Forgotten history on Wikipedia

Roued-Cunliffe, Henriette

doi:10.29085/9781783301256.008

Cited by 4 publications

(4 citation statements)

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“…A subset of articles that focus on university students and their interaction with Wikipedia do so by looking at how students themselves can actively edit the site, often with the express purpose of making the site's content stronger. It is not uncommon for these studies to frame this behaviour in an activist light; consider, for instance, the articles that discuss the impact of student modifications made during dedicated 'edit-a-thons' aimed at improving topical coverage (e.g., Evans, et al, 2015;Hamlin, 2020;Krause, et al, 2017;Phetteplace, 2015;Roued-Cunliffe & Copeland, 2017). It is also common for student editing to be framed as a type of 'outreach', especially in fields like the humanities and the hard sciences (Burdo, 2012;Evans, et al, 2015;Krause, et al, 2017;Moy, et al, 2010).…”

Section: Wikipedia In the Universitymentioning

confidence: 99%

Using Wikipedia to teach scholarly peer review

Thomas

Jones

Mattingly³

2021

JIL

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This paper outlines a creative Wikipedia-based project developed by the University of Kansas (KU) Libraries and the KU Biology Department. Inspired by the tenets of open pedagogy, the purpose of this project is to use Wikipedia as a way for students to learn about the scholarly peer review process while also producing material that can be shared and used by the world outside the classroom. The paper is divided into three sections, with the first summarizing pertinent related literature related to the paper’s topic. From here, the paper describes the proposed assignment, detailing a process wherein students write new articles for the encyclopedia which are then anonymously peer reviewed by other students in the class; when articles are deemed acceptable, they are published via Wikipedia. The parallels between this project and academic peer review are emphasized throughout. The paper closes by discussing the importance of this project, arguing that it fills a known scholarly need, actively produces knowledge, furthers the aims of the open access movement, and furthers scientific outreach initiatives.

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Section: Wikipedia In the Universitymentioning

confidence: 99%

Using Wikipedia to teach scholarly peer review

Thomas

Jones

Mattingly³

2021

JIL

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“…As stated in its Wikimedia Meta page, the Diversity Observatory page 9 "is a joint space for editors, researchers and all sort of contributors to study and fight against the content gaps." On the one hand, this means that, while the authors of this paper have been behind the research and development, many volunteers from different language communities are engaging in giving feedback on general aspects of content diversity, and more specifically, on the use of and experience with the tools created.…”

Section: Open Research Processmentioning

confidence: 99%

“…More largely, the topical coverage of Wikipedia is the result of the interplay of factors including editors' motivation [5], quality content preferences [6], personal ideologies [7] and the policies that limit the acceptability of content [8,9], among others. While the contextualisation of content in a collaboration space like Wikipedia is inevitable, the extent of imbalances and content gaps implies that Wikipedia is reflecting the structural and representative inequalities of our world, and given its influence, it can amplify and deepen them [2,10,11].…”

Section: Introductionmentioning

confidence: 99%

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The Wikipedia Diversity Observatory: helping communities to bridge content gaps through interactive interfaces

Miquel-Ribé

Laniado

2021

J Internet Serv Appl

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In this paper, we present the Wikipedia Diversity Observatory, a project aimed to increase diversity within Wikipedia content. The project provides dashboards with visualizations and tools which show content gaps in terms of imbalances in the coverage of topics, and of concepts that are not shared across Wikipedia language editions. The dashboards are built on datasets generated for each of the more than 300 existing language editions, with features that label each article according to geography, gender and other categories relevant to overall content diversity. Through various examples, we show how the tools encourage and help editors to bridge the gaps in Wikipedia content. Finally, we discuss the project’s impact on the communities and implications for the Wikimedia movement in a moment in which covering diversity is considered strategic.

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Forging the medieval on Wikipedia

Allfrey,

Moore,

Nevell

2024

Postmedieval

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Wikipedia is a major source for public information. Wikipedia materials are proliferated across the Internet of Things, are reused in journalism and social media, and power search engines and digital assistants (Ribeiro et al. 2021; Miz et al. 2020). Yet Wikipedia’s impact on public understanding of the past, particularly our medieval pasts, is under-researched. This article argues for the significance of Wikipedia for medievalists in terms of how it may shape research, pedagogy, and public-facing work. We examine three case studies—articles for the ‘Black Death,’ the ‘Viking Age,’ and ‘Old English literature’—to explore how the medieval is forged, defined by us as crafted and created, ‘on-Wiki.’ We discuss what these forgings suggest about public understanding, desires, and interests, and the ideas about the past that emerge as a result. Our case studies demonstrate varied approaches to Wiki content, including citation review, readings of version histories, and pageview analysis. It is intended that this article provokes further discussion of Wikipedia as a site of medieval public history and inspires our colleagues to engage as critics, editors, teachers, or activists.

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Forgotten history on Wikipedia

Cited by 4 publications

References 0 publications

Using Wikipedia to teach scholarly peer review

Using Wikipedia to teach scholarly peer review

The Wikipedia Diversity Observatory: helping communities to bridge content gaps through interactive interfaces

Forging the medieval on Wikipedia

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