factors that they considered relevant from a practical approach: time, money, and geographic mobility.\u0000Main Results – The rubric was successfully applied to several ongoing experiential learning projects, as well as to a new project. The authors concluded that it provided a useful framework for assessing the accessibility and estimated value of these experiences.\u0000Conclusion – The rubric seems to be a useful start to assessing experiential learning. However, more research is needed to ensure that it is actually measuring the domains that it is intended to measure. This study only focused on whether the rubric could be applied, whereas future studies should assess its accuracy. The rubric may be useful for curriculum evaluation and planning, accreditation, tenure/promotion, and instructor self-assessment.","PeriodicalId":45227,"journal":{"name":"Evidence Based Library and Information Practice","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49387476","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}