Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
https://doi.org/10.62574/rmpi.v4i1.98
Use of pictograms for pre-reading in high school children
Uso de pictogramas para la prelectura en niños de preparatoria
Ana Lucía Andrade-Carrión
ana.andrade@unl.edu.ec
Universidad Nacional de Loja, Loja, Loja Ecuador
https://orcid.org/0000-0002-6570-9438
Michellé Ivanova Aldeán-Riofrío
michelle.aldean@unl.edu.ec
Universidad Nacional de Loja, Loja, Loja Ecuador
https://orcid.org/0000-0003-3538-4377
Gabriela Estefanía Román-Celi
gabriela.e.roman@unl.edu.ec
Universidad Nacional de Loja, Loja, Loja Ecuador
https://orcid.org/0000-0002-5734-0140
María Luisa Díaz-López
luisa.diaz@unl.edu.ec
Universidad Nacional de Loja, Loja, Loja Ecuador
https://orcid.org/0000-0001-6129-8910
ABSTRACT
The objective of this study was to determine the effectiveness of the use of pictograms for pre-
reading in high school children at the Bernardo Valdivieso Millennium Educational Unit in the city
of Loja, Ecuador. A quasi-experimental design was chosen. The results obtained after the
implementation of the intervention based on the use of pictograms in the initial phase of pre-
reading reveal a significant change in the level of reading aptitude in high school children. The
dramatic 62% increase from an initial 7% to an impressive 69% of children considered reading
literate conclusively indicates the positive and notable effectiveness of this strategy in the
development of pre-reading skills, accepting the affirmative hypothesis and rejecting the null
hypothesis. This innovative approach represents a significant step toward building a solid
foundation for the literacy journey.
Descriptors: reading instruction; reading programmes; reading promotion. (Source: UNESCO
Thesaurus).
RESUMEN
Se expresa el objetivo de determinar la efectividad del uso de pictogramas para la prelectura en
niños de preparatoria en la Unidad Educativa del Milenio Bernardo Valdivieso de la ciudad de
Loja, Ecuador. Se optó por un diseño cuasiexperimental. Los resultados obtenidos tras la
implementación de la intervención basada en el uso de pictogramas en la fase inicial de la
prelectura revelan un cambio significativo en el nivel de aptitud para la lectura en niños de
preparatoria. El drástico aumento del 62%, pasando de un inicial 7% a un impresionante 69% de
niños considerados aptos para la lectura, indica de manera concluyente la efectividad positiva y
notable de esta estrategia en el desarrollo de habilidades relacionadas con la prelectura,
aceptándose la hipótesis afirmativa y rechazándose la nula. Este enfoque innovador representa
un paso significativo hacia la construcción de una base sólida para el viaje hacia la alfabetización.
Descriptores: enseñanza de la lectura; programa de lectura; promoción de la lectura. (Fuente:
Tesauro UNESCO).
Received: 09/16/2023. Revised: 03/10/2023. Approved: 09/11/2023. Published: 01/01/2024.
Research articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
INTRODUCTION
In the constant search for effective educational strategies that foster the integral development of
children in the preschool stage, this article dives into the exploration of an innovative and
promising tool: the use of pictograms as facilitators of pre-reading in high school children. This
study is situated at the intersection of developmental psychology and pedagogy, with the primary
goal of understanding how the early introduction of pictograms can positively influence the
process of acquiring pre-reading skills (Puetate-Manitio & Esteves-Fajardo, 2023).
Considering the critical importance of the preschool phase in the cognitive and linguistic formation
of children, this paper aims to rigorously examine the impact of pictograms in stimulating
phonological awareness, graphic-linguistic association, and other aspects fundamental to the
development of emergent reading skills. As technology and cognitive science converge, the use
of pictograms offers a novel and visually engaging approach that could prove critical in optimizing
the transition to mainstream reading (Ripalda, et al. 2020).
Through the critical review of previous research, as well as a meticulous empirical design, this
article seeks to contribute to the existing body of knowledge by exploring the possibilities that
pictograms present as a pedagogical tool. An in-depth understanding of the underlying
mechanisms and the evaluation of the results obtained in specific educational contexts will not
only provide a theoretical foundation for their implementation, but also offer practical guidelines
for educators and child development professionals.
In this journey towards understanding how pictograms can transform pre-reading in high school
children, it is hoped to shed light on a new perspective that will contribute to the continuous
advancement of pedagogical practices, enriching the training of future generations (Bonilla-
Jarquín & Ruiz-Almendárez, 2020). The pre-reading phase is an essential process that involves
the development of fundamental skills for effective reading competence, an indispensable
requirement in the integral formation of any individual (Huarca-Flores, 2022). This process
demands special attention from the early stages of life, focusing on activities that enhance visual
and auditory perception, decoding, as well as laterality. In this context, a strategy based on the
use of pictograms, understood as icons, signs or images designed to convey a message, has
been implemented in order to facilitate the execution of the aforementioned activities by children.
In the specific area of the city of Loja, the research conducted at the Bernardo Valdivieso
Millennium Educational Unit reveals that most of the children present difficulties in figure
recognition, laterality problems, perceptual and visual discrimination, as well as a lack of
imagination and a shortage of vocabulary, factors that affect the beginning of the pre-reading
phase. These observations highlight the urgent need to address these challenges in order to
ensure adequate development in reading readiness and, therefore, in the academic formation of
children in this educational institution.
This article provides essential information on pre-reading, highlighting its crucial character in
individual formation (Bauch, et al. 2021). In addition, it presents a series of attractive and dynamic
activities centered on the use of pictograms. These activities involve the stimulation of visual
perception, the creation and narration of stories with visual support, the following of sequences of
illustrations and the use of songs designed to work with children. The purpose is that children,
through these practices, can develop skills such as decoding images, recognizing directions (right
and left) and improving visual and auditory perception. This approach seeks to prepare children
to face future challenges in the reading process. It is important to highlight that the main
beneficiaries of these activities are the 5 to 6 year old children of the mentioned institution, who
actively participated in each of the proposals designed to enhance the pre-reading process
through the effective use of pictograms.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
39
Based on the above, the objective is to determine the effectiveness of the use of pictograms for
pre-reading in high school children at the Bernardo Valdivieso Millennium Educational Unit in the
city of Loja, Ecuador.
METHOD
The research adopted a descriptive approach to obtain detailed information on the variables and
their qualities, highlighting essential characteristics that contributed to the construction of the
theoretical framework. It focused on the interpretation, presentation and description of the effects
generated by the instrument applied. The methodological design was oriented towards a
quantitative approach, allowing the collection of statistical data through the application of
instruments that made possible the weighting of the results.
A quasi-experimental design was chosen, manipulating the independent variable to observe and
analyze its effects on the dependent variable, that is, on the research problem. A pre-test was
implemented to identify initial difficulties in pre-reading and a post-test to evaluate changes after
the intervention. The study population consisted of 60 high school children from the Bernardo
Valdivieso Millennium Educational Unit. A sample of 29 children from parallel "A" was selected
by non-probabilistic sampling, considering a previously established group.
The instrument used was the Reversal Test, a nonverbal graphic test applicable to pre-school
and high school children (Torío-López & Mesonero-Valhondo, 2019). Performed in small groups,
the test lasts 15 minutes and focuses qualitatively on the evaluation of perceptual discrimination
ability, right-left symmetries, and discernment of identical and non-identical figures. Quantitatively,
errors were evaluated, classified into crossed-out and uncrossed-out identical figures, with a
maximum score of 84 points. Errors were subtracted to obtain the direct score. This instrument
was used as a pre-test to obtain initial data and as a post-test to identify improvements in relation
to the research problem.
After data collection, a statistical comparison was made by means of percentages at the pre- and
post-test moment, complemented with a proportions test to determine the exact percentage of
change in the population, using the SPSS V25 statistical program.
RESULTS
In accordance with the objective of the research, the research hypothesis is presented:
H1: There is effectiveness of the use of pictograms for pre-reading in high school children in the
Bernardo Valdivieso Millennium Educational Unit in the city of Loja, Ecuador.
H0: There is no effectiveness of the use of pictograms for pre-reading in high school children at
the Bernardo Valdivieso Millennium Educational Unit in the city of Loja, Ecuador.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
40
Table 1. Comparative table of the application of the Reversal Test of Edfeldet, Ake to high school
children.
Pre test
Post test
Niveles
f
%
Intervención
Niveles
f
%
Apto para la lectura
2
7
Apto para la lectura
20
69
Madurez media suficiente
4
14
Madurez media suficiente
3
10
Caso límite
3
10
Caso límite
2
7
No apto aún para aprender a leer
2
0
69
No apto aún para aprender a
leer
4
14
Total
2
9
100%
Total
29
100%
Source: Own elaboration.
The various results presented in Table 1, both in the Pre-test and Post-test, indicate the following:
in the level considered apt for reading, the children experienced a notable increase, going from
7% to 69%, thus showing an evolution of 62% in the pre-reading process. On the other hand, in
the medium sufficient maturity level, a decrease was observed from 14% to 10%, representing a
4% reduction. In the borderline case, the proportion decreased from 10% to 7%, implying a
decrease of 3%. Finally, at the level not yet ready to learn to read, there was a significant
improvement from 69% to 14%, reflecting a 55% increase in the number of children ready to begin
this phase. These advances materialized after the implementation of the activity guide "the magic
village of images", confirming that the activities implemented have a significant impact on the
development of pre-reading in high school children.
Proportion test
"Able to read" level:
Before intervention: 7%.
After the intervention: 69%.
Change: 69% - 7% = 62%.
Source: Own elaboration.
The results reveal a significant transformation in the level "Able to read" before and after the
intervention. Initially, only 7% of the children were considered reading literate. However, after
implementation of the intervention, this proportion increased dramatically to 69%, representing a
substantial change from 62%. This marked increase suggests that the intervention, at this
particular level, has had a positive and noticeable impact on the development of pre-reading skills.
DISCUSSION
In relation to the results obtained, it is suggested that the effective development of pre-reading
involves the implementation of various activities that act as stimuli for children, facilitating the
formulation of sentences and the expression of their thoughts and emotions (Benischek, 2020).
Among these activities, the use of pictograms in various forms (Dowse, 2021), along with a wide
variety of materials, stands out as an initiation strategy.
In conjunction with pictograms, support materials are developed that contribute to the
interpretation of books. The approach to learning pre-reading should start from the simplest,
gradually progressing to more complex levels. A valuable technique is to start with a detailed
observation of the available pictures, followed by a playful game to guess their meaning. This
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
41
approach allows the child to become effectively familiar with this initial phase of pre-reading,
making this easy-to-understand code a fundamental model for adults to assist children beginning
the pre-reading process. This didactic resource has become increasingly common in this crucial
phase of pre-reading development, and with the help of pictograms, the acquisition of skills and
competencies is favored, stimulating interest and improving attention (Kisaalita & Sempiira,
2022).
In parallel, when conceiving the animation and taste for reading, a series of strategies seeks
motivational methods to bring the reader closer and ensure that he/she enjoys this knowledge-
generating activity (Sánchez-Sánchez, et al. 2023), As stated by (López, 2017), the teacher must
avoid imposing this reading activity, seeking that it be perceived as a free and recreational act
that supports the integral development of the individual. The goal is for it to be adopted as a life
practice that allows access to distant worlds within and outside the universe, discovering values
such as peace, friendship, companionship, cooperation, justice and solidarity.
Focusing on the development of unique skills that guarantee the comprehension, recreation and
interpretation of any text in its various forms, the educator's mission is to form individuals who
discover the pleasure of interpretive reading. Children progressively discover that reading is a
voluntary activity that requires intellectual effort, and therefore, this approach to pre-reading seeks
to integrate affective and cognitive dimensions.
The importance, influence and contribution of pictographic resources in educational environments
to develop skills and abilities in the initial phase of pre-reading is highlighted. These resources
guide children towards optimal learning, improving their vocabulary, pronunciation and acquisition
of new words. In addition, they function as complementary elements that facilitate learning in
various areas, being the gateway to knowledge. The correct execution of the skills adopted for
quality comprehensive pre-reading culminates in capable individuals, endowed with analytical,
critical and reflective thinking, able to communicate their emotions and feelings with the world
effectively.
In accordance with the above; it is important to keep in mind that the introduction and application
of pictograms in the initial phase of pre-reading for high school children stands as an essential
pillar in the educational process, acting as a catalyst for the comprehensive development of
cognitive and emotional skills. By exploring this initiation strategy, a bridge between visual
perception and the world of words is revealed, providing children with a solid foundation for their
literacy journey.
In the web of activities designed to stimulate thinking and expression, pictograms stand out as
key elements. Not only do they serve as visual tools that awaken curiosity, but they also become
the first symbolic language that children learn to decipher. The diversity of shapes and the
combination with a diverse range of materials bring richness to this initial experience, nurturing
children's ability to formulate sentences and express their thoughts in a more articulate way.
The creation of support materials that complement the interpretation of books further reinforces
the importance of this strategy. Starting from the simplest, through close observation of images,
followed by playful games to guess at meanings, is an approach that not only engages children,
but also effectively familiarizes them with the essence of pre-reading. This form of visual learning
has the power to convey information in a manner equivalent to a thousand words, thus becoming
a comprehensible and accessible code for young readers-in-training (Boerma, et al. 2016).
The transition from pre-reading to a deeper appreciation of interpretive reading is supported by
the integration of motivational strategies (Verwimp, et al. 2020). The conception of reading as a
free and recreational act, instead of an imposition, opens the doors to the exploration of
fascinating worlds. This approach, supported by the statement of (López, 2017), seeks to cultivate
a taste for reading as a life practice that transcends the limits of the classroom, revealing
fundamental values that enrich personal development.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
42
In this context, pictograms act as essential facilitators for access to these distant worlds (Medina-
Cardozo & Veliz-Campos, 2013). Its influence extends beyond the acquisition of linguistic skills,
improving vocabulary and pronunciation (Guevara, et al. 2020). They function as complementary
elements that unlock knowledge in various areas, opening the doors to exploration and discovery.
The correct execution of pre-reading skills not only creates individuals competent in textual
interpretation, but also nurtures analytical, critical and reflective minds, capable of expressing
their emotions and thoughts clearly and effectively in the world around them.
CONCLUSIONS
The results obtained after the implementation of the intervention based on the introduction and
application of pictograms in the initial phase of pre-reading reveal a significant change in the level
of reading aptitude in high school children. The drastic increase of 62%, going from an initial 7%
to an impressive 69% of children considered capable of reading, conclusively indicates the
positive and notable effectiveness of this strategy in the development of skills related to pre-
reading, accepting the affirmative hypothesis and rejecting the null one.
Pictograms are positioned as key elements in this educational process, acting as a crucial bridge
between visual perception and the world of words. Their role as visual tools that spark curiosity
and as the first symbolic language that children learn to decipher is evident in the marked progress
observed. The diversity of shapes and the combination with a variety of materials not only
enriches the initial experience, but also contributes to children's ability to express their thoughts
more articulately.
The creation of supporting material that complements the interpretation of books further reinforces
the effectiveness of the strategy. The approach of starting from the simplest, with a detailed
observation of the images followed by playful games, has proven to be effective in engaging
children and effectively familiarizing them with the essence of pre-reading. As Vásquez highlights,
visual learning through pictograms is positioned as an understandable and accessible code,
equivalent to transmitting information with a thousand words, thus facilitating the process of
developing reading skills.
In summary, the results support the idea that the introduction and application of pictograms in
pre-reading for high school children is not only effective, but also constitutes an essential
component in the comprehensive development of cognitive and emotional skills. This innovative
approach represents a significant step towards building a solid foundation for the literacy journey,
positively impacting children's access and enjoyment of reading on their path to comprehensive
and enriching learning.
AUTHORSHIP CONTRIBUTION
Ana Lucía Andrade-Carrión was mainly responsible for the initial conception of the research
project, identifying the problem, outlining the objectives and generating the first outline of the
experimental protocol. Michellé Ivanova Aldeán-Riofrío played a crucial role in the implementation
of the quasi-experimental study, coordinating data collection, supervising the intervention and
ensuring the integrity of the experimental process. Gabriela Estefanía Román-Celi contributed
significantly through exhaustive research of the relevant bibliography, providing a solid theoretical
foundation to the study. Additionally, she played an essential role in the statistical analysis of the
collected data. María Luisa Díaz-López carried out a detailed and rigorous statistical analysis of
the data obtained, providing a critical and analytical perspective to the study. Likewise, she
actively participated in the writing and structuring of the research article. All authors collaborated
cooperatively to consolidate the working paper into a coherent and complete research article. The
editorial review process was carried out jointly, incorporating comments, suggestions and
improvements to guarantee the quality and relevance of the final article. This contribution reflects
the collective effort of the authors, who actively participated in different stages of the project,
contributing comprehensively to the development and success of the research.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
43
FINANCING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions related to the research.
ACKNOWLEDGMENTS
To the high school children at the Bernardo Valdivieso Millennium Educational Unit in the city of
Loja, Ecuador.
REFERENCES
Bauch, Anne, Friedrich, Claudia, & Schild, Ulrike. (2021). Phonemic Training Modulates Early
Speech Processing in Pre-reading Children. Frontiers in psychology, 12, 643147.
https://doi.org/10.3389/fpsyg.2021.643147
Benischek, Alina, Long, Xiangyu, Rohr, Christiane, Bray, Signe, Dewey, Deborah, & Lebel,
Catherine. (2020). Pre-reading language abilities and the brain's functional reading
network in young children. NeuroImage, 217, 116903.
https://doi.org/10.1016/j.neuroimage.2020.116903
Boerma, Inouk, Mol, Suzanne, & Jolles, Jelle. (2016). Reading Pictures for Story Comprehension
Requires Mental Imagery Skills. Frontiers in psychology, 7, 1630.
https://doi.org/10.3389/fpsyg.2016.01630
Bonilla-Jarquín, A. M., & Ruiz-Almendárez, S. E. (2020). La comprensión narrativa en
preescolares de zonas periféricas de Nicaragua [Narrative comprehension in
preschoolers in peripheral areas of Nicaragua]. RECIE. Revista Caribeña De
Investigación Educativa, 4(2), 62–77. https://doi.org/10.32541/recie.2020.v4i2.pp62-77
Dowse, Ros. (2021). Pharmacists, are words enough? The case for pictograms as a valuable
communication tool. Research in social & administrative pharmacy : RSAP, 17(8), 1518–
1522. https://doi.org/10.1016/j.sapharm.2020.10.013
Guevara, James, Erkoboni, D., Gerdes, M., Winston, S., Sands, D., Rogers, K., Haecker, T.,
Jimenez, M. E., & Mendelsohn, A. L. (2020). Effects of Early Literacy Promotion on Child
Language Development and Home Reading Environment: A Randomized Controlled
Trial. The journal of pediatrics: X, 2, 100020.
https://doi.org/10.1016/j.ympdx.2020.100020
Huarca-Flores, Paola. (2022). La lectura en la educación superior y el rol del docente en su
desarrollo [The Reading In The Higher Education and Teacher`S Rol in His
Development]. Revista Cubana de Educación Superior, 41(1), 10.
Kisaalita, W. S., & Sempiira, E. J. (2022). Development of Pictograms to Communicate
Technological Solution Instructions (Labeling) Among Low-Literacy Users. Ergonomics
in Design, 30(2), 17-29. https://doi.org/10.1177/1064804620959145
López, C. (2017). Fomento de la Lectura [Reading Promotion]. PublicacionesDidacticas, 81, 325-
335. Recuperado de https://core.ac.uk/download/pdf/235856602.pdf
Medina-Cardozo, I. I., & Veliz-Campos, J. (2013). Pictogramas para mejorar la comprensión
lectora de textos narrativos en educación primaria [Pictograms to improve reading
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 4(1), 38-45, 2024
Uso de pictogramas para la prelectura en niños de preparatoria
Use of pictograms for pre-reading in high school children
Ana Lucía Andrade-Carrión
Michellé Ivanova Aldeán-Riofrío
Gabriela Estefanía Román-Celi
María Luisa Díaz-López
44
comprehension of narrative texts in primary education]. UCV-HACER. Revista de
Investigación y Cultura, 2(2),84-90.
Puetate-Manitio, Gloria, & Esteves-Fajardo, Zila. (2023). Importancia de los pictogramas para el
inicio de la prelectura [Importance of pictograms for the beginning of pre-
reading]. CIENCIAMATRIA, 9(1), 617-627. https://doi.org/10.35381/cm.v9i1.1089
Ripalda, V, Macías, J, & Sánchez-Mata, M. (2020). Rincón de lectura, estrategia en el desarrollo
del lenguaje [Reading corner, language development strategy]. Horizontes Revista de
Investigación en Ciencias de la Educación, 4(14), 127-138.
Sánchez-Sánchez, Deysi, Bonilla-Roldán, María, Herrera-Lara , Marcela, & Tamami-Pachala ,
Jorge. (2023). Los pictogramas y su incidencia en el desarrollo de la lectoescritura de
estudiantes de educación inicial bilingüe [Pictograms and their impact on the literacy
development of bilingual early childhood education students]. Magazine De Las Ciencias:
Revista De Investigación E Innovación, 8(1), 38–49.
https://doi.org/10.33262/rmc.v8i1.2855
Torío-López, Susana, & Mesonero-Valhondo, Antonio. (2019). El reversal test y la ficha de
observación de G. Yoakam en la determinación de la madurez para la lectura [The
reversal test and G. Yoakam's observation sheet in the determination of reading
maturity]. Magister, 12, 279–295. https://doi.org/10.17811/msg.12.0.1994.%p
Verwimp, Cara, Vanden Bempt, F., Kellens, S., Economou, M., Vandermosten, M., Wouters, J.,
Ghesquière, P., & Vanderauwera, J. (2020). Pre-literacy heterogeneity in Dutch-speaking
kindergartners: latent profile analysis. Annals of dyslexia, 70(3), 275–294.
https://doi.org/10.1007/s11881-020-00207-9
Copyright: 2024 By the authors. This article is open access and distributed under the terms and conditions of
the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0) license.
https://creativecommons.org/licenses/by-nc-sa/4.0/
