{"id":314,"date":"2021-07-27T15:03:11","date_gmt":"2021-07-27T15:03:11","guid":{"rendered":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/?post_type=chapter&p=314"},"modified":"2021-08-09T16:17:19","modified_gmt":"2021-08-09T16:17:19","slug":"8-2-1-reliability-of-virtual-communication-synthesis","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/chapter\/8-2-1-reliability-of-virtual-communication-synthesis\/","title":{"rendered":"8.2.1 Reliability of virtual communication (synthesis)"},"content":{"raw":"

English 102, February 2021<\/h3>\r\nThe last time the world had seen a pandemic was in 1918\u00a0when the influenza outbreak took place.\u00a0Citizens in every country\u00a0had\u00a0the possibility\u00a0of being infected with the disease, and\u00a0those who\u00a0were\u00a0added\u00a0to the\u00a050 million casualties\u00a0around the world.\u00a0Scientists and researchers in the early 20th\u00a0century took the same route as scientists today\u00a0to\u00a0find a cure for COVID-19.\u00a0Rewriting the code of the virus while also finding what parts of the body the virus affects overall.\u00a0Upcoming young adults and children today are unfazed with the current health of society because they are so used to\u00a0the\u00a0unrealistic\u00a0situations\u00a0seen\u00a0through the internet.\u00a0Their comfortability with the virtual world also forces them to be addicted to the connections they hold between their fingertips\u00a0rather than face to face. Now that COVID-19 has restricted\u00a0academic institutions from having\u00a0in-person\u00a0classes, this creates a dilemma with how students will use their time on the internet.\u00a0On a\u00a0day-to-day\u00a0basis, COVID-19 has\u00a0continued to\u00a0dismantle the required human connection that students and teachers need\u00a0to\u00a0keep the school system from failing.\r\n\r\nThere used to be two types of schooling in the past, homeschool and public\/private schools that parents sent their children off to. In homeschool, students\u00a0could watch lectures and take tests at home on a device or from their parents who were qualified teachers. For public\/private schools, students can move from class to class while also having\u00a0the ability to make friends who\u00a0have\u00a0similar\u00a0interests.\u00a0These two separate\u00a0environments\u00a0allowed\u00a0students to gain\u00a0different discourses\u00a0from their experiences.\u00a0As seen from Gee\u2019s\u00a0\u201cWhat is Literacy,\u201d\u00a0secondary discourses\u00a0are described to\u00a0come from\u00a0gaining experience\u00a0for a type of communication outside of an individual\u2019s\u00a0home\u00a0(22).\u00a0It would then be reasonable to say that homeschooled vs public\/private\u00a0school\u00a0students\u00a0will have\u00a0different\u00a0discourses because of their surroundings.\u00a0It can also be reasonable to say that COVID-19 has made it\u00a0so that students are now mostly learning as homeschooled students because of call for quarantine by the\u00a0CDC (Centers for Disease Control and Prevention).\u00a0The primary discourse\u00a0identifies\u00a0the home environment\u00a0persona\u00a0which can explain why Gee differentiates it with secondary discourses\u00a0(19).\u00a0Mostly before COVID-19,\u00a0only\u00a0homeschooled students were accustomed to\u00a0configuring their primary discourse from their experiences with their parents and homeschooling activities.\u00a0Now students today are\u00a0supposed to be in the same position as if they were homeschooled students.\u00a0This\u00a0difference in obtaining secondary discourses\u00a0is much more difficult than in the past\u00a0because\u00a0young adults\u00a0are stagnant when\u00a0transitioning\u00a0between environments to gain new experiences.\r\n\r\nIn a classroom environment, students have many opportunities that allow them to seek help\u00a0with\u00a0their studies but also as a space to just learn.\u00a0When the students are out of school, they are recommended to use their time to study and do homework. With COVID-19, students are now being\u00a0told to go\u00a0to\u00a0school\u00a0in one location rather than two.\u00a0An article from Megan\u00a0Kuhfeld\u00a0called \u201cProjecting the Potential Impact of COVID-19 School Closures on Academic Achievement,\u201d\u00a0was conducted\u00a0to\u00a0see the effectiveness of transitioning to online schooling during the pandemic. The results showed that students will\u00a0gain\u00a0about a third to\u00a0a\u00a0half of what they would usually learn within a face-to-face classroom\u00a0(1).\u00a0Another problem that the study\u00a0found was how families were able to deal with the transition to online schooling.\u00a0A poll was revealed in the article by\u00a0the Education\u00a0Trust that half\u00a0of low-income families and colored families did not have the technology\u00a0to\u00a0support their children for their online classes\u00a0(8).\u00a0This explains why the\u00a0statistics\u00a0of\u00a0students\u00a0who\u00a0learn a\u00a0third from\u00a0schooling\u00a0are\u00a0not changing.\u00a0Since there has been news of a vaccine coming to districts and counties, teachers and students can expect to see a change in the statistics on\u00a0whether\u00a0they can regain the lost ground\u00a0since the beginning of the pandemic.\r\n\r\nAnother study\u00a0from Erick\u00a0Baloran\u00a0called\u00a0\u201cKnowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic,\u201d\u00a0was more so surrounded around the knowledge and precautions\u00a0college\u00a0students took with COVID-19 and their mental states since the lockdown. With this\u00a0experiment, students were asked questions on\u00a0whether\u00a0they\u00a0knew\u00a0what the virus was and how they should stay safe on campus\u00a0(4). Most students were able to\u00a0answer the\u00a0questions\u00a0correctly, however\u00a0the percentage\u00a0of\u00a0how students felt during the lockdown was shockingly high.\u00a0Erick continued to find that about half of the students\u00a0felt anxiety and felt that it was best to stay in their dorms in order to keep themselves and everyone else\u00a0safe\u00a0(5).\u00a0They were also asked\u00a0about\u00a0how felt on the government\u2019s\u00a0actions felt\u00a0towards fending off the virus and most were satisfied with their decisions. The students were also\u00a0understood the campus\u2019 decision to mix online with face-to-face classes as they wanted everyone to be safe.\u00a0This was\u00a0the same instance in the first article that had the same issue of keeping students stuck in one location doing their schoolwork.\u00a0This instance will cause the same outcome of college students only developing their primary discourse.\r\n\r\nOn the other hand, the students\u00a0were\u00a0not at home so it could mean that they are developing their secondary discourse.\u00a0In this study, students were\u00a0developing\u00a0their secondary discourses because of their daily lives having to switch between online classes in their dorm and\u00a0then\u00a0moving\u00a0to their face-to-face classes on campus.\u00a0Since the lockdown,\u00a0few\u00a0individuals have been able to work on both primary and secondary discourses. If high school students are only using their primary discourse, then that would mean their secondary discourse would fade over time.\u00a0Eventually\u00a0leading\u00a0to,\u00a0for example, high school students not being able\u00a0to\u00a0talk to others in public or in online classes. If college students were only using their secondary discourses, then\u00a0from Gee\u2019s research\u00a0that would mean they would\u00a0not communicate\u00a0with their family language.\u00a0This trade-off that COVID-19 has had\u00a0in\u00a0communication between primary and secondary situations has caused students and teachers to lose and gain\u00a0overall.\r\n\r\nA final article was found that more deeply emphasized how much families are affected by the pandemic.\u00a0There was a search\u00a0by Wim Van Lancker in\u00a0\u201cCOVID-19, school closures, and child poverty: a social crisis in the making,\u201d\u00a0found that\u00a090%\u00a0of students with an education were affected negatively\u00a0(1).\u00a0It was also put into question whether the closure of schools was the best idea, and it was because the only way for a virus to transfer is for contact between individuals. If there are schools closing, then that would mean there is no contact between students and teachers.\u00a0Lancker\u00a0continues to address hungry and poor children as they need food and a home\u00a0in order to\u00a0learn efficiently\u00a0(2).\u00a0For younger students\u00a0from, \u201clower and higher socioeconomic backgrounds,\u201d\u00a0Wim also found that there was a gap between their\u00a0Math and English skills\u00a0(2).\u00a0With there already being learning curves between students, school closures will also contribute as they distance students from low-income families from continuing their studies efficiently.\u00a0The article described homes having no heat, no working spaces, or having access to the internet showed that upcoming students will not be able to survive a semester\u00a0due to the lack of there academic needs (2).\u00a0This article\u00a0is\u00a0related to\u00a0Megan\u00a0Kuhfeld\u2019s\u00a0research\u00a0because of how students are still being seen struggling around the world with meeting the needs to do well in school. Now that there is no classroom, nor is there a chance of having several students,\u00a0what is to happen to the school system if this\u00a0continues. This was not answered in any of the three articles; however, it is clear to see that\u00a0the academic system\u00a0relies on how the schools will conform to the needs of students rather than vice versa.\r\n\r\nWith\u00a0Erick\u00a0Baloran\u00a0showing\u00a0through his questioning of college students that they are still able to continue their studies during these difficult times,\u00a0Gee\u2019s distinction between primary and secondary discourse is represented by those students.\u00a0However, communication has become more difficult as peers are forced to rely on the use of technology in order to ask for help.\u00a0Now that quarantine is being reinforced around the academic institutes, this restricts students from gaining\u00a0additional\u00a0secondary discourses\u00a0which would mean that their identity kits will only come from their parents and online schooling.\u00a0This was\u00a0also seen in\u00a0Kuhfeld\u2019s\u00a0research\u00a0as it\u00a0showed\u00a0peers and teachers lacking\u00a0the ability to communicate with each other effectively. This was\u00a0an\u00a0issue because\u00a0child poverty and hunger played\u00a0an important role in students being able to\u00a0sufficiently learn\u00a0in school.\u00a0Boards of Education around the world\u00a0are having a tough time trying to understand why their students do not communicate in or out of class.\u00a0However,\u00a0if\u00a0students\u00a0choosing to restrict themselves to their own confinement, this\u00a0enables more of a chance that they will not gain a secondary discourse until quarantine is over. There is a possibility of students obtaining a secondary discourse over the internet, however even with it being an experience with a virtual world it is only artificial.\u00a0Meaning that if students fully rely on the internet\u00a0to learn and speak, then they would speak in public because there is no\u00a0computer\u00a0screen or camera that they\u00a0must\u00a0talk\u00a0in\u00a0to.\u00a0Overall, students will not be able to gain a secondary discourse, so until the pandemic is over, students and teachers will have to fully rely on technology in order to mimic the true face to face connection between individuals.\r\n\r\n \r\n\r\n \r\n\r\nWorks Cited<\/strong>\r\n\r\nBaloran, Erick T. \u201cKnowledge, Attitudes, Anxiety, and Coping Strategies of Students during\u00a0 COVID-19 pandemic\u201d\u00a0International Perspectives on Stress & Coping\u00a0<\/em>(2020): 635-642.\u00a0 Accessed February 22, 2021.\r\n\r\nGee,\u00a0James Paul. \"What is literacy.\"\u00a0Negotiating academic literacies: Teaching and learning\u00a0<\/em> across languages and cultures<\/em>\u00a0(1998): 18-25.\u00a0Accessed February\u00a09, 2021.\r\n\r\nKuhfeld, Megan. \u201cProjecting the Potential Impact of COVID-19 School Closures on Academic\u00a0 Achievement.\u201d (2020):\u00a0549-565. Accessed February 22, 2021.\r\n\r\nLancker, Wim Van. \u201cCOVID-19, school closures, and child poverty: a social crisis in the\u00a0 making\u201d (2020):\u00a0243-244. Accessed February 22, 2021.","rendered":"

English 102, February 2021<\/h3>\n

The last time the world had seen a pandemic was in 1918\u00a0when the influenza outbreak took place.\u00a0Citizens in every country\u00a0had\u00a0the possibility\u00a0of being infected with the disease, and\u00a0those who\u00a0were\u00a0added\u00a0to the\u00a050 million casualties\u00a0around the world.\u00a0Scientists and researchers in the early 20th\u00a0century took the same route as scientists today\u00a0to\u00a0find a cure for COVID-19.\u00a0Rewriting the code of the virus while also finding what parts of the body the virus affects overall.\u00a0Upcoming young adults and children today are unfazed with the current health of society because they are so used to\u00a0the\u00a0unrealistic\u00a0situations\u00a0seen\u00a0through the internet.\u00a0Their comfortability with the virtual world also forces them to be addicted to the connections they hold between their fingertips\u00a0rather than face to face. Now that COVID-19 has restricted\u00a0academic institutions from having\u00a0in-person\u00a0classes, this creates a dilemma with how students will use their time on the internet.\u00a0On a\u00a0day-to-day\u00a0basis, COVID-19 has\u00a0continued to\u00a0dismantle the required human connection that students and teachers need\u00a0to\u00a0keep the school system from failing.<\/p>\n

There used to be two types of schooling in the past, homeschool and public\/private schools that parents sent their children off to. In homeschool, students\u00a0could watch lectures and take tests at home on a device or from their parents who were qualified teachers. For public\/private schools, students can move from class to class while also having\u00a0the ability to make friends who\u00a0have\u00a0similar\u00a0interests.\u00a0These two separate\u00a0environments\u00a0allowed\u00a0students to gain\u00a0different discourses\u00a0from their experiences.\u00a0As seen from Gee\u2019s\u00a0\u201cWhat is Literacy,\u201d\u00a0secondary discourses\u00a0are described to\u00a0come from\u00a0gaining experience\u00a0for a type of communication outside of an individual\u2019s\u00a0home\u00a0(22).\u00a0It would then be reasonable to say that homeschooled vs public\/private\u00a0school\u00a0students\u00a0will have\u00a0different\u00a0discourses because of their surroundings.\u00a0It can also be reasonable to say that COVID-19 has made it\u00a0so that students are now mostly learning as homeschooled students because of call for quarantine by the\u00a0CDC (Centers for Disease Control and Prevention).\u00a0The primary discourse\u00a0identifies\u00a0the home environment\u00a0persona\u00a0which can explain why Gee differentiates it with secondary discourses\u00a0(19).\u00a0Mostly before COVID-19,\u00a0only\u00a0homeschooled students were accustomed to\u00a0configuring their primary discourse from their experiences with their parents and homeschooling activities.\u00a0Now students today are\u00a0supposed to be in the same position as if they were homeschooled students.\u00a0This\u00a0difference in obtaining secondary discourses\u00a0is much more difficult than in the past\u00a0because\u00a0young adults\u00a0are stagnant when\u00a0transitioning\u00a0between environments to gain new experiences.<\/p>\n

In a classroom environment, students have many opportunities that allow them to seek help\u00a0with\u00a0their studies but also as a space to just learn.\u00a0When the students are out of school, they are recommended to use their time to study and do homework. With COVID-19, students are now being\u00a0told to go\u00a0to\u00a0school\u00a0in one location rather than two.\u00a0An article from Megan\u00a0Kuhfeld\u00a0called \u201cProjecting the Potential Impact of COVID-19 School Closures on Academic Achievement,\u201d\u00a0was conducted\u00a0to\u00a0see the effectiveness of transitioning to online schooling during the pandemic. The results showed that students will\u00a0gain\u00a0about a third to\u00a0a\u00a0half of what they would usually learn within a face-to-face classroom\u00a0(1).\u00a0Another problem that the study\u00a0found was how families were able to deal with the transition to online schooling.\u00a0A poll was revealed in the article by\u00a0the Education\u00a0Trust that half\u00a0of low-income families and colored families did not have the technology\u00a0to\u00a0support their children for their online classes\u00a0(8).\u00a0This explains why the\u00a0statistics\u00a0of\u00a0students\u00a0who\u00a0learn a\u00a0third from\u00a0schooling\u00a0are\u00a0not changing.\u00a0Since there has been news of a vaccine coming to districts and counties, teachers and students can expect to see a change in the statistics on\u00a0whether\u00a0they can regain the lost ground\u00a0since the beginning of the pandemic.<\/p>\n

Another study\u00a0from Erick\u00a0Baloran\u00a0called\u00a0\u201cKnowledge, Attitudes, Anxiety, and Coping Strategies of Students during COVID-19 Pandemic,\u201d\u00a0was more so surrounded around the knowledge and precautions\u00a0college\u00a0students took with COVID-19 and their mental states since the lockdown. With this\u00a0experiment, students were asked questions on\u00a0whether\u00a0they\u00a0knew\u00a0what the virus was and how they should stay safe on campus\u00a0(4). Most students were able to\u00a0answer the\u00a0questions\u00a0correctly, however\u00a0the percentage\u00a0of\u00a0how students felt during the lockdown was shockingly high.\u00a0Erick continued to find that about half of the students\u00a0felt anxiety and felt that it was best to stay in their dorms in order to keep themselves and everyone else\u00a0safe\u00a0(5).\u00a0They were also asked\u00a0about\u00a0how felt on the government\u2019s\u00a0actions felt\u00a0towards fending off the virus and most were satisfied with their decisions. The students were also\u00a0understood the campus\u2019 decision to mix online with face-to-face classes as they wanted everyone to be safe.\u00a0This was\u00a0the same instance in the first article that had the same issue of keeping students stuck in one location doing their schoolwork.\u00a0This instance will cause the same outcome of college students only developing their primary discourse.<\/p>\n

On the other hand, the students\u00a0were\u00a0not at home so it could mean that they are developing their secondary discourse.\u00a0In this study, students were\u00a0developing\u00a0their secondary discourses because of their daily lives having to switch between online classes in their dorm and\u00a0then\u00a0moving\u00a0to their face-to-face classes on campus.\u00a0Since the lockdown,\u00a0few\u00a0individuals have been able to work on both primary and secondary discourses. If high school students are only using their primary discourse, then that would mean their secondary discourse would fade over time.\u00a0Eventually\u00a0leading\u00a0to,\u00a0for example, high school students not being able\u00a0to\u00a0talk to others in public or in online classes. If college students were only using their secondary discourses, then\u00a0from Gee\u2019s research\u00a0that would mean they would\u00a0not communicate\u00a0with their family language.\u00a0This trade-off that COVID-19 has had\u00a0in\u00a0communication between primary and secondary situations has caused students and teachers to lose and gain\u00a0overall.<\/p>\n

A final article was found that more deeply emphasized how much families are affected by the pandemic.\u00a0There was a search\u00a0by Wim Van Lancker in\u00a0\u201cCOVID-19, school closures, and child poverty: a social crisis in the making,\u201d\u00a0found that\u00a090%\u00a0of students with an education were affected negatively\u00a0(1).\u00a0It was also put into question whether the closure of schools was the best idea, and it was because the only way for a virus to transfer is for contact between individuals. If there are schools closing, then that would mean there is no contact between students and teachers.\u00a0Lancker\u00a0continues to address hungry and poor children as they need food and a home\u00a0in order to\u00a0learn efficiently\u00a0(2).\u00a0For younger students\u00a0from, \u201clower and higher socioeconomic backgrounds,\u201d\u00a0Wim also found that there was a gap between their\u00a0Math and English skills\u00a0(2).\u00a0With there already being learning curves between students, school closures will also contribute as they distance students from low-income families from continuing their studies efficiently.\u00a0The article described homes having no heat, no working spaces, or having access to the internet showed that upcoming students will not be able to survive a semester\u00a0due to the lack of there academic needs (2).\u00a0This article\u00a0is\u00a0related to\u00a0Megan\u00a0Kuhfeld\u2019s\u00a0research\u00a0because of how students are still being seen struggling around the world with meeting the needs to do well in school. Now that there is no classroom, nor is there a chance of having several students,\u00a0what is to happen to the school system if this\u00a0continues. This was not answered in any of the three articles; however, it is clear to see that\u00a0the academic system\u00a0relies on how the schools will conform to the needs of students rather than vice versa.<\/p>\n

With\u00a0Erick\u00a0Baloran\u00a0showing\u00a0through his questioning of college students that they are still able to continue their studies during these difficult times,\u00a0Gee\u2019s distinction between primary and secondary discourse is represented by those students.\u00a0However, communication has become more difficult as peers are forced to rely on the use of technology in order to ask for help.\u00a0Now that quarantine is being reinforced around the academic institutes, this restricts students from gaining\u00a0additional\u00a0secondary discourses\u00a0which would mean that their identity kits will only come from their parents and online schooling.\u00a0This was\u00a0also seen in\u00a0Kuhfeld\u2019s\u00a0research\u00a0as it\u00a0showed\u00a0peers and teachers lacking\u00a0the ability to communicate with each other effectively. This was\u00a0an\u00a0issue because\u00a0child poverty and hunger played\u00a0an important role in students being able to\u00a0sufficiently learn\u00a0in school.\u00a0Boards of Education around the world\u00a0are having a tough time trying to understand why their students do not communicate in or out of class.\u00a0However,\u00a0if\u00a0students\u00a0choosing to restrict themselves to their own confinement, this\u00a0enables more of a chance that they will not gain a secondary discourse until quarantine is over. There is a possibility of students obtaining a secondary discourse over the internet, however even with it being an experience with a virtual world it is only artificial.\u00a0Meaning that if students fully rely on the internet\u00a0to learn and speak, then they would speak in public because there is no\u00a0computer\u00a0screen or camera that they\u00a0must\u00a0talk\u00a0in\u00a0to.\u00a0Overall, students will not be able to gain a secondary discourse, so until the pandemic is over, students and teachers will have to fully rely on technology in order to mimic the true face to face connection between individuals.<\/p>\n

 <\/p>\n

 <\/p>\n

Works Cited<\/strong><\/p>\n

Baloran, Erick T. \u201cKnowledge, Attitudes, Anxiety, and Coping Strategies of Students during\u00a0 COVID-19 pandemic\u201d\u00a0International Perspectives on Stress & Coping\u00a0<\/em>(2020): 635-642.\u00a0 Accessed February 22, 2021.<\/p>\n

Gee,\u00a0James Paul. “What is literacy.”\u00a0Negotiating academic literacies: Teaching and learning\u00a0<\/em> across languages and cultures<\/em>\u00a0(1998): 18-25.\u00a0Accessed February\u00a09, 2021.<\/p>\n

Kuhfeld, Megan. \u201cProjecting the Potential Impact of COVID-19 School Closures on Academic\u00a0 Achievement.\u201d (2020):\u00a0549-565. Accessed February 22, 2021.<\/p>\n

Lancker, Wim Van. \u201cCOVID-19, school closures, and child poverty: a social crisis in the\u00a0 making\u201d (2020):\u00a0243-244. Accessed February 22, 2021.<\/p>\n","protected":false},"author":253,"menu_order":1,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["max"],"pb_section_license":""},"chapter-type":[],"contributor":[77],"license":[],"class_list":["post-314","chapter","type-chapter","status-publish","hentry","contributor-max"],"part":310,"_links":{"self":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/314","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":2,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/314\/revisions"}],"predecessor-version":[{"id":586,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/314\/revisions\/586"}],"part":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/parts\/310"}],"metadata":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/pressbooks\/v2\/chapters\/314\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/media?parent=314"}],"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=314"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/contributor?post=314"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.ulib.csuohio.edu\/understanding-literacy-in-our-lives\/wp-json\/wp\/v2\/license?post=314"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}