{"id":12,"date":"2018-06-28T11:40:12","date_gmt":"2018-06-28T18:40:12","guid":{"rendered":"https:\/\/blogs.ubc.ca\/lled449blog\/?page_id=12"},"modified":"2018-07-19T17:50:07","modified_gmt":"2018-07-20T00:50:07","slug":"readings","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/lled449blog\/readings\/","title":{"rendered":"Readings"},"content":{"rendered":"

TUESDAY, JULY 3: <\/strong>ON BEING A LITERATURE EDUCATOR<\/p>\n

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\u201c7 Things I wish people understood about being a teacher\u201d (Simmons, 2016) \u00a0<\/a><\/p>\n

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\u201cDriving to school, the English teacher \u201c (Junkins, 1990) (poem)<\/a><\/p>\n

WEDNESDAY, JULY 4<\/strong>:\u00a0ON BEING A\u00a0DYNAMIC\u00a0<\/em>LITERATURE EDUCATOR<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

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Tracey, K. N. & Menickelli, K., & Scales, R. Q. (2016). Courageous voices: Using text sets to inspire change. Journal of Adolescent & Adult Literacy, 60<\/em>(5), 527-536.<\/a><\/p>\n

We’ll look at this in class:\u00a0<\/em><\/p>\n

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Spanke, J. (2016). To the loudmouth in room 114: An elegy. English Education, 48<\/em>(3), 276-277.<\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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\u201cWhy Gord Downie\u2019s lyrics are worth studying in school\u201d (Barclay, 2016)<\/a><\/p>\n

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\u201cLet\u2019s stop pretending To Kill a Mockingbird is progressive on race\u201d (Davis, 2017)<\/a><\/p>\n

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\u201cDemanding kinder classrooms doesn\u2019t make you a snowflake\u201d (Justice, 2017)<\/a><\/p>\n

THURSDAY, JULY 5:\u00a0<\/strong>MARGINALIZED VOICES: LGBTQ+ PERSPECTIVES<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

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Page, M. (2016). Teaching in the cracks: Using familiar pedagogy to advance LGBTQ- inclusive pedagogy. Journal of Adolescent and Adult Literacy, 60<\/em>(6), 677-685.<\/a><\/p>\n

We’ll look at this in class:\u00a0<\/em><\/p>\n

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Excerpts from What I would have liked my teachers to know<\/em> (Imber, 2013)<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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Recommended further reading:\u00a0<\/em><\/p>\n

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Curwood, J. S., Schiesman, M., Horning, K. T. (2009). Fight for your right: Censorship, selection, and LGBTQ literature. English Journal, 98<\/em>(4), 37-43.<\/a><\/p>\n

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Rodela, K. C., & Tobin, J. M. (2017). On Anna\u2019s terms: Supporting a student\u2019s gender transition in elementary school. Journal of Cases in Educational Leadership, 20<\/em>(4), 42-57.<\/a><\/p>\n

FRIDAY, JULY 6:\u00a0<\/strong>INDIGENOUS LITERATURE<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

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Davidson, S. F. (2014). Prove them wrong: Why Aboriginal content matters. English Practice, 56<\/em>(1), 7-9.<\/a><\/p>\n

*Please note: for the Davidson reading, you need to look through the entire journal issue for the article.<\/p>\n

We’ll look at this in class:\u00a0<\/em><\/p>\n

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\u201cStrawberries\u201d (short story) by Drew Hayden Taylor<\/p>\n

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\u201cThe terrible beauty of the reserve\u201d (poem) by Billy Ray Belcourt<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Burton, S. & Hunt, M-J. (2015). Indigenizing the English Classroom: One story at a time. English Practice, 57<\/em>(1), 37-40.<\/a><\/p>\n

*Please note: for the Burton and Hunt reading, you need to look through the entire journal issue for the article.<\/p>\n

Recommended resources:\u00a0<\/em><\/p>\n

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Indigenous Storybooks<\/a><\/p>\n

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\u201cThere\u2019s a massive free catalogue of Indigenous films online \u2013 and we have 6 picks to get you started.\u201d<\/a><\/p>\n

MONDAY, JULY 9:\u00a0<\/strong>ON POSSIBILITIES WITH POETRY ~ 1<\/p>\n

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Read before class:\u00a0<\/em><\/p>\n

Bowmer, M. E. & Curwood, J. S. (2016). From Keats to Kanye: Romantic poetry and popular culture in the secondary English classroom. Journal of Adolescent & Adult Literacy, 60<\/em>(2), 141-149.<\/a><\/p>\n

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Mervin, S. (2017). Pondering \u2018The perfect high\u2019: Addressing drug literacy through poetry. English Practice, 59<\/em>(1), 38.<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Leggo, C. (2005). The heart of pedagogy: On poetic knowing and living. Teachers and teaching: Theory and Practice, 11<\/em>(5), 439-455.<\/a><\/p>\n

TUESDAY, JULY 10:\u00a0<\/strong>ON POSSIBILITIES WITH (SPOKEN WORD) POETRY ~ 2<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

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Xerri, D. (2017). Combating voice poverty through spoken word poetry: An interview with Candy Royalle. Journal of Poetry Therapy, 30<\/em>(4), 262-270.<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Fiore, M. (2015). Pedagogy for liberation: Spoken word poetry in urban schools. Education and Urban Society, 47<\/em>(7), 813-829.<\/a><\/p>\n

WEDNESDAY, JULY 11:\u00a0<\/strong>FLEX DAY: WORKING ON TEXT PRESENTATIONS<\/p>\n

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For this class, we will take some time to prepare for our upcoming text presentations. If you’re already done with this, you can complete blog entries and\/or work on your final project. I am here to support you in your work today, so please come with questions or items to discuss if need be!<\/p>\n

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THURSDAY, JULY 12:\u00a0<\/strong>GRAPHIC NOVELS ~ DR. KATHY SHOEMAKER<\/p>\n

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Please note: No required reading today. For this class, we will be meeting in the Multipurpose Room in Ponderosa Commons (room 2012). Please be on time!<\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Low, D. E. & Jacobs, K. B. (2018). Literature circle roles for discussing graphica in language arts classrooms. Language Arts, 95<\/em>(5), 322-331.<\/a><\/p>\n

FRIDAY, JULY 13:\u00a0<\/strong>PLAYING WITH PICTURE BOOKS<\/p>\n

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Read before class:\u00a0<\/em><\/p>\n

Hayik, R. (2016). What does this story say about females? Challenging gender-biased texts in the English-language classroom. Journal of Adolescent & Adult Literacy, 59<\/em>(4), 409- 419.<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Marshall, E. (2016). Counter-storytelling through graphic life writing. Language Arts, 94<\/em>(2), 79-93.<\/a><\/p>\n

Recommended resource:\u00a0<\/em><\/p>\n

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\u201c10 beautiful Indigenous children\u2019s books to add to your library\u201d<\/a><\/p>\n

MONDAY, JULY 16:\u00a0<\/strong>ON TEACHING FILM IN LITERATURE CLASS<\/p>\n

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Read before class:\u00a0<\/em><\/p>\n

Ahn, C. (2014). Zooming in on film in the English classroom. English Practice, 56<\/em>(1), 49-53.<\/a><\/p>\n

*Please note: for the Ahn reading, you need to look through the entire journal issue for the article.<\/p>\n

We’ll look at this in class:\u00a0<\/em><\/p>\n

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\u201cEverything you know about me: The Asian character you\u2019re not falling in love with in a Hollywood produced romantic film\/tv show\u201d (Ruan, 2017)<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Coencas, J. (2007). How movies work for secondary school students with special needs. The English Journal, 96<\/em>(4), 67-72.<\/a><\/p>\n

TUESDAY, JULY 17:\u00a0<\/strong>ON TEACHING DRAMA IN LITERATURE CLASS<\/p>\n

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Read before class:\u00a0<\/em><\/p>\n

Grady, K. (2017). Why front? Thoughts on the importance of \u2018Nonstandard\u2019 English in the Shakespeare classroom. Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture, 17<\/em>(3), 533-540.<\/a><\/p>\n

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Begoray, D. (2015). Lady Macbeth and Claire Underwood: Power as bridging theme. Journal of Reading Education, 40<\/em>(3), 31-33.<\/a><\/p>\n

*Please note: for the Begoray reading, you need to scroll down the page to find the PDF download. Having trouble? I’ve added a PDF of the Begoray reading here:<\/p>\n

Begoray reading<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Dulaney, M. A. (2012). Using a prop box to create emotional memory and creative play for teaching Shakespeare\u2019s Othello. English Journal, 102<\/em>(2), 37-43.<\/a><\/p>\n

WEDNESDAY, JULY 18:\u00a0<\/strong>ON TEACHING SHORT FICTION<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

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\u201cThe man in the black suit\u201d by Stephen King<\/a><\/p>\n

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\u201cThe cask of Amontillado\u201d by Edgar Allen Poe<\/a><\/p>\n

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Please note: In class, we will be engaging in an activity with these stories designed by Ahrens (2008).<\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Ahrens, S. (2008). \u201cBest practices\u201d: Getting students involved in fiction. Eureka Studies in Teaching Short Fiction, 9<\/em>(1), 172-176.<\/a><\/p>\n

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Crowe, C. (2003). Young adult literature: Can reading help? Discoveries: Fifty YA short stories worth reading. The English Journal, 92<\/em>(4), 102-105.<\/a><\/p>\n

THURSDAY, JULY 19:\u00a0<\/strong>TEEN PERSPECTIVES & TEACHING YA LIT ~ 1<\/p>\n

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Read before class:\u00a0<\/em><\/p>\n

Ebarvia, T. E., Parker, K., Schmidt, P. S. (2018). Carpe Librum: Seize the (YA) book. English Journal, 107<\/em>(5), 92-95.<\/a><\/p>\n

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Roberts, M. (2013). Teaching young adult literature: YA literature belongs in the classroom because… The English Journal, 102<\/em>(5), 89-90.<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Anderson, L. H. & Crutcher, C. (2016). Trusting teens and honoring their experiences: A collaborative conversation. The ALAN Review, Winter 2016<\/em>, 6-9.<\/a><\/p>\n

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Connors, S. P. (2015). Confronting the monster under the (text complexity) staircase. English Journal, 105<\/em>(1), 92-95.<\/a><\/p>\n

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Deringer, M. L. (2003). Visual responses to YAL that encourage higher level thinking. Voices from the Middle, 10<\/em>(4), 11-12.<\/a><\/p>\n

Recommended resources:\u00a0<\/em><\/p>\n

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\u201c4 YA books that deal with gentrification\u201d (Doherty, 2017)<\/a><\/p>\n

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\u201c10 young adult books that challenge racism\u201d (Clayton, 2017)<\/a><\/p>\n

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\u201c17 young adult books everyone needs to read at least once\u201d (Cordova, 2017)<\/a><\/p>\n

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\u201cIntroducing the best books for teens 2017\u201d (Glazer, 2017)<\/a><\/p>\n

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The New York Times Young Adult Bestseller List<\/a><\/p>\n

FRIDAY, JULY 20:\u00a0<\/strong>\u00a0TEACHING YA LIT ~ 2: CAROLINE HAMILTON, PHD STUDENT<\/p>\n

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Please note: No required reading today but please be on time!<\/p>\n

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Recommended further reading selected by Caroline:<\/em><\/p>\n

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Thomas, E. E. (2011). Landscapes of city and self: Place and identity in urban young adult literature. The ALAN Review, 38<\/em>(2).<\/a><\/p>\n

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Glenn, W. J. (2017). Space, place, and the \u201cAmerican\u201d legacy: Female protagonists and the discovery of self in two novels for young adult. Children\u2019s Literature in Education, 48<\/em>, 378-395.<\/a><\/p>\n

*Please note: We’ll be\u00a0reading this in class:\u00a0<\/em><\/p>\n

Excerpt from Far From the Tree<\/a><\/p>\n

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WEEK 4\u00a0<\/strong>Content Note: This week, we will be exploring ways in which we might explore difficult subject matter in literature class. We will be reading short, or excerpts of, sexual assault narratives \u2013 a sub-genre of trauma literature \u2013 as an example of the kind of \u2018risky\u2019 and intense issue that can emerge, and\/or we can create space for, in teaching. It is critical that you are informed so that you have time to raise any questions or concerns with me prior to these classes. Please feel very welcome to do so. My intention is to use this topic as an exemplar for how you might address a whole host of \u2018risky\u2019 topics. I want to assure you that I\u2019ve not selected sexual assault and rape culture arbitrarily or to be provocative, but rather, this is an issue I\u2019ve long privileged in my teaching and continue to focus on in my PhD program. In short, I feel: (1) very comfortable talking about this topic, (2) that rape culture is important to address with adolescents (especially now), and (3) this is the best way in which I might explore \u2018risky reading\u2019 with this class.<\/p>\n

MONDAY, JULY 23 & TUESDAY, JULY 24:\u00a0<\/strong>TRAUMA LIT & ‘RISKY’ TEXTS<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

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CHOOSE at least THREE of the following to read (these items will be emailed out to the class).<\/p>\n

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YA short story: \u201cCharm\u201d (Block, 2000)<\/p>\n

Essay: (TBA) (Gay, 2015)<\/p>\n

Memoir excerpt from chapter 3 of I am nobody: Confronting the sexually abusive coach who stole my life (Gillhooly, 2018)<\/p>\n

Memoir excerpt: The weight offreedom (Leipciger, 2017)<\/p>\n

Poem: \u201cMihkokwaniy\u201d (Whitehead, 2017)<\/p>\n

selected poems by Kaur (2015)<\/p>\n

Graphic essay: \u201cWhat we didn\u2019t say\u201d (Rosema, 2018)<\/p>\n

We’ll look at this in class:\u00a0<\/em><\/p>\n

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Excerpt from Shakespeare\u2019s Romeo & Juliet<\/em><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Alsup, J. (2003). Politicizing young adult literature: Reading Anderson\u2019s Speak as a critical text. Journal of Adolescent & Adult Literacy, 47<\/em>(2), 158-166.<\/a><\/p>\n

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Hubler, A. E. (2017). It is not enough to speak: Toward a coalitional consciousness in the young adult rape novel. Children\u2019s Literature, 45<\/em>, 114-137.<\/a><\/p>\n

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Spalding, E. & Calton, B. (2017). Teaching Night: Humanizing the story of the Holocaust. English Journal, 107<\/em>(2), 59-65.<\/a><\/p>\n

WEDNESDAY, JULY 25:\u00a0<\/strong><\/p>\n

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For this class, I will collect feedback on what you would prefer to focus on. I aim to collect your informal feedback by Friday, June 6th.<\/p>\n

Read before class:\u00a0<\/em><\/p>\n

Lamb, M. (2010). Teaching nonfiction through rhetorical reading. The English Journal, 99<\/em>(4), 43-49.<\/a><\/p>\n

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CHOOSE ONE of the following essays to read. OR, if none of these seem interesting, feel free to read and be able to speak to an essay of your own choosing:<\/p>\n

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\u201cThe good princess: What Diana taught me\u201d (Sookfong Lee, 2018)<\/a><\/p>\n

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\u201cMy family\u2019s slave\u201d (Tizon, 2017)<\/a><\/p>\n

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\u201cHow I let go after my boyfriend ghosted\u201d (Catchatoorian, 2018)<\/a><\/p>\n

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\u201cThe skin I\u2019m in: I\u2019ve been interrogated by police over 50 times \u2013 all because I\u2019m black\u201d (Cole, 2015)<\/a><\/p>\n

Recommended further reading:\u00a0<\/em><\/p>\n

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Brown, M. D. (2007). I\u2019ll have mine annotated, please: Helping students make connections with texts. English Journal, 96<\/em>(4), 73-78.<\/a><\/p>\n

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\u201cTeaching student annotation: Constructing meaning through connections\u201d: A ReadWriteThink lesson by Matthew Brown<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

THURSDAY, JULY 26TH:\u00a0<\/strong>PROJECT SHARING<\/p>\n

FRIDAY, JULY 27TH:\u00a0<\/strong>PROJECT SHARING<\/p>\n

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Please note: Syllabus is subject to change. If I feel I need to make adjustments based on your wants and needs, I will do so in a timely fashion and notify you immediately.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

TUESDAY, JULY 3: ON BEING A LITERATURE EDUCATOR \u201c7 Things I wish people understood about being a teacher\u201d (Simmons, 2016) \u00a0 \u201cDriving to school, the English teacher \u201c (Junkins, 1990) (poem) WEDNESDAY, JULY 4:\u00a0ON BEING A\u00a0DYNAMIC\u00a0LITERATURE EDUCATOR Read before class:\u00a0 … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":44312,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-12","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/pages\/12","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/users\/44312"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/comments?post=12"}],"version-history":[{"count":9,"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/pages\/12\/revisions"}],"predecessor-version":[{"id":453,"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/pages\/12\/revisions\/453"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/lled449blog\/wp-json\/wp\/v2\/media?parent=12"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}