{"id":207,"date":"2021-07-23T21:41:44","date_gmt":"2021-07-23T21:41:44","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=207"},"modified":"2021-07-23T21:41:45","modified_gmt":"2021-07-23T21:41:45","slug":"6-5-2-how-video-games-affect-literacy-synthesis","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/6-5-2-how-video-games-affect-literacy-synthesis\/","title":{"rendered":"6.5.2 How video games affect literacy (synthesis)"},"content":{"raw":"

February 2021<\/h3>\r\nIn the world of literacy there are many common everyday activities that can be used to\u00a0get closer to literacy without even realizing it.\u00a0Most things people do within the day may improve or at least relate to literacy without them even realizing it.\u00a0Video\u00a0games,\u00a0for\u00a0example,\u00a0can\u00a0improve a\u00a0person's\u00a0literacy each time they play it without even knowing.\u00a0Whether\u00a0it's\u00a0through\u00a0communication\u00a0between players or improvement of reading and writing\u00a0skills,\u00a0video games are much better at improving literacy than advertised.\u00a0I chose this topic for this essay because video games are\u00a0a hobby of mine and I believe they\u00a0are\u00a0very good\u00a0at increasing a person's skill in literacy than most would assume.\r\n\r\nThe way video game players communicate\u00a0with each other\u00a0is\u00a0a very specific\u00a0variation\u00a0of standard speech. Rather than communicating through long, full, detailed\u00a0sentences,\u00a0they\u00a0instead most of the\u00a0time\u00a0speak in short bursts of specific details about what\u00a0they\u2019re\u00a0trying to tell each other. In James Gee\u2019s\u00a0\u201cWhat is\u00a0Literacy\u201d,\u00a0this is what would be known as an identity kit for the community of video game players.\u00a0An identity kit\u00a0is\u00a0basically a\u00a0set of instructions for how\u00a0the members within one community act and interact with each other (18).\u00a0With this kit of\u00a0instructions\u00a0players have found a new and more specialized way of communicating that is more efficient for them.\u00a0When communicating in a more streamlined way like this, players cut out unnecessary details\u00a0and only say what they need to. This concept works for the reading and writing aspect of literacy as well. When reading and writing within\u00a0a game or community of video game players it is more efficient to use a shortened and simplified form of it. Skimming texts and writing with\u00a0abbreviations\u00a0are a few\u00a0examples of this.\u00a0In his article Gee discusses what he refers to as discourses which\u00a0are the groups of people who use\u00a0the identity\u00a0kits for their specific needs (Gee). In this case the\u00a0discourse of video game players\u00a0uses\u00a0an identity kit of efficient communication and simplified reading and writing to help them do better in their games.\r\n\r\nIn \u201cVideo Game Literacy Exploring new\u00a0paradigms and new educational activities\u201d by\u00a0Damiano\u00a0Falini it is further proven that video\u00a0games have an effect of literacy.\u00a0Playing video games usually subconsciously leads to the player improving their literacy skills whether they know it or\u00a0not.\u00a0Media analysis of video games causes the viewer to\u00a0acquire\u00a0more literacy skills such as language and technology (Falini\u00a04).\u00a0This acquisition of skill may not be as extreme as learning\u00a0a language\u00a0in school or from reading texts specifically designed for\u00a0education,\u00a0but it still\u00a0has an effect on\u00a0the players that can\u00a0benefit\u00a0them and their literary abilities.\u00a0Many see this type of learning as negligible and a waste of time but learning in a way that is also enjoyable can often be much more efficient than traditional education.\u00a0Throughout this article Falini cites several other articles including one that was also written by James Gee to support his argument about video games.\u00a0Falini also\u00a0references\u00a0an\u00a0Italian study that was still in progress at the time of writing that was\u00a0meant to\u00a0determine what\u00a0effect\u00a0a media education course about video games would have on students (Falini 4-5). With the finalized results of this\u00a0study,\u00a0it is possible Falini would have had even more\u00a0support for his\u00a0argument,\u00a0but\u00a0it seems he\u00a0has high hopes\u00a0for the results of this research.\u00a0Falini then dedicates a section of\u00a0the article to detail how he believes young students who wish to be educated in video game design should\u00a0work step by step. In order the steps are introduction, then on to paper designs, followed by\u00a0full production and concluded with testing (Falini 7-9).\u00a0To conclude the article, Falini discusses a similar study to the\u00a0previous\u00a0one where students were surveyed about how well they\u00a0like\u00a0the video education course.\u00a0The study concluded that for these students the course had proven the importance of collaboration and teamwork skills and that the students\u00a0had learned something and done well on the tests attached to the video education course (Falini 11).\u00a0Overall, it is\u00a0apparent\u00a0these video game development courses had a positive\u00a0effect\u00a0on the students\u00a0involved.\r\n\r\nSimilar\u00a0affects are analyzed in \u201cThe Game of Reading and Writing: How Video Games Reframe Our Understanding of Literacy\u201d by John Alberti.\u00a0\u00a0The correlation between video games and literacy is often not clear but it has always been there. Video games have always challenged players to\u00a0broaden\u00a0their view on reading and writing\u00a0through new literary practices and\u00a0firsthand\u00a0experiences within the games (Alberti 260).\u00a0Interaction with a virtual world is bound to cause the player to experience new things and expand their scope of understanding.\u00a0Experiencing new things through video games challenges our pre-existing\u00a0version of literacy in a way that can make the player view literacy in a new and\u00a0possibly more\u00a0beneficial way (Alberti 261).\u00a0Alberti then discusses the visual aspect of gaming and how it plays a\u00a0role\u00a0in literacy by\u00a0being a more non-static and moving way of seeing something that can be educational (Alberti 264-265). Through these and several other aspects it is clear Alberti believes that video games can have quite an\u00a0effect\u00a0on the literacy of someone's mind.\u00a0Alberti\u00a0often discusses\u00a0the aspect of motivation in education and believes the playing of video games has a similar aspect\u00a0to it when determining why people play the games in the first place.\u00a0Playing video games and reading\u00a0is\u00a0motivated by pleasure\u00a0and results in questions about why people play them, what exactly that pleasure is and where it comes from (Alberti 268).\u00a0Overall Alberti is more on the fence about the effectiveness of video games\u00a0as a whole but\u00a0still discusses how video games and literacy are tied together in multiple aspects.\r\n\r\nLiteracy within video games is even further discussed in Silviano Carrasco\u2019s \u201cMeta-Literacy in\u00a0Gameworlds\u201d.\u00a0The beginning of this article relates\u00a0somewhat to\u00a0Gee\u2019s concept of\u00a0identity kits by discussing how games interact with their players. Meta-Literacy\u00a0is someone's ability to differentiate different sections and understand their differences when playing a game (Carrasco\u00a032).\u00a0Interacting with a game world\u00a0has the ability to\u00a0bring out many aspects of the\u00a0players'\u00a0literacy abilities.\u00a0Carrasco cites another source to discuss how the motivation to become more literate in a subject such as possibly video games is the\u00a0appeal of sharing a common knowledge with everyone else which can apply to many types of media literacy\u00a0including video games\u00a0(Carrasco 33).\u00a0With this type of motivation many people would be much more likely to want to be involved in a certain group of\u00a0others\u00a0that also enjoy a piece of media which in turn would help them be more\u00a0affected by wider ranges of literacy.\u00a0Carrasco also discusses video games\u2019 connection to outside media. Video games that reference external media act as\u00a0a new perspective on another piece of work that can possibly give it extra or entirely new meaning (Carrasco 37).\u00a0The enjoyment of video games is partially dependent on the players knowledge of the world through\u00a0past experience, without previous knowledge of the game world the player is in they are possibly missing out on aspects of the game that would go unnoticed by players that are\u00a0not already well versed in the\u00a0game's\u00a0world and story (Carrasco 39). With possible faults such as this it would be very helpful to a\u00a0player's literacy within the game they are playing to seek out and learn more about what they are\u00a0experiencing,\u00a0thus improving their literacy.\u00a0Carrasco then discusses how so-called tutorials improve the\u00a0players'\u00a0ability and literacy. Often early in the game a text message will show on the screen telling the player how to do something and with few reminders after this that action will become second nature to the\u00a0player,\u00a0and they will not need the text reminder anymore but\u00a0instead\u00a0will already know what to do (Carrasco\u00a040).\u00a0The player\u2019s literacy is subconsciously improved throughout a game when they pick\u00a0up on\u00a0new tips and tricks without needing to be constantly reminded. When the player\u00a0knows what to do on their\u00a0own,\u00a0they have genuinely learned something new.\u00a0Video games are less geared toward learning through heavy reading and more geared towards learning through association with images and narratives that are\u00a0displayed\u00a0throughout the game\u00a0(Carrasco 41). The repetition of the games story and main themes throughout a game is a more effective form of\u00a0learning in a game than ordinary learning and data memorizing like learning in school.\u00a0Carrasco concludes by discussing the potential emotional value that video game stories can hold and how it further draws the player into a game and story it\u00a0is\u00a0telling.\r\n\r\nUltimately, these articles may be different in some\u00a0respects, but overall contribute to the conclusion that video games can be\u00a0closely related to the development of literacy.\u00a0Gee\u2019s description of discourses and identity kits very accurately\u00a0summarize\u00a0the community of video game players and how their shared common literacy helps them communicate effectively about their shared\u00a0interests.\u00a0The other articles also broadened my view on this\u00a0subject,\u00a0especially in the\u00a0aspect of specifically video game development rather than just video game playing. The development aspect contains even more hidden literacy than I had previously thought it could with the various\u00a0routes to becoming more educated and well versed in the subject.\u00a0Overall, after writing this essay I believe even more in the role video games play in literacy.\r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\nWorks\u00a0cited\r\n\r\nAlberti, John. \u201cThe Game of Reading and Writing: How Video Games Reframe Our Understanding of Literacy.\u201d\u00a0Computers and Composition<\/em>, vol. 25, no. 3, Jan. 2008, pp. 258\u2013269.\u00a0EBSCOhost<\/em>,\u00a0doi:10.1016\/j.compcom.2008.04.004.\r\n\r\nDamiano\u00a0Felini. \u201cVideo Game Literacy - Exploring New Paradigms and New Educational Activities.\u201d\u00a0Medienimpulse<\/em>, Dec. 2010.\u00a0EBSCOhost<\/em>, search.ebscohost.com\/login.aspx?direct=true&db=edsdoj&AN=edsdoj.8fae855c6cce45bfa699d70f385ee68e&site=eds-live&scope=site.\r\n\r\nGee, James. \u201cWhat Is Literacy?\u201d\u00a0Journal of Education<\/em>, vol. 171, no. 1, 1989.\r\n\r\nSilviano\u00a0Carrasco,\u00a0and Susana Tosca. \u201cMeta-Literacy in\u00a0Gameworlds.\u201d\u00a0An\u00e0lisi:\u00a0Quaderns\u00a0de\u00a0Comunicaci\u00f3\u00a0i\u00a0Cultura<\/em>, no. 55, Dec. 2016, pp. 31\u201347.\u00a0EBSCOhost<\/em>, doi:10.7238\/a.v0i55.2936.\r\n\r\n \r\n\r\n ","rendered":"

February 2021<\/h3>\n

In the world of literacy there are many common everyday activities that can be used to\u00a0get closer to literacy without even realizing it.\u00a0Most things people do within the day may improve or at least relate to literacy without them even realizing it.\u00a0Video\u00a0games,\u00a0for\u00a0example,\u00a0can\u00a0improve a\u00a0person’s\u00a0literacy each time they play it without even knowing.\u00a0Whether\u00a0it’s\u00a0through\u00a0communication\u00a0between players or improvement of reading and writing\u00a0skills,\u00a0video games are much better at improving literacy than advertised.\u00a0I chose this topic for this essay because video games are\u00a0a hobby of mine and I believe they\u00a0are\u00a0very good\u00a0at increasing a person’s skill in literacy than most would assume.<\/p>\n

The way video game players communicate\u00a0with each other\u00a0is\u00a0a very specific\u00a0variation\u00a0of standard speech. Rather than communicating through long, full, detailed\u00a0sentences,\u00a0they\u00a0instead most of the\u00a0time\u00a0speak in short bursts of specific details about what\u00a0they\u2019re\u00a0trying to tell each other. In James Gee\u2019s\u00a0\u201cWhat is\u00a0Literacy\u201d,\u00a0this is what would be known as an identity kit for the community of video game players.\u00a0An identity kit\u00a0is\u00a0basically a\u00a0set of instructions for how\u00a0the members within one community act and interact with each other (18).\u00a0With this kit of\u00a0instructions\u00a0players have found a new and more specialized way of communicating that is more efficient for them.\u00a0When communicating in a more streamlined way like this, players cut out unnecessary details\u00a0and only say what they need to. This concept works for the reading and writing aspect of literacy as well. When reading and writing within\u00a0a game or community of video game players it is more efficient to use a shortened and simplified form of it. Skimming texts and writing with\u00a0abbreviations\u00a0are a few\u00a0examples of this.\u00a0In his article Gee discusses what he refers to as discourses which\u00a0are the groups of people who use\u00a0the identity\u00a0kits for their specific needs (Gee). In this case the\u00a0discourse of video game players\u00a0uses\u00a0an identity kit of efficient communication and simplified reading and writing to help them do better in their games.<\/p>\n

In \u201cVideo Game Literacy Exploring new\u00a0paradigms and new educational activities\u201d by\u00a0Damiano\u00a0Falini it is further proven that video\u00a0games have an effect of literacy.\u00a0Playing video games usually subconsciously leads to the player improving their literacy skills whether they know it or\u00a0not.\u00a0Media analysis of video games causes the viewer to\u00a0acquire\u00a0more literacy skills such as language and technology (Falini\u00a04).\u00a0This acquisition of skill may not be as extreme as learning\u00a0a language\u00a0in school or from reading texts specifically designed for\u00a0education,\u00a0but it still\u00a0has an effect on\u00a0the players that can\u00a0benefit\u00a0them and their literary abilities.\u00a0Many see this type of learning as negligible and a waste of time but learning in a way that is also enjoyable can often be much more efficient than traditional education.\u00a0Throughout this article Falini cites several other articles including one that was also written by James Gee to support his argument about video games.\u00a0Falini also\u00a0references\u00a0an\u00a0Italian study that was still in progress at the time of writing that was\u00a0meant to\u00a0determine what\u00a0effect\u00a0a media education course about video games would have on students (Falini 4-5). With the finalized results of this\u00a0study,\u00a0it is possible Falini would have had even more\u00a0support for his\u00a0argument,\u00a0but\u00a0it seems he\u00a0has high hopes\u00a0for the results of this research.\u00a0Falini then dedicates a section of\u00a0the article to detail how he believes young students who wish to be educated in video game design should\u00a0work step by step. In order the steps are introduction, then on to paper designs, followed by\u00a0full production and concluded with testing (Falini 7-9).\u00a0To conclude the article, Falini discusses a similar study to the\u00a0previous\u00a0one where students were surveyed about how well they\u00a0like\u00a0the video education course.\u00a0The study concluded that for these students the course had proven the importance of collaboration and teamwork skills and that the students\u00a0had learned something and done well on the tests attached to the video education course (Falini 11).\u00a0Overall, it is\u00a0apparent\u00a0these video game development courses had a positive\u00a0effect\u00a0on the students\u00a0involved.<\/p>\n

Similar\u00a0affects are analyzed in \u201cThe Game of Reading and Writing: How Video Games Reframe Our Understanding of Literacy\u201d by John Alberti.\u00a0\u00a0The correlation between video games and literacy is often not clear but it has always been there. Video games have always challenged players to\u00a0broaden\u00a0their view on reading and writing\u00a0through new literary practices and\u00a0firsthand\u00a0experiences within the games (Alberti 260).\u00a0Interaction with a virtual world is bound to cause the player to experience new things and expand their scope of understanding.\u00a0Experiencing new things through video games challenges our pre-existing\u00a0version of literacy in a way that can make the player view literacy in a new and\u00a0possibly more\u00a0beneficial way (Alberti 261).\u00a0Alberti then discusses the visual aspect of gaming and how it plays a\u00a0role\u00a0in literacy by\u00a0being a more non-static and moving way of seeing something that can be educational (Alberti 264-265). Through these and several other aspects it is clear Alberti believes that video games can have quite an\u00a0effect\u00a0on the literacy of someone’s mind.\u00a0Alberti\u00a0often discusses\u00a0the aspect of motivation in education and believes the playing of video games has a similar aspect\u00a0to it when determining why people play the games in the first place.\u00a0Playing video games and reading\u00a0is\u00a0motivated by pleasure\u00a0and results in questions about why people play them, what exactly that pleasure is and where it comes from (Alberti 268).\u00a0Overall Alberti is more on the fence about the effectiveness of video games\u00a0as a whole but\u00a0still discusses how video games and literacy are tied together in multiple aspects.<\/p>\n

Literacy within video games is even further discussed in Silviano Carrasco\u2019s \u201cMeta-Literacy in\u00a0Gameworlds\u201d.\u00a0The beginning of this article relates\u00a0somewhat to\u00a0Gee\u2019s concept of\u00a0identity kits by discussing how games interact with their players. Meta-Literacy\u00a0is someone’s ability to differentiate different sections and understand their differences when playing a game (Carrasco\u00a032).\u00a0Interacting with a game world\u00a0has the ability to\u00a0bring out many aspects of the\u00a0players’\u00a0literacy abilities.\u00a0Carrasco cites another source to discuss how the motivation to become more literate in a subject such as possibly video games is the\u00a0appeal of sharing a common knowledge with everyone else which can apply to many types of media literacy\u00a0including video games\u00a0(Carrasco 33).\u00a0With this type of motivation many people would be much more likely to want to be involved in a certain group of\u00a0others\u00a0that also enjoy a piece of media which in turn would help them be more\u00a0affected by wider ranges of literacy.\u00a0Carrasco also discusses video games\u2019 connection to outside media. Video games that reference external media act as\u00a0a new perspective on another piece of work that can possibly give it extra or entirely new meaning (Carrasco 37).\u00a0The enjoyment of video games is partially dependent on the players knowledge of the world through\u00a0past experience, without previous knowledge of the game world the player is in they are possibly missing out on aspects of the game that would go unnoticed by players that are\u00a0not already well versed in the\u00a0game’s\u00a0world and story (Carrasco 39). With possible faults such as this it would be very helpful to a\u00a0player’s literacy within the game they are playing to seek out and learn more about what they are\u00a0experiencing,\u00a0thus improving their literacy.\u00a0Carrasco then discusses how so-called tutorials improve the\u00a0players’\u00a0ability and literacy. Often early in the game a text message will show on the screen telling the player how to do something and with few reminders after this that action will become second nature to the\u00a0player,\u00a0and they will not need the text reminder anymore but\u00a0instead\u00a0will already know what to do (Carrasco\u00a040).\u00a0The player\u2019s literacy is subconsciously improved throughout a game when they pick\u00a0up on\u00a0new tips and tricks without needing to be constantly reminded. When the player\u00a0knows what to do on their\u00a0own,\u00a0they have genuinely learned something new.\u00a0Video games are less geared toward learning through heavy reading and more geared towards learning through association with images and narratives that are\u00a0displayed\u00a0throughout the game\u00a0(Carrasco 41). The repetition of the games story and main themes throughout a game is a more effective form of\u00a0learning in a game than ordinary learning and data memorizing like learning in school.\u00a0Carrasco concludes by discussing the potential emotional value that video game stories can hold and how it further draws the player into a game and story it\u00a0is\u00a0telling.<\/p>\n

Ultimately, these articles may be different in some\u00a0respects, but overall contribute to the conclusion that video games can be\u00a0closely related to the development of literacy.\u00a0Gee\u2019s description of discourses and identity kits very accurately\u00a0summarize\u00a0the community of video game players and how their shared common literacy helps them communicate effectively about their shared\u00a0interests.\u00a0The other articles also broadened my view on this\u00a0subject,\u00a0especially in the\u00a0aspect of specifically video game development rather than just video game playing. The development aspect contains even more hidden literacy than I had previously thought it could with the various\u00a0routes to becoming more educated and well versed in the subject.\u00a0Overall, after writing this essay I believe even more in the role video games play in literacy.<\/p>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n

Works\u00a0cited<\/p>\n

Alberti, John. \u201cThe Game of Reading and Writing: How Video Games Reframe Our Understanding of Literacy.\u201d\u00a0Computers and Composition<\/em>, vol. 25, no. 3, Jan. 2008, pp. 258\u2013269.\u00a0EBSCOhost<\/em>,\u00a0doi:10.1016\/j.compcom.2008.04.004.<\/p>\n

Damiano\u00a0Felini. \u201cVideo Game Literacy – Exploring New Paradigms and New Educational Activities.\u201d\u00a0Medienimpulse<\/em>, Dec. 2010.\u00a0EBSCOhost<\/em>, search.ebscohost.com\/login.aspx?direct=true&db=edsdoj&AN=edsdoj.8fae855c6cce45bfa699d70f385ee68e&site=eds-live&scope=site.<\/p>\n

Gee, James. \u201cWhat Is Literacy?\u201d\u00a0Journal of Education<\/em>, vol. 171, no. 1, 1989.<\/p>\n

Silviano\u00a0Carrasco,\u00a0and Susana Tosca. \u201cMeta-Literacy in\u00a0Gameworlds.\u201d\u00a0An\u00e0lisi:\u00a0Quaderns\u00a0de\u00a0Comunicaci\u00f3\u00a0i\u00a0Cultura<\/em>, no. 55, Dec. 2016, pp. 31\u201347.\u00a0EBSCOhost<\/em>, doi:10.7238\/a.v0i55.2936.<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"author":253,"menu_order":16,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["anonenglish102"],"pb_section_license":""},"chapter-type":[],"contributor":[68],"license":[],"class_list":["post-207","chapter","type-chapter","status-publish","hentry","contributor-anonenglish102"],"part":158,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/207","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/users\/253"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/207\/revisions"}],"predecessor-version":[{"id":208,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/207\/revisions\/208"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/158"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/207\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=207"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapter-type?post=207"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=207"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=207"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}