MOTIVATION!

MOTIVATION!

There are a myriad of strategies that can be used to promote student motivation in and out of the classroom setting. These strategies are rooted in inclusion, attitude, meaning, and competence. These strategies come from the motivational framework by Wlodkowski and Ginsberg’s 2017 book, Enhancing Adult Motivation to Learn: A Comprehensive Guide for Teaching All Adults.

STRATEGY 1: ALLOW FOR INTRODUCTIONS

DEFINITION: Sharing your name and something about yourself with learners and having learners do the same to create rapport, establish an environment of safety and trust, and support comradery and learning.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Share your name, pronouns, a little background, and why you chose music therapy, and invite students to do the same.

ADDITIONAL RESOURCES:

STRATEGY 4: SHARE SOMETHING OF VALUE WITH ADULT LEARNERS

DEFINITION: Share something of interest, such as a challenging, rewarding, or humorous learning, working, or personal experience, to establish rapport and build trust in the classroom.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Share about why I chose to become a music therapist and/or a story about why I find it so rewarding.

  • Share about a challenging or humorous client experience.

ADDITIONAL RESOURCES:

STRATEGY 5: USE COLLABORATIVE AND COOPERATIVE LEARNING

DEFINITION: The use of group work for students to learn new perspectives, work as a team, and reach for the same educational and learning goals.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Group project or presentation about a specific population, intervention, clinical approach, or even about defining music therapy.

ADDITIONAL RESOURCES:

STRATEGY 6: CLEARLY IDENTIFY THE LEARNING OBJECTIVES AND GOALS FOR INSTRUCTION

DEFINITION: Write learning objectives to guide students by including the audience (who will learn), the behavior (what will be learned), the condition (how and when will it be learned), and the degree to which it will be learned.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Students in music therapy 101 will be able to verbally define the iso principle, as appears in their textbook, by the end of two weeks.

ADDITIONAL RESOURCES:

STRATEGY 7: EMPHASIZE THE HUMAN PURPOSE OF WHAT IS BEING LEARNED AND ITS RELATIONSHIP TO THE LEARNERS’ PERSONAL LIVES AND CURRENY SITUATIONS

DEFINITION: Make learning worthwhile to students, by ensuring it is relevant, relatable, and applicable to every day life, not just the classroom setting.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Teach students about burnout and the use of self care as a helping professional. Give weekly assignments on practicing different types of self-care, which can transfer into day-to-day life as postive coping skills for when life is overwhelming.

ADDITIONAL RESOURCES:

STRATEGY 10: CREATE CLEAR, INVITING, AND INCLUSIVE COURSE SYLLABUS

DEFINITION: Using a clear and understandable syllabus can inform and guide students throughout the length of a course about leearning objectives and expectations, assignments and due dates, contact information, and more.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Write a music therapy course syllabus that goes through all aspects of course, including but not limited to, contact info, course materials, course assignments and due dates, course learning objectives and expectations, grading criteria, accessibility, etc.

ADDITIONAL RESOURCES:

STRATEGY 14: USE DIFFERENTIATED INSTRUCTION TO ENHANCE SUCCESFUL LEARNING OF NEW CONTENT

DEFINITION: Using a variety of teaching methods and content to teach students and help them meet desired learning goals.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Using lecture to teach clinical documentation, using games to learn about music therapy theorists and history, using a flipped classroom to learn about clinical approaches, standards of practice, and ethics.

ADDITIONAL RESOURCES:

STRATEGY 15: USE ASSISTED LEARNING TO SCAFFOLD COMPLEX LEARNING

DEFINITION: Taking smaller, incremental steps to achieve a larger learning goal, where students are given support throughout and allowed to do more and more throughout the process.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Writing clinical documentation in a practicum class: Start small with introducing literature review by reading one or two examples together, then writing one collectively as a class, and then practicing writing for a fake client, then finally writing for their own client. Process can be repeated for assessment, session planning, note writing, termination, etc.

ADDITIONAL RESOURCES:

STRATEGY 16: PROMOTE LEARNERS’ PERSONAL CONTROL OF LEARNING

DEFINITION: Giving students options to make their learning personalized—relevant and interesting to them—the ability to control what and when they learn.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Setting personal learning goals at the beginning of a course or school year.

  • Students can choose how they wish to demonstrate their knowledge of information: can choose a presentation, an interactive experience, a role play or simulation, a written paper. etc.

ADDITIONAL RESOURCES:

STRATEGY 17: PROMOTE A GROWTH MIND-SET BY HELPING LEARNERS BELIEVE THEY CAN IMPROVE THROUGH ENHANCING THEIR CAPABILITY, EFFORT, AND KNOWLEDGE

DEFINITION: Students are their to learn, but since they do not know everything, mistakes will likely be made. This is a way to learn and grow from mistakes through supportive and thoughtful feedback from peers and teacher.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Take away emphasis on grades, and give students opportunities to try again on assignments after recieving feedback. Can be used with clinical documentation, for example, or research papers.

ADDITIONAL RESOURCES:

STRATEGY 19: USE RELEVANT MODELS TO DEMONSTRATE EXPECTED LEARNING

DEFINITION: Using examples to give students ideas for quality, effort, and information that is expected for a project or assignment.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Using both well written and poorly written exmaples of session plans or clinical documentation to help students learn what standard theirs should emulate.

ADDITIONAL RESOURCES:

STRATEGY 20: ENCOURAGE LEARNERS

DEFINITION: Use of various tools and strategies to celebrate learners strengths and support their individual areas of need.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Be excited for students accomplishments and show them their own success by comparing their first clinical documentation to their newest.

ADDITIONAL RESOURCES:

STRATEGY 21: MAKE THE CRITERIA OF ASSESSMENT AS FAIR AND CLEAR AS POSSIBLE

DEFINITION: Consider and explain your mode of assessment, such as grades, pass/fail, etc., and share a clear rubric that will be used to assess assignments within the class.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Use a detailed rubric that outlines expected aspects of a research paper, including a strong and clear definitions, writing, etc., and explaining in the rubric what each of the assessment scores mean, from highest assessment score to lowest assessment score.

ADDITIONAL RESOURCES:

STRATEGY 22: HELP LEARNERS UNDERSTAND AND PLAN FOR THE AMOUNT OF TIME NEEDED FOR SUCCESSFUL LEARNING

DEFINITION: Communicate with learners how long an assignment is expected to take, an estimate of how much time they will spend on out-of-class assignments each week, and give advanced notice of larger projects.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • In practicing writing research, explain how long each segment of a research paper should take, or how long the whole paper will take. Can also specify how long observations should take, and how long an accompanying writing assignment should take after each observation.

ADDITIONAL RESOURCES:

STRATEGY 23: USE GOAL-SETTING METHODS

DEFINITION: An individualized approach for students to express their personal learning expectations that can be assessed throughout the length of a course. Goals should be achievable, measurable, and desirable. It is recomended that students come up with a plan for focus, how to deal with obstacles, and should be able to identify resources that support achieving their goal.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • For a skills development course, students write personal goals for the personal skills they hope to develop over the course of a semester, such as singing in key, learning a new accompaniment pattern, trying 3 new types of interventions, etc.

ADDITIONAL RESOURCES:

STRATEGY 26: MAKE THE LEARNING ACTIVITY AND IRRESISTIBLE INVITATION TO LEARN

DEFINITION: Making an engaging and fun lesson for a new class, topic, etc., to peak interest and encourage students to want to engage with content.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Start a skills development or practicum course with a drum circle, lyric discussion, guided relaxation, or some type of intervention, to not only model the intervention and allow students to experience it, but to engage them in a new and different way.

ADDITIONAL RESOURCES:

STRATEGY 27: USE THE K-W-L STRATEGY TO INTRODUCE NEW TOPICS AND CONCEPTS

DEFINITION: Use as a way to discover what students already know. Learners identify what they already know about a certain topic, what they hope or want to learn, and finally, what they have actually learned at the end of the lesson.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • In a class covering clinical approaches to music therapy, students can start by sharing what they know about the humanistic aproach, for example, then they can share what they hope to know about it. By the end of class, after covering the content, students can summariaze the content by sharing what they know about the humanistic approach.

ADDITIONAL RESOURCES:

STRATEGY 28: PROVIDE FREQUENT RESPONSE OPPORTUNITIES FOR ALL LEARNERS

DEFINITION: A way for learners to participate publicly, which requires them to pay attention to content, where learners are given time to ask questions, discuss, or share about content and relevant information.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Use of open ended questions: what questions do you have for me? Who has a similar experience? Why do you think that? What do we know? etc. Can also use silences to allow students to think and build the courage to respond.

ADDITIONAL RESOURCES:

STRATEGY 30: PROVIDE VARIETY IN PERSONAL PRESENTATION STYLE, PROCESSES OF INSTRUCTION, AND LEARNING MATERIALS

DEFINITION: Chaning the way things are presented in order to increase attention and motivation. This can be done by using a variety of methods within one class or changing from class to class or every few classes. Be careful not to change too much and distract from the actual learning.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Using games like Kahoot, jeopardy, or a matching game instead of tests or quizzes or lecture.

  • Starting class with a discussion, rather than a lecture.

  • Taking class outside if the weather is nice, or maybe somewhere else on campus.

ADDITIONAL RESOURCES:

STRATEGY 31: INTRODUCE, CONNECT, AND END LEARNING ACTIVITIES ATTRACTIVELY AND CLEARLY

DEFINITION: A way to start and end a class that prepares and primes students for learning and effectly transitions them to rejoin the day at the end of class time. The use of provacative questions, calling on learners, using ancitipation, and relating content to life experience and events, using orginization, chunking information, idenfity how things relate with clear ad easy transitions, use clear and descriptive instructions, regularly check in with student to see if they understand, review newly learned content at the end, leave time for questions and clarification, ask for feedback and opinions, and being aware of natural closings, are all great ways to introduce, connect, and close a lesson.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Play some music for students while they enter class, go through the day’s agenda, follow the agenda, and close with time for questions and music for leaving class.

ADDITIONAL RESOURCES:

STRATEGY 32: SELECTIVELY USE BREAKS, SETTLING TIME, AND PHYSICAL EXERCISES

DEFINITION: Using down time in class to allowstudent sto process and absorb what has been taught and discussed. A break can be used to stretch, move, use the restroom, eat a snack, or be used for whatever students need to refocus and recharge for further learning.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Sometimes classes can be long, so after 50-minutes (or so), schedule in a break for students. Provide ideas for how to use the break, but ultimately allow students to use it however they need to.

ADDITIONAL RESOURCES:

STRATEGY 33: RELATE LEARNING TO ADULTS’ INTERESTS, CONCERNS, AND VALUES

DEFINITION: Using examples, analogies, supporting evidence, and other means to make course content relevant by relating it to the already established values, concerns, and interests of students.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Be transparent about ethical issues within the field of music therapy and what to be aware of, such as systemic racism that has existed within some music therapy literature and is currently trying to be handled, and share ways in which the music therapy field is striving to erradicate any furthering of racism and the steps being taken to ensure the integrity of all humans within research, education, literature, clinical practice, etc.

ADDITIONAL RESOURCES:

STRATEGY 34: CLEARLY STATE OR DEMONSTRATE THE BENEFITS OF A LEARNING ACTIVITY

DEFINITION: Giving a deeper explanation of why an activity/assignment was chosen and why and how it benefits the learner. “Why are we actually doing this?” “What’s the purpose?”

HOW TO USE IN TEACHING MUSIC THERAPY:

  • At the beginning of each class, one student will song-lead for the rest of students. Student can choose how and what to sing, then afterwards, the other students and teacher will give feedback that discusses botht the strengths and areas of need for the student’s song-leading. At the beginning of the semester, explain to students that this activity is being used to foster independece, creativity, autonomy, and self-confidence. It also allows students to practice in real time before working with clients. Additionally, students who give feedback can learn from watching other students, and are increasing critical thinking and clinical skills as they observe, participate, and offer feedback.

ADDITIONAL RESOURCES:

STRATEGY 35: WHILE INSTRUCTING, USE HUMOR LIBERALLY

DEFINITION: Humor is both interesting and engaging, which can support learning, and indicates an atmosphere of safety and acceptance, increased comradery, sponteneity, and self-image. Jokes, personal stories, anecdotes, or improvs can serve as ways to include humor.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Use GIFS and memes in lectures, share funny personal and clinical experiences, and choose humorous textbooks and materials.

ADDITIONAL RESOURCES:

STRATEGY 36: USE EXAMPLES, ANALOGIES, METAPHORS, AND STORIES

DEFINITION: A way to stimulate thinking and ensure that students are understanding content through the use of relating, storytelling, and various types of examples, whether real or made up, to teach a certain topic or goal.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Provide two examples about two students who were each leading sessions on their own for the first time. One student took steps to practice and prepare, while another student decided to wing it. Go in depth with this anaology to help students learn the importance of being prepared, not only for sessions, but in other areas of life as well.

ADDITIONAL RESOURCES:

STRATEGY 37: INVITE LEARNERS TO ANTICIPATE AND PREDICT

DEFINITION: Ancitipating and predicting are a part of human nature and the need to survive. Asking questions before a lesson is one way to invite students to guess what will happen next, what will be learned. Providing regular structure to classes is another way for students to get a meaning for what to expect with each lesson, such as filling out the reading guide on each week’s assigned chapter.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Every class can start with the same activity, either song-leading or intervention-sharing.

  • Students will also be asked to fill out a reading guide each week for assigned readings.

  • Ask students what they think will be learned in class that day.

ADDITIONAL RESOURCES:

STRATEGY 38: USE CONCEPT MAPS TO DEVELOP INTEREST AND DEEPEN UNDERSTANDING OF IDEAS AND INFORMATION

DEFINITION: Graphic diagrams that are used to organize and represent relations between thoughts, ideas, content, life, etc.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Students can create a concept map of the various approaches to music therapy and how they coincide with the history and progression of music therapy and psychology throughout the years.

ADDITIONAL RESOURCES:

STRATEGY 39: USE CRITICAL QUESTIONS TO ENGAGE LEARNERS IN CHALLENGING REFLECION AND DISCUSSION

DEFINITION: Encouraging students to engage and develop their critical thinking skills to answer complex questions in a thoughtful and informative method. A way to thin deeper about a topic, perspectives surrounding a topic, and to develop personal thoughts, feelings, and beliefs about topics through questions, writing, reflection, discussion, etc.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Use open ended questions to get started, such as “why do we need ethics in music therapy?” “How can ethics help or hinder our practice?” “Are all ethics necessary, why or why not?”

ADDITIONAL RESOURCES:

STRATEGY 41: USE PROJECT-BASED LEARNING TO DEEPEN UNDERSTANDING AND TO ENGAGE CHALLENGING, AUTHENTIC TOPICS

DEFINITION: A way to build on the curiosity and interest of students to develop specific skills and knowledge through the use of authentic research processes and critical thinking.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Student can create their own research project that include observations, writing, reviewing existing literature, and practicing.

ADDITIONAL RESOURCES:

STRATEGY 43: USE ROLE-PLAYING TO EMBODY NEW LEARNING WITHIN A MORE REALISTIC AND DYNAMIC CONTEXT

DEFINITION: Acting out a possible situation for the purposes of learning something specific.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Having students role play certain client-therapist situations, such as a client who is uncooperative, a client who is lethargic and apathetic, etc. One student acts as therapist while the other acts as client. *Do not role play as certain diagnoses, as that is disrespectful to those individuals with those diagnoses.

ADDITIONAL RESOURCES:

STRATEGY 44: USE SIMULATIONS AND GAMES TO EMBODY THE LEARNING OF MULTIPLE CONCEPTS AND SKILLS THAT REQUIRE A REAL-LIFE CONTEXT AND PRACTICE

DEFINITION: Creating prescribed scenarios to encourage learning of a specific topic or outcome, or using games that will teach real life skills.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Using an adapted version of family feud to help students develop the language and quick response skills to accurately be able to answer questions about music therapy, such as: what places can music therapists be found?; what types of classes are music therapists required to take?; what is a quick way to describe music therapy?. These all offer a chance for students to answer the inevitable questions that patients, families, and passersby always ask (also quite commonly asked in the elevator when there is only a very brief amount of time to answer).

ADDITIONAL RESOURCES:

STRATEGY45: USE VISITS, INTERNSHIPS, AND SERVICE LEARNING TO RAISE AWARENESS, PROVIDE PRACTICE, AND EMBODY NEW CONCEPTS AND SKILLS IN AUTHENTIC SETTINGS

DEFINITION: Students have the opportunity to practice what they have learned in real-life settings.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Observations of working music therapists

  • Music therapy practicum classes

  • Internship

ADDITIONAL RESOURCES:

STRATEGY46: USE INTERVENTION, ARTISTRY, IMAGINATION, AND ENACTMENT TO RENDER DEEPER MEANING AND EMOTION IN LEARNING

DEFINITION: Expressing oneself and their thoughts, understanding, and personal expression of a topic, subject, item, etc., through the creation of something, such as art, poetry, etc.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Students can express what music therapy means to them by creating something and presenting it to the class. Could be something painted, drawn sculted, or something like music, poetry, film, or even a demonstration such as making slime, planting seeds, dancing, etc. It should be something unique and original, and it should embody their personal definition of music therapy and the student should be able to identify and eplain how and why.

ADDITIONAL RESOURCES:

STRATEGY 47: PROVIDE EFFECTIVE FEEDBACK

DEFINITION: Give notes and feedback that are conducive to learning and growth, that not only help students learn from their mistakes, but also build upon and celebrates their strengths. Feeback is what students receive regarding the quality of their work. With effective feedback, students learn where they struggled and walk away with recomendations and ideas baout how to change, improve, or get better.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Using clear and concise language that aknowledges what the student has done really well, and highlights what could use improvement or changes. Clinical documentation and research are both taboo and difficult topics, but very relevant to the field of music therapy. While students partake in these assignments, effective feedback can help strengthen their skills in these areas.

ADDITIONAL RESOURCES:

STRATEGY 49: PROMOTE EQUITY IN ASSESSMENT PROCEDURES

DEFINITION: Giving students a fair chance to demonstrate their knowledge and understanding of a topic with special attention to eliminating personal bias from the educator.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Work with students to provide all means necessary to support their learning, such as making documents e-reader accessible, adding closed-captions to lectures or hand-outs of lecture notes during in-person lectures.

  • Providing extra time when needed on assignments and tests.

  • Clear, understandingable instructions.

ADDITIONAL RESOURCES:

STRATEGY 53: USE SELF-ASSESSMENT METHODS TO PROVIDE INSIGHTS AND DEEPEN LEARNING

DEFINITION: To help learners develop a comprehensive understanding of themselves as both learners and participants within the world, self assessment methods can be used to help learners compare their pre-learning and post-learning selves.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Students write semesterly goals at the beginning of the course, and review and reflect on them at the end of the course.

  • Students take the final exam in the first week of school to understand and identify what they already know, then take the same test at the end of the semester to see what has changed.

  • Students wrtie reflections in a weekly journal assignment throughout the length of the course.

ADDITIONAL RESOURCES:

STRATEGY 54: USE GRADING PRACTICES THAT ENHANCE LEARNER MOTIVATION

DEFINITION: Grading plays a major role in how learners study and perform throughout a course. Consider how a student arrives at a grade and the practices that encourage and foster learner motivation. Number system, average all scores, high-stakes assignments, limit grades to certain assignments, use a detailed rubric criterion, relate grades to learning goals, use summative and/or integrative assessments, offer chances to try assignments again for a better grade, etc. — all are examples of different grading practices.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Give all students two chances to receive the best grade. After receiving feedback on their first attempt, a second attempt can be sumbitted with no impact to grade, other than increasing a previous score.

  • Try using an EMRN grading system.

ADDITIONAL RESOURCES:

STRATEGY 55: FOSTER INTENTION AND CAPACITY TO TRANSFER LEARNING

DEFINITION: Taking what you learn and applying it appropriately or adapting it to fit a situation in the work place or other aspects of life outside of the classroom.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Intervention-sharing in the classroom, where students demonstrate an intervention for the class to test out how it might work in a real-life situation with a client. However, classmates are instructed to add certain aspects to challenge the student music therapist to be quick on their feet, be adaptable and flexible, and how they work under pressure. This can transfer, not only to clinical situations, but has real-world applications of how to stay calm when under great stress.

ADDITIONAL RESOURCES:

STRATEGY 56: WHEN NECESSARY, USE CONSTRUCTIVE CRITICISM

DEFINITION: A type of feedback that highlights a students mistakes, errors, gaps in learning, and areas of need. However, it is not used to be mean, condescending, or anything of the like, but instead to promote growth in the student and encourage them to develop their skills in a certain area.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • In a practicum course, observe a student lead a session on their own with a real-life client. Use constructive criticism to inform the student what areas need more practice, such as singing in key or keeping a steady beat. Elaborate on the feedback to help the student understand why it was commented on and how paying attention to that area can help them improve as a clinician.

ADDITIONAL RESOURCES:

STRATEGY 57: EFFECTIVELY PRAISE AND REWARD LEARNING

DEFINITION: A type of response from an educator that illicits approval and/or admiration for effort and quality in work. Praise should be well-earned, not necessarily given freely or often or not. It should also be specific. Praise and reward can either be verbal or construed through grades, but can also include other items, such as a homework pass or a gift card.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • If a student write a really strong research paper, verbal prasie can be given. Can also ask student to use their work as an example of stellar work for future students.

ADDITIONAL RESOURCES:

STRATEGY 60: PROVIDE POSITIVE CLOSURE AT THE END OF SIGNIFICANT UNITS OF LEARNING

DEFINITION: Celebrations, aknowledgments, and sharing ar some examples of how to provide positive closure, which allows students to feel validated in their learning, epmhasizes their experiences, aknowledges competence and understanding, increases community and comradery, and encourages positive feelings of self-worth and accomplishment.

HOW TO USE IN TEACHING MUSIC THERAPY:

  • Students give final presentations on their clinical experiences from a practicum class.

  • Teach brings in treats (cookies, snacks, candy, etc.) for people to eat and decorations to celebrate and aknowledge students’ accomplishments.

ADDITIONAL RESOURCES:

References

Wlodkowski, R. J. & Ginsberg, M. B. (2017). Enhancing adult motivation to learn a comprehensive guide for teaching all adults (4th Ed.). Jossey-Bass A Wiley Brand. DOI: https://lccn.loc.gov/2017026364