Tag: dlam-feed

Final reflections on my Wikimedia Training Internship by Hannah Rothmann

Before starting my internship as the Wikimedia Training Intern at the University of Edinburgh, I did not know much about Wikipedia and its sister projects. I had obviously used Wikipedia; to settle arguments, as a springboard for research and as a helping hand in some particularly difficult pub quizzes. However, I had not given much thought to where that information came from, how it was curated, maintained and what prompted people to edit freely and in their spare time. The goal to make Wikipedia the ‘sum of all human knowledge’ lies behind the work of many editors. It is this possibility of open access to all knowledge for all that drives people. The majority of editors want to preserve information, such as creating an online database of small, nearly extinct languages. For many, it is also a wish to share knowledge, to help people and to make the internet a bit better that drives them to contribute. It is a noble aim and one that many strive to help achieve both within the University of Edinburgh and Wikimedia UK, the UK branch of the Wikimedia Foundation.

However, I do acknowledge that Wikipedia and the other Wiki platforms are not perfect. They sadly reflect the biases that are inherent in our society. Only around 18% of all biographies on the English Wikipedia are on women and there are even less on women from the Global South. The representation of ethnic minorities is also problematic. A study in 2011 found that the perspective on Wikipedia tends to come from the Global North and this is something that needs to change as the editors of Wikipedia are predominantly male, college educated, white and in their 30s. Therefore, to make Wikipedia a better place we need to make learning how to edit and maintain Wikipedia accessible for all and we need to persuade people to get involved from all backgrounds to try to address the systemic bias on Wikipedia.

One way is through edit-a-thons, where people come together with a goal to edit and create articles around a particular topic. For example, a group called Women in Red create Wikipedia articles about notable women that are lacking from Wikipedia and they helped to increase the percentage of articles about women on the English Wikipedia from around 15% to around 18%. During my summer, I attended events aim at improving representation of women such as the NHLI Wikithon for Women in Science and events hosted by the Women’s Classical Committee. Both had great speakers and showed me the possibility for social activism that Wikipedia holds.

Another way to increase access to Wikipedia is through training materials. Making accessible and understandable ‘how to’ videos and content for Wikipedia and Wikidata, an open machine-readable database, has been a main focus of my internship and over the last few weeks I have been finalising what I have made and making a website for this information. This is not a final solution for Wikipedia and Wikidata training but hopefully it will be a place where most questions can be answered for those taking their tentative first steps into the world of wiki. Not only do we need to persuade people to edit but we also need them to continue to edit and this training resource could mean that there is a safety net for new editors to fall back on for help.

Working from home has had its difficulties. Waiting for software, for a headset and sending many emails which could have been short conversations in person are some of the things that have slowed down my work. It also is important to stay motivated when working from home as the days can blur especially when there is no distinction between home and work. However, the team at the university have been very friendly, they have been around to have video calls if I need any help and extremely supportive. Everyone is going through a strange time and working from home has been a good learning curve and one that will be important for my final year at university where most of my studying will take place remotely.

I am grateful for the skills I have learnt this summer during my internship and for an opportunity to learn about the positive work that we can collectively do on the internet. Hopefully, I will continue to edit Wikipedia and in a small way increase representation on the internet and open access to knowledge for all.

Thanks especially to Ewan McAndrew for all the help and guidance this summer!

Internship Blog #2: 4 weeks into my Wikimedia Internship by Hannah Rothmann

I have now finished 4 very busy weeks of my Wikimedia Training Internship! These past few weeks I have begun developing ideas and plans for training materials for Wikipedia and Wikidata and for a website where I can share these materials. This has meant that, among other things, I have been learning how to create a website and how to use screen capturing software; all useful skills! There have been some stumbling blocks in getting the relevant access to the necessary sites so I have spent time ensuring I had the skills to access platforms such as EdWeb.  Everything has now been sorted out and hopefully I will be able to progress smoothly for the next 8 weeks of the internship!

The website that I want to create will showcase the work that the Wikimedian in Residence at the University of Edinburgh, Ewan McAndrew, is doing, explain the importance of Wikipedia and Wikidata, explore real life examples of using both platforms and hopefully give all novices the skills they need to feel confident using these platforms. It will be a mix of videos, pdfs, images and texts and I am looking forward to having a finished website which will be useful to many people embarking on their wiki-journey!

Working from home is still a strange experience but luckily frequent calls with colleagues and Wikimedians outside of the university ensure that I feel connected and part of something. Last week, I was able to sit in on some of the talks at the Celtic Knot Conference 2020 (originally meant to be held in Ireland) which changed up my routine a little. This conference  clearly exemplified how Wikipedia and especially Wikidata can cause real life change. The focus of this conference was

‘to bring people together to share their experiences of working on sharing information in minority languages’

and the organisers wanted to have

‘a strong focus on Wikidata and its potential to support languages’.[1]

One of the talks I attended was led by Léa Lacroix and Nicolas Vigneron who showed us how to input Wikidata lexemes. For example, Nicolas used Breton as the language he was inputting. This function of Wikidata is significant in ensuring that a record of these languages is accessible for many people in many languages. This is important work considering a recent study suggested that Scots Gaelic, for example, could die out within the decade.

The next few weeks I will be focusing on creating videos, the website and editing all of these materials. I will be also attending the Women’s Classical Committee UK Wiki colloquium at the end of July which describes itself as

‘a crowd-sourced initiative that aims to increase the representation of women classicists (very broadly conceived) on Wikipedia.’[2]

This neatly combines my degree, Classics, with the new skills and interests I am developing from this internship and it is a good way I can practically put these new skills to use diversifying Wikipedia!

[1] https://meta.wikimedia.org/wiki/Celtic_Knot_Conference_2020

[2] https://ics.sas.ac.uk/events/event/22700

Internship Blog #3: #WCCWiki Colloquium 2020 by Hannah Rothmann

Credit: Statue of Hygeia, copy of orginal in vatican. Credit: Wellcome Collection. Attribution 4.0 International (CC BY 4.0)

Today I had the chance to attend the #WCCWiki Colloquium 2020. This was an event organised by the Women’s Classical Committee UK. #WCCWiki describes itself as

‘a crowd-sourced initiative that aims to increase the representation of women classicists (very broadly conceived) on Wikipedia.’ [1]

Since they started in 2016, they have edited and/or created more than 450 Wikipedia pages for women classicists. This is an impressive feat and important to increase the diversity on Wikipedia. You may be wondering why we need to increase the diversity of pages about Classics on Wikipedia? It is because the gender bias on Wikipedia becomes even clearer when looking at classics:

‘one Wikipedia editor estimated in 2016 that only 7% of biographies of classicists featured women’.[2]

This statistic has become less extreme due to the efforts of #WCCWiki but there is still lots of work for us to do.

At the event itself, there were a series of talks ranging from why it is important for us to edit Wikipedia to LGBTQ+ Wikipedia editing. The talks touched upon the issues that editors come across when creating new articles. For example, Adam Parker discussed notability. When creating new biographies on Wikipedia notability is a really important aspect to focus on. It is usually because of failing the criteria for notability that new articles are excluded. Jess Wade faced this issue when writing about the nuclear chemist Clarice Phelps.[3] Phelps’ page caused controversy with editors deleting her page numerous times. Eventually, by January 2020 her page was restored. This happened again when a page made for Donna Strickland after she had won the Nobel Prize for Physics was deleted.[4] However, there were issues surrounding the original page created for Donna Strickland and these are explored in a post by the Wikimedia Foundation which also explains some of the problems that come up when thinking about notability.[5] These issues surrounding notability come up again and again and are a continual battle.

In the afternoon, Miller Power gave an important talk on LGBTQ+ Wikipedia editing. He discussed the issues that the LGBTQ+ community face on Wikipedia such as queer erasure and harassment which can lead to edit wars. For example, this could be changing pronouns or using deadnames when it is not necessary. An example of one of these edit wars is the Wikipedia page for Harry Allen (trans man) where corrections kept needed to be made. Miller Power also discussed what we should be aware of when writing about LGBTQ+ people on Wikipedia including consistently using correct gendered language and avoiding outdated language and phrases such as ‘used to be a man’.

It was a positive and informative day that really showed what a group of motivated people are able to achieve. If you want to edit or create pages here is a list on the Women’s Classical Committee project page and they are also planning an online editing session on the 19th August.

[1] https://en.wikipedia.org/wiki/Wikipedia:Women%27s_Classical_Committee/Colloquia

[2] https://www.theguardian.com/education/2018/dec/12/female-scholars-are-marginalised-on-wikipedia-because-its-written-by-men

[3] https://www.chemistryworld.com/news/female-scientists-pages-keep-disappearing-from-wikipedia–whats-going-on/3010664.article

[4] https://www.independent.co.uk/voices/nobel-prize-winner-physics-2018-donna-strickland-wikipedia-entry-deleted-sexism-equality-a8572006.html

[5] https://wikimediafoundation.org/news/2018/10/04/donna-strickland-wikipedia/

Internship Blog #1: My First Week by Hannah Rothmann

Hi, my name is Hannah and I will be going into the final year of my Classics degree in September. I have just finished week 1 of my Wikimedia Training Internship; the start date was delayed because of the COVID-19 pandemic and the uncertainty that came with it. Adjusting to working remotely from home, meeting new people but over video calls and Microsoft teams and also learning about entirely new things has meant that it has been a strange and somewhat nerve-racking first week and not what I would have expected from a summer internship a year ago. Thankfully, my line manager, Ewan McAndrew, has been very welcoming and made me feel at ease despite this novel situation!

The Wikimedia Training Internship caught my attention among a long and varied list of Employ.Ed internships. The aim of my internship of is to create materials to teach people how to edit and use Wikipedia and Wikidata with the goal of them becoming active editors and contributing to a growing database of free, credible and jointly gathered information. I was shocked when I discovered this week that only around 18% of biographical pages on the English Wikipedia are about women! Hopefully, by making more accessible teaching materials we will be able to address this imbalance and increase the diversity of Wikipedia and Wikidata. This means making resources that avoid complicated jargon, address all stumbling blocks a beginner wiki-user may encounter and will enable the uninitiated to become confident editors and contributors. Wikimedia UK believes

‘that open access to knowledge is a fundamental right’ and in the ‘democratic creation, distribution and consumption of knowledge’.[1]

These aims demonstrate the importance of the work of Wikimedia UK. My line manager Ewan stressed this importance and that Wikimedia related activities have a growing significance in a learning environment shifting more towards the digital world when he had to argue that the internship should go ahead despite financial impact COVID-19 on the university; many internships were cancelled. My internship will hopefully enable remote learning and help people see how they can change their approach to teaching to incorporate Wikimedia related activities into how students learn.

This aim means that the work I am doing is firmly rooted in the present and even the future. Just this week I have learnt new ways to use technology and skills which will be indispensable in a world moving ever more into the realm of online, online learning and the online experience. Although at first glance this internship appears in direct contrast to my Classics degree, which is focussed among other things on reading and interpreting ancient texts, the aim of a Classics degree, in my opinion, is to understand that ideas and concepts of whatever period always have relevance and there is always the possibility of continual learning.  The different skills I will develop in my internship and the skills I am learning from my degree will hopefully enrich my approach to work and any work that I do in this time and in the future.

So far, I have been getting used to remote working and all the quirks that come with it (hoovering is not something that goes too well with a work video call for example!) and I have also been figuring out where the gaps are in the current resources that Ewan has to teach people about Wikipedia and Wikidata while also filling in my rather large gaps of knowledge. For example, I had no idea what Wikidata really was before the start of my first week and I am still trying to understand it fully. I was lucky enough to attend the NHLI Women in Science Wikithon at the end of my first week which gave me a chance to implement what I had learnt about Wikipedia editing and it showed me how much more still needs to be done to improve diversity. Dr Jess Wade, who was Wikimedia UK’s Wikimedian of the year 2019, gave an introduction exploring why we should all edit Wikipedia. She has personally made hundreds and hundreds of Wikipedia pages for women and for notable women in science who previously had been ignored and in doing this has increased awareness regarding Wikipedia and how it can be used to tackle inequality and lack of diversity. After this introduction, it was a treat to have some training from Dr Alice White who showed us how to begin editing and creating our own pages. I edited some pages already created but lacking details, for example a page about Dr Susan Bewley, as I did not feel quite ready to begin making my own pages. The work Dr Jess Wade has been doing and continues to do along with this event really showed me how Wikipedia could be used as a force for good and also the importance of ensuring people have access to learning materials.

I am excited about getting to grips with my internship, developing skills, challenging my abilities all with the aim to make Wikipedia and Wikidata a platform that anyone anywhere will feel able to use, edit and appreciate!

 

[1] https://wikimedia.org.uk/ viewed 30/06/2020

Scotland Loves Monuments 2019

Get involved in Wiki Loves Monuments!

Wiki Loves Monuments is an international photo competition which takes part throughout the month of September every year, and is supported by the Wikimedia Foundation. The aim is to crowdsource as many high quality, openly licensed photos as possible of scheduled monuments and listed buildings throughout the world. Why? Because documenting our cultural heritage today is so important.
In the UK, there will be prizes for the best photos of a site in England, Northern Ireland, Scotland and Wales as well as prizes for the best UK photos overall. The latter will then be put forward for international prizes. 

Why take part?

Portobello and Wikipedia – Great 8 min podcast featuring University of Edinburgh Digital Curator Gavin Willshaw and Dr Margaret Munro of the Portobello Heritage Society discussing the importance of surfacing local heritage online.
Portobello beach by Photochrom Print Collection [Public domain], via Wikimedia Commons
 
Wikimedia Commons is a free repository of photographs, audio and video content that anyone can use, re-use or distribute. Images on Commons can also be used to illustrate Wikipedia articles – which can then be seen by a global audience.  But not all of our rich heritage is represented – there are a number of gaps when it comes to the coverage of Scotland – and this year, we’d like to do what we can to change that.
Is your organisation or group looking for activities for September?  Wiki Loves Monuments can be a great activity for local social or volunteer groups, not just those those concerned with photography or history.  Why not organise a heritage walk to take pictures of listed buildings in the local area, and visit the local museum or library at the same time?

How do you take part?

Register for an account on Wikimedia Commons. (Individuals only, no organisational accounts.) If you already have a Wikipedia account, no need to register for a new account on Wikimedia Commons, you can use the same account for Wikimedia Commons. To enter the competition you must make sure that your account has a valid email address and that your email is activated. To check that, once you have logged in, look for “My preferences” tab at the top right of the page. Click on it, and then select “enable email from other users.”  This will allow the competition organisers and other registered users on Wikipedia/Wikimedia Commons to contact you but will not make your email address publicly available.
Wiki Loves Monuments – dynamic map of Edinburgh showing listed buildings requiring an image (in red).

What should you photograph? How do you upload it?

In Scotland, the subjects eligible to be entered in Wiki Loves Monuments are those designated by Historic Environment Scotland references for Listed Buildings and Scheduled Monuments. If you’re not sure what buildings or monuments are classed as listed, don’t worry! We’ve got a great tool for you to use to upload your photos which includes an interactive map.

Blue pins on the map indicate monuments which already have a photo on Wikimedia Commons, whereas red pins indicate where they are missing. Select your town or city then wander around your local area and look for buildings or monuments with red pins. You can take photos on smartphones, tablets or cameras and then upload them by selecting the appropriate pin on the map and clicking upload. Make sure that you are logged into your Wikimedia Commons account and follow the basic instructions. Every photo uploaded via the interactive map will be entered into the Wiki Loves Monuments.

You can take more than one photo of a building or monument. Preferably one should be a photo of the building or monument as a whole, but also use your photographic flair to add photos of key features, inside views or behind the scenes features that the public doesn’t normally get to see. Doors Open Day runs throughout September and is a great opportunity to organise a photography tour of a building or a tour of the local listed monuments in your town.

Last year I had the pleasure of visiting and snapping pictures of the Glasgow City Chambers, the Royal College of Physicians and Surgeons, the Anchor Line bar, Garnethill Synagogue and the Arlington Baths among many other locations as part of Glasgow Doors Open Days 2018.

Other tips:

  • Not sure that your photo skills are up to the competition? Don’t worry about it, the important thing is to take part. The more photos we can crowdsource, the more we can improve the coverage of listed buildings and monuments in Scotland, which is our ultimate goal. You can also check the Wiki Loves Monuments blog for tips on how to best take architectural photos.
  • Wiki Loves Monuments is aimed at everyone! You don’t have to be an expert photographer, or have prior experience with any of the Wikimedia projects.
  • The competition runs through the whole of September from the 1st till the 30th and any entries uploaded during that time will be part of the competition. Photos don’t have to have been taken during September though, so you can add old photos, as long as they’ve not been previously uploaded to Wikimedia Commons. Doors Open Day is a great opportunity to tie in with Wiki Loves Monuments, so if you know local DOD venues or if you work with a local heritage officer, please advertise it with them too.

How can you take part?

National Museum of Brazil, by Paulo R C M Jr. [CC BY-SA 3.0] via Wikimedia Commons

In 2017, Scotland was voted the most beautiful country in the world in a Rough Guide readers’ poll.

There’s nowhere quite like it.

Yet, we can take it for granted that our beautiful locations, listed buildings and monuments will always be there… something that can never be fully guaranteed. Political and economic tides change  and forces of nature can have devastating effects as we have seen with the destruction of Palmyra in Syria, the devastating fires at the National Museum of Brazil, Notre-Dame Cathedral in Paris and, more closer to home, the Mackintosh building fire at the Glasgow School of Art, Charles Rennie Mackintosh’s masterwork. There is a grief that comes from these lost buildings, their histories and what they had come to represent & symbolise. Recognising that there can be a profound regret and sadness at the cultural losses and a significant connection with the past means we can act today to look around us and appreciate the cultural heritage all around us. Many of us have access to a camera or camera phone and may even walk past these buildings every day. All it takes is looking up, taking a snap and uploading it in seconds and you’ve done something amazing to help document our cultural heritage for all time.

That’s why it’s so important that we take the opportunity to document our cultural heritage now for future generations before it is too late. Share your high quality pics of listed buildings and monuments to Wikimedia Commons and help preserve our cultural heritage online. After days out, weekend breaks and holidays at home & abroad, there will be gigabytes of pics taken in recent months and years. These could remain on your memory card or be shared to Commons and help illustrate Wikipedia for the benefit of all.

Aside from being great fun, Wiki Loves Monuments is a way of capturing a snapshot of our nation’s cultural heritage for future generations and documenting our country’s most important historic sites. Don’t wait till it’s too late, do your bit today! Click here to view a map of your local area to get started.

You just take a quick look at the map, take a pic and upload. It takes seconds and is the easiest way to take part in this year’s competition.

If each one of us took just 1 pic, we’d have this sewn up in a couple of weeks. Which is when Wiki Loves Monuments closes – end of 30 September 2019. But if you can do more then great.

#ScotWiki #WikiLovesMonuments

ps. If nothing else, let’s give our counterparts in Ireland, England and Wales a run for their money in terms of how many images we can upload. A little friendly rivalry never hurts, right?

Scotland uploaded 300+ images in 2016. That rose to 2,100 in 2017 with 1,351 of those uploaded by staff at the University of Edinburgh. In 2018, Scotland smashed it with 4,411 images uploaded. Let’s smash it again this September!

Let’s see if we can get pics from ALL over Scotland this year. Everyone is welcome to take part and every picture helps.

You can check out the images uploaded so far for Wiki Loves Monuments in Scotland here.

Balance for Better – Teaching Matters

Wikimedian in Residence highlights how staff & students are engaging with Wikipedia to address the diversity of editors & content shared online.

“The information that is on Wikipedia spreads across the internet. What is right or wrong or missing on Wikipedia affects the entire internet.” (Wadewitz, 2014)

Wikipedia, the free, online, encyclopaedia is building the largest open knowledge resource in human history. Now aged eighteen, Wikipedia ranks among the world’s top ten sites for scholarly resource lookups and is extensively used by virtually every platform used on a daily basis, receiving over 500 million views per month, from 1.5 billion unique devices. As topics on Wikipedia become more visible on Google, they receive more press coverage and become better known amongst the public.

“Wikipedia is today the gateway through which millions of people now seek access to knowledge.”- (Cronon, 2012)

At the University of Edinburgh, we have quickly generated real examples of technology-enhanced learning activities appropriate to the curriculum and transformed our students, staff and members of the public from being passive readers and consumers to being active, engaged contributors. The result is that our community is more engaged with knowledge creation online and readers all over the world benefit from our teaching, research and collections.

While Wikipedia has significant reach and influence, it also has significant gaps in its coverage of topics, articles in other languages and the diversity of its editors. Most editors are white men, and topics covered reflect this with less than 18 percent of biographies on English Wikipedia about women. The Wikimedia community are committed to diversity and inclusivity and have developed, and worked with, a number of initiatives to ensure knowledge equity such as Whose Knowledge.org and WikiProject Women in Red, with Wikimedia’s campaign for 200 more biographies of female sportswomen (Levine, 2019) just one recent example of looking at ways to address this systemic bias.

 

Our Wikimedia in the Curriculum activities bring benefits to the students who learn new skills and have immediate impact in addressing both the diversity of editors and diversity of content shared online:

 

  • Global Health MSc students add 180-200 words to Global Health related articles e.g. their edits to the page on obesity are viewed 3,000 times per day on average.
  • Digital Sociology MSc students engage in workshops with how sociology is communicated and how knowledge is created and curated online each year as a response to the recent ASA article.
  • Reproductive Biology Honours – a student’s article on high-grade serous carcinoma, one of the most common forms of ovarian cancer, includes 60 references and diagrams she created, has been viewed over 67,000 times since 2016.
  • Translation Studies MSc students gain meaningful published practice by translating 2,000 words to share knowledge between two different language Wikipedias on a topic of their own choosing.
  • World Christianity MSc students undertake a literature review assignment to make the subject much less about White Northern hemisphere perspectives; creating new articles on Asian Feminist Theology, Sub-Saharan Political Theology and more.
  • Data Science for Design MSc – Wikipedia’s sister project, Wikidata, affords students the opportunity to work practically with research datasets, like the Survey of Scottish Witchcraft Database, and surface data to the Linked Open Data Cloud and explore the direct and indirect relationships at play in this semantic web of knowledge to help further discovery.

We also work with student societies (Law & Technology, History, Translation, Women in STEM, Wellcomm Kings) and have held events for Ada Lovelace Day, LGBT History Month, Black History Month and celebrated Edinburgh’s Global Alumni; working with the UncoverEd project and the Commonwealth Scholarship Commission.

Students are addressing serious knowledge gaps and are intrinsically motivated to do so because their scholarship is published and does something lasting for the common good, for an audience of not one but millions.

Representation matters. Gender inequality in science and technology is all too real. Gaps in our shared knowledge excludes the vitally important contributions of many within our community and you can’t be what you can’t see. To date, 65% of our participating editors at the University of Edinburgh have been women. The choices being made in creating new pages and increasing the visibility of topics and the visibility of inspirational role models online can not only shape public understanding around the world for the better but also help inform and shape our physical environments to inspire the next generation.

 “It’s an emotional connection… Within, I’d say, less than 2 hours of me putting her page in place it was the top hit that came back in Google when I Googled it and I just thought that’s it, that’s impact right there!” (Hood & Littlejohn, 2018)

Rosie Taylor and Isobel Cordrey from the student support group, Wellcomm Kings, co-hosted the Wikipedia Diversithon event for LGBT History Month at the Festival of Creative Learning 2019.

Bibliography

  1. Wadewitz, A. (2014). 04. Teaching with Wikipedia: the Why, What, and How. Retrieved from https://www.hastac.org/blogs/wadewitz/2014/02/21/04-teaching-wikipedia-why-what-and-how
  2. Cronon, W. (2012). Scholarly Authority in a Wikified World | Perspectives on History | AHA. Retrieved from https://www.historians.org/publications-and-directories/perspectives-on-history/february-2012/scholarly-authority-in-a-wikified-world
  3. Levine, N. (2019). A Ridiculous Gender Bias On Wikipedia Is Finally Being Corrected. Retrieved from https://www.refinery29.com/en-gb/2019/06/234873/womens-world-cup-football-wikipedia
  4. Mathewson, J., & McGrady, R. (2018). Experts Improve Public Understanding of Sociology Through Wikipedia. Retrieved from https://www.asanet.org/news-events/footnotes/apr-may-2018/features/experts-improve-public-understanding-sociology-through-wikipedia
  5. Hood, N., & Littlejohn, A. (2018). Becoming an online editor: perceived roles and responsibilities of Wikipedia editors. Retrieved from http://www.informationr.net/ir/23-1/paper784.html
  6. McAndrew, E., O’Connor, S., Thomas, S., & White, A. (2019). Women scientists being whitewashed from Wikipedia. Retrieved from https://www.scotsman.com/news/opinion/women-scientists-being-whitewashed-from-wikipedia-ewan-mcandrew-siobhan-o-connor-dr-sara-thomas-and-dr-alice-white-1-4887048
  7. McMahon, C.; Johnson, I.; and Hecht, B. (2017). The Substantial Interdependence of Wikipedia and Google: A Case Study on the Relationship Between Peer Production Communities and Information Technologies.

 

The Wikimedia residency is a free resource available to all staff and students interested in exploring how to benefit from and contribute to the free and open Wikimedia projects.

If you would like to find out more contact ewan.mcandrew@ed.ac.uk

In the news

 

Women and Wikipedia….Open Learning and a hobby for life!

This post is the seventh in a series of blog posts for Open Education Week.

By Karen Bowman, University of Edinburgh

Public Domain Image, Wikimedia Commons

I am Karen, a member of the University of Edinburgh administrative staff. I spotted a new open learning experience for staff and students in Creative Learning Week 2018 with ‘no experience needed’ – Wikipedia edit-a-thon for Vote100 centenary anniversary of (some) women’s right to vote [1].

To my amazement, I found that I could quickly:

  • create Wikipedia articles in a fun, educational and empowering afternoon,
  • learn from great teachers, with cakes and coffee on hand,
  • be part of a community of (mainly) women making a difference [2],
  • access a range of research, references, materials to hand, discussions and sharing.

Wikimedians Ewan McAndrew from the University and Alice White from Wellcome Library made it all so easy!

Now with a bit of an ‘addiction’ to editing Wikipedia (for women, especially for the amazingly brave suffragettes), I have been known to

  • wear ‘We can edit’ T-shirt, sport a ‘Deeds not Words’ sticker on the laptop,
  • meet, share ideas with Wikimedian Roger, co-founder of ‘Women In Red‘,
  • repeat the ‘refresher’ training, but never feel inadequate in my skills,
  • find constant support as a volunteer and aware of joining a global effort,
  • listen to a University archivist sharing the history of our University,
  • see an original letter to Christabel Pankhurst in prison, from one of University of Edinburgh’s few female students,
  • read the handwritten register of the University Womens’ Education Group from an era when ‘we’ could study but couldn’t graduate [3].

A joyful open learning community is truly collegial and uplifting, and even has cute messages of support.

== A cupcake for you! ==Many thanks for coming to our International Women’s Day editathon today, Karen.

 

Vote 100 Editathon, CC BY, Karen Bowman

A hobby for life

Processions Karen & Suzanne, CC BY SA, Kaybeesquared, Wikimedia Commons

Now I am proud to tell family and friends of my new (though limited) editing skills, made so easy in VisualEdit and with great Wikimedians there to help!

So I re-joined the University Library and local City Library to track down secondary sources to cite on our suffragists and suffragettes[4][5], joined events on the topic and was part of the Processions 2018 artwork with thousands of women acknowledging the success and the suffering and sheer persistence of notable (and less known) women who led the way and as a result now have my own picture in Wikimedia Commons, and a hobby for life!

Open Learning from history

Open Learning[6] has helped me enjoy learning from the past and creating materials again to acknowledge the women who made it possible for me to march, to have a political voice, complete graduate education, and have a long, varied and satisfying professional life.

Thanks to Open Learning and Ewan McAndrew, University of Edinburgh Wikimedian in Residence – Inspiring Women!

Wikimedia Partnership of the Year, CC BY SA, Stinglehammer, Wikimedia Commons

References

^ “Vote 100 home”. University of Edinburgh Vote 100 homepage.

^ Leonard, Victoria (12 December 2018). “Female scholars are marginalised on Wikipedia because it’s written by men”. The Guardian. Retrieved 17 February 2019.

^ “Bodleian Oxford University re First Woman Graduate”.

^ Rosen, Andrew (1974). Rise Up, Women!. Routledge & Kegan Paul.

^ Atkinson, Diane (2018). Rise Up Women: the fascinating lives of the suffragettes. ISBN 9781408844045.

6 ^ “Centre for Open Learning at The University of Edinburgh”.

About the author

Karen Bowman is Joint Director of Procurement at the University of Edinburgh, FCIPS, now part-retired. A former NHS Scotland procurement leader and hospice pain research nurse, she started and led the University staff/student Fair Trade steering group and was awarded the Principal’s Medal for outstanding service in 2011. She has continued to learn throughout her life including with Dame Cecily Saunders, OM, DBE; with Harriet Lamb CBE and since joining in Open Learning events and with ‘Women in Red’ is now starting to wiki-edit (a little).

Translation and Open Education – An Experiment using Wikipedia

This post is the fourth in a series of blog posts for Open Education Week.

By Dr Iraklis Pantopoulos, Edinburgh College of Art, and Dr Charlotte Bosseaux, Translation Studies, School of Literatures, Languages and Cultures, University of Edinburgh.

Translation and open education go hand in hand! The historical role played by translation in the proliferation and dissemination of knowledge goes back probably to the very beginnings of the act of translation itself. So there can be no doubt translation is a natural fit in the field of Open Education.

So, when the idea was pitched to begin a project working with Wikipedia as a tool in the MSc in Translation Studies it immediately clicked!

The Projects

The idea for the project was simple: As part of their Portfolio of translation, the practice component of their studies, MSc in Translation Studies students need to translate 4,000 words per semester on a topic of their own choosing. This is the independent study component of their portfolio. So, rather than them having to choose any text to translate their project was to select (either individually or in same-language groups) a Wikipedia entry of the right size and create a version of that entry in their target language.

To provide some scaffolded support in their task, two two-hour introductory workshops on the basics of Wikipedia editing and the new Content Translation tool were held by the Wikimedian in Residence. By the second workshop they needed to have chosen the entry to translate. Then the students were left to their own devices, with tutor support when needed.

At the same time, the students were taking a Technology and Translation in the Workplace course, focusing on the impact of digital tools on the translation ecosystem and developing the skills to prepare for a digital translation industry. Reflecting on their experience of working on the Wikipedia project clearly gave them something to draw on and quickly led to very confident discussions in a way that was not possible in previous years.

A Translation From One Language to Another, artwork by by Lawrence Weiner, CC BY SA, brbbl on Wikimedia Commons

The Outputs

Twenty-nine people took part in the assignment in 15/16 and 28 in 16/17, translating articles from English to Arabic, Chinese, French, Greek, Turkish, Japanese and from Spanish, Chinese, Japanese, Arabic, and Norwegian into English.

There was a big number of positives from the project and students on the programme were quick to acknowledge this.

Developing their digital capabilities (in line with the University’s graduate attributes) in broader areas such as the use and importance of formatting, in sensitive areas such as their online presence and identity, or even in specialist areas such as the use of machine translation within the Content Translation tool was a clear benefit.

But the things that really excited them and enriched their experience were to do with their participation in the Open Education community!

Members of a community

The change in role from the traditional one of passive “consumers” of knowledge to the active role of producers was fundamental for the students and a crucial step in developing their identity both as postgraduate students and future translators.

Writing to be read not writing merely to be assessed made a huge change in the mindset of the students and was a challenge they were eager to tackle! They now wrote with a potential global audience in mind and were very conscious of the fact that Wikipedia editors would be scrutinising their work. This openness of their translation and the instant audience also resulted in theoretical discussions in class. And coupled with the fact that they were clearly working to create something tangible and lasting (an OER) the increase in their motivation was evident. But even more, this was the first step towards developing an openly available “portfolio” as fledgling translators.

Some of the students were happy to talk about their experiences of the project.

View from the office

For us, as members of the course team, the teething problems of incorporating the Wikipedia project in the programme were quickly outweighed by the possibilities it opened up. Some of our thoughts can be heard in summary here (at 5:35).

One of the common challenges we face with postgraduate students is how to build their research skills. Through their engagement with Wikipedia, and OER in general, students got hands on experience of such skills as the triangulation of sources and the critical evaluation of online material. They were also able to move past a rigid view of research material and view the inherent value in Wikipedia as an aggregator of resources. They were then able to incorporate these skills in more demanding upcoming projects such as their dissertation.

We also as a group got the chance to see how Wikipedia quantity varies from language to language, and how translation can address and redress this inequality, a great motivation for students and another great area for discussion and further research.

We ourselves managed to overcome our initial reservations and were left with genuine enthusiasm for this fresh outlook on the potential of translation to contribute to the dissemination of knowledge.

 

About the authors

Dr Charlotte Bosseaux has wide experience teaching in all areas of translation studies at postgraduate level. She has taught translation theory and methodology and has frequently been course organiser for core courses such as Translation Studies 1 and Research in Translation Studies. She has also organised the TRSS summer schools for doctoral students, where she also taught and offered feedback student presentations. She is also on the international panel of associates for ARTIS (Advanced Research in Translation and Interpreting Studies). She has been on Erasmus exchange programme to various European universities including Milan, Madrid, Zagreb, and Oslo teaching at UG and PG level in translation studies.

Dr Iraklis Pantopoulos has been working in Higher Education for 9 years in a wide variety of academic, support, and learning technology-related roles. He has always been curious about how we teach and how we learn. He developed a particular interest in the place of digital tools in pedagogy and research during my doctoral studies and early teaching and he is always looking for ways to improve the learning experience. In 2018, he completed a PGDip in Digital Education from the University of Edinburgh. He is currently a member of the Learning Technology team at the Edinburgh College of Art.

 

Wikipedia in Higher Education: How students are shaping the open web

This post is the third in a series of blog posts for Open Education Week.

By Jemima John, Digital Skills Intern and undergraduate, School of Law, and Ewan McAndrew, Wikimedian in Residence, University of Edinburgh.

Since the early 2000’s, Wikipedia has acquired somewhat of a negative reputation for being unreliable. Educators are normally wary of allowing Wikipedia as a source that anyone can edit. This is due to believing it to be a source of misinformation, going directly against their role to reduce misinformation in the world.

However, what if the contrary is true?

What if Wikipedia can be used to reduce misinformation in the world, an often-highlighted problem of our current times. This is the very mission of Wikimedia organisation. The Wikimedia projects exist to combat misinformation[1]. Indeed, Wikipedians have been combating fake news for years as source evaluation is a core skill of a Wikipedian[2]. Researchers found that only 7 percent of all Wikipedia edits are considered vandalism[3] and nearly all vandalism edits are reverted instantly by automated programs (bots) which help to patrol Wikipedia for copyright violation, plagiarism and vandalism. If a page is targeted for vandalism it can also be ‘semi-protected’ (essentially locking the page so new edits are reviewed before being added) for one day, two days or longer as required while accounts or IP addresses repeating vandalism can be blocked indefinitely. While Wikipedia is still the encyclopedia that anyone can edit, a recent implementation is new users cannot create new pages until their account has been active for four days and accrued at least ten edits. Within the first four days, however, new users can submit their new pages for review by another editor who quality checks it is sufficiently neutral, notable and well-referenced for inclusion in Wikipedia’s live space.

Wikipedia Editathon with University of Edinburgh Wikimedian in Residence, Ewan McAndrew, CC BY SA, Mihaela Bodlovic, Wikimedia Commons

Due to open licensing of Wikipedia content, it is more visible across the Internet. For example, Google scrapes from Wikipedia biographies to feature as sidebar profiles as part of its ‘Knowledge Graph’ answer engine results for notable people; among many other topics. Wikipedia articles also happen to be within the top five search results due to its preferential status in Google’s ranking algorithm.

Today Wikipedia is the fifth most visited website[8] on the Internet and sometimes more trusted than traditional news publications, according to a recent YouGov poll[9]. This poll indicated that Wikipedia was trusted by the British people more than such reputable news sites as the Guardian, BBC, the Telegraph, the Times and others. Wikipedia relies on these sources, and other similar sources with a reputation for fact-checking and accuracy, so would not necessarily advocate trusting a Wikipedia article over these other sites.

However, Wikipedia’s policies on Neutral Point of View (NPOV) and identifying reliable sources do help police its content and plainly increases trust in its content. Research from the Harvard Business School has also discovered that, unlike other more partisan areas of the internet, Wikipedia’s focus on NPOV (neutral point of view) means editors actually become more moderate over time; the researchers seeing this as evidence that editing “Wikipedia helps break people out of their ideological echo chambers”.[10] More than this, it is worth considering what value one would place on having somewhere online like Wikipedia – and unlike many other of the world’s top ten websites – where it is completely, ruthlessly transparent in how pages are put together so that you can see: when edits were made; and by whom; and so that edits can always be checked, challenged and corrected if need be. After all, all edits to a Wikipedia page are recorded in its View History which includes which account or IP address made the edit along with a date, time and edit summary. Importantly, these entries in the View History are all permanent links so that different versions of the page can be compared and, ultimately, so a page can always be reverted back to its last good state if any unhelpful edits are ever made.

Indeed, the process of researching and writing a Wikipedia article demonstrates ‘how the sausage is made’ – how knowledge is created, curated and contested online – and asks students as part of their research to consider what constitutes a reliable source. In this way, students can be introduced to the pros and cons of searching a variety of databases as part of discussions on information and media literacy[11]. Ultimately, whether it is a news article, journal article or Wikipedia article one should always evaluate what one is reading. That much has always been true. Wikipedia, for its part, has as its policy that no Wikipedia page should be cited in an academic paper. Rather Wikipedia considers itself a tertiary source; an encyclopedia of articles made up from citations from high quality published secondary sources. If one cites anything it is these sources that one should cite, not Wikipedia itself. In this way, Wikipedia reframes itself as useful place for pre-researching a topic in order to orientate oneself before delving into the scholarly literature. Hence, it is not the endpoint of research but the beginning; the digital gateway to academic research. In this way, it can then be seen as a valuable resource in itself. 2016 research confirmed that 87.5% of students were using it in this way; in “an introductory and/or clarificatory role” as part of their information gathering and research and finding it ‘academically useful’ in this context[12]. Now in its seventeenth year, Wikipedia has approaching 5.7 million articles in English[13] with about ten edits per second across all Wikimedia projects and nearly 500 articles created each day[14]. As the largest reference work on the internet, it is simply too big to fail now and too important a source of information for the world. Consequently, Wikipedia has realized this and has taken out an endowment to ensure it exists it perpetuity.

Within the boundaries of Wikipedia editing guidelines of notability, reliability, and verifiability, it can prove to be a valuable resource in education. Editing Wikipedia articles builds a number of key skills. It encourages digital creation and digital collaboration skills. It builds legal research skills through finding relevant sources. Most of all, the ability to synthesize the research in an accessible manner for a non-legal audience is an unique but incredibly valuable skill for any law student. What is amazing about editing and creating Wikipedia articles is that the articles it allows for dialogue and improvement over the article through collaboration with other editors.

Indeed, it was the ‘realness’ and collaborative element of the assignment that appealed to students on the Reproductive Biology Hons. programme along with seizing a rare opportunity to communicate medical knowledge to a lay audience[15][16]. Being able to communicate to a non-specialist audience is a key skill for new medics just as communicating legal knowledge is a key skill for new entrants to the legal profession.

Reproductive Biomedicine Wikipedia Education assignment, CC BY SA, Stinglehammer, September 2017

For History undergraduates, it was the opportunity to improve the public’s understanding of history in a way that was active and not just passively receiving knowledge. More than this, it was recognizing that people’s understanding of the diversity of history would not be improved until staff and students actively engaged with addressing these gaps in representation; particularly in underrepresented areas such as social history, gender history and queer history.[17]

A Wikipedia assignment isn’t just another essay or presentation that students may never return to, but something that has actually been created; a way of demonstrating the relevance of a student’s degree and communicating their scholarship in a real-world application of teaching and learning. Beyond this, the experience of a Wikipedia assignment at Bucknell University was that:

at the close of the semester, students said that simply knowing that an audience of editors existed was enough to change how they wrote. They chose words more carefully. They double-checked their work for accuracy and reliability. And they began to think about how best they could communicate their scholarship to readers who were as curious, conscientious, and committed and as they were[18].

Once the article becomes live on Wikipedia and indexed in Google’s top five results, students realise that there is agency to sharing their scholarship with the world. By way of example, Reproductive Biology Honours student Áine Kavanagh’s scrupulously researched a brand new article on high-grade serous carcinoma, one of the most deadly and most common forms of ovarian cancer[19]. This article, including over sixty references and open-licensed diagrams Áine herself created, has now been viewed almost 60,000 times since it was published in September 2016[20]; adding a well-referenced source of health information to the global Open Knowledge community. Hence, rather than students’ work being disposed of at the end of an assignment, it can become a community project that can then be added to and improved over time; either by the students themselves or by other editors anywhere around the world. This has been a key motivator for students taking part in Wikipedia projects at the University of Edinburgh.

Of these other editors, there are some 2000+ WikiProjects on Wikipedia where editors come together to focus on a particular area of Wikipedia because they are passionate about the subject and/or have expertise in that area. If you check the Talk page of an article on Wikipedia you will see the WikiProject that has been assigned to ‘look after’ the article. In this way, content on Wikipedia is monitored and curated by a team of subject specialists; amateur enthusiasts and professionals alike. WikiProject Law aims to organise the law-related articles that consist of defining concepts spanning jurisdictions. There is a need for more articles focused on Scots law and there is scope to start a WikiProject to organise articles regarding Scots law.

There can be a number of applications within the law school. A Wikipedia assignment can be run in a single afternoon or over the course of an entire semester. It can be done as individual work, paired work or group work. Starting small and building up over time has proven a sensible methodology although best practice has been developed over a number of years at the university and elsewhere if bolder approaches are warranted.

Jemima John presenting at the University of Edinburgh Law Editathon, CC BY Ewan McAndrew, May 2018

 

It can be a formative assessed from a student perspective, it should be noted that if software seems too difficult to learn, students may feel like it is not worth the formative assessment and that it should be summative in nature. Indeed, recent experience is that students have been enthused to take part in Wikipedia assignments and put great efforts in to complete the assignment so receiving some feedback on their efforts always goes some way to ensuring they are fully satisfied by the experience: be it a group discussion; using a Wikipedia marking rubric; individual assessment; peer assessment; blogging their reflections on the project; or providing an oral presentation. The timing of the assignment may also help ensure its success. If it is assigned during a time of the term where other summative assessments may be due then the students may be more strategic in where they place their priorities.

Hence, past experience at the University of Edinburgh has suggested that a Wikipedia assignment incorporating such elements as students having discussions around information literacy and learning how to edit/ how to use a new form of educational technology may work best in the first semester as part of inducting the students into good digital research habits for the rest of the year before the course programme becomes busier in the second and third semesters. World Christianity MSc students and Psychology undergraduate students have also reported in recent interviews how the experience of adding references to Wikipedia was both a motivating and “very exciting”[21] moment for them; partly because of the “slick” way Wikipedia allows you to add citations easily and partly because of the fact they were able to draw from relevant news articles and bring them together with books and journal articles (and more) to holistically convey the subject they were writing about.[22]

In terms of how hard or difficult Wikipedia editing now is, Wikipedia has a new WYSIWYG (What You See Is What You Get) Visual Editor interface which is easy to learn in an hour and just takes a little practice. It makes use of dropdown menus much like one experiences in word processing applications such as Microsoft Word and WordPress blogging and has been described variously as “super easy”, “fun”, “really intuitive” and “addictive as hell.”

There is also scope for a Wikipedia assignment to form a proportion of the summative element of the course as they have done on the World Christianity MSc.[23] It should be noted that contributions made to Wikipedia are not static, but rather they are picked up by other Wikipedia editors to improve the reliability of the site. In educational contexts, this could be seen negatively but students have intimated that they like their work surviving beyond the life of the assignment and becoming a community project that can be added to over time. Beyond this, students can download their finished pages as a pdf, create books of their finished articles and, because all edits are recorded as permanent links in the View History of a page, they will always have a permanent link to their version of the page, no matter what changes are made to improve or expand it by other editors.

Wikipedia is an useful source but it can never replace formal legal education which teaches specialist knowledge, analytical skills, ethical standards, and importantly impart a love of democracy and justice. Wikipedia in legal education will only supplement these activities.

References

[1] Kamenetz, Anya (2017). “What Students Can Learn By Writing For Wikipedia”. NPR.org.

[2] Davis, LiAnna (2016). “Why Wiki Education’s work combats fake news — and how you can help”. Wiki Education.

[3] Adler B.T., de Alfaro L., Mola-Velasco S.M., Rosso P., West A.G. (2011) Wikipedia Vandalism Detection: Combining Natural Language, Metadata, and Reputation Features.

[4] Hillis, Ken; Petit, Michael; Jarrett, Kylie (2012). Google and the Culture of Search. Routledge. ISBN9781136933066.

[5] Beel, J.; Gipp, B. (2009). “Google Scholar’s ranking algorithm: The impact of citation counts (An empirical study)”. 2009 Third International Conference on Research Challenges in Information Science: 439–446. doi:1109/RCIS.2009.5089308.

[6] McMahon, Connor; Johnson, Isaac; and Hecht, Brent (2017). The Substantial Interdependence of Wikipedia and Google: A Case Study on the Relationship Between Peer Production Communities and Information Technologies.

[7] Thompson, Neil; Hanley, Douglas (2018). “Science Is Shaped by Wikipedia: Evidence From a Randomized Control Trial”. Rochester, NY.

[8] https://www.alexa.com/topsites

[9]https://yougov.co.uk/news/2014/08/09/more-british-people-trust-wikipedia-trust-news/

[10] Guo, Jeff (2016). “Wikipedia is fixing one of the Internet’s biggest flaws”. Washington Post. ISSN 0190-8286.

[11] “Wikipedia and Information Literacy – Academic Support Librarian Ruth Jenkins”. Media Hopper Create – The University of Edinburgh Media Platform.

[12] Selwyn, Neil; Gorard, Stephen (2016). “Students’ use of Wikipedia as an academic resource — Patterns of use and perceptions of usefulness”. The Internet and Higher Education. 28: 28–34. doi:10.1016/j.iheduc.2015.08.004ISSN 1096-7516.

[13] “Wikipedia:Statistics”. Wikipedia.

[14]https://tools.wmflabs.org/wmcharts/wmchart0002.php

[15] “Wikipedia in the Classroom – Interview with Aine Kavanagh (Reproductive Biology Hons. student)”. Media Hopper Create – The University of Edinburgh Media Platform.

[16] “Wikipedia in the Classroom – Eve Sealy, Senior Honours student on the Reproductive Honours programme”. Media Hopper Create – The University of Edinburgh Media Platform.

[17] “Wikipedia and History – Tomas Sanders, History undergraduate at the School of History, Classics and Archaeology”. Media Hopper Create – The University of Edinburgh Media Platform.

[18] Stuhl, Andrew (2014-10-14). “Wikipedia and Student Writing”. Wiki Education.

[19] https://en.wikipedia.org/wiki/High-grade_serous_carcinoma

[20] https://tools.wmflabs.org/pageviews/?project=en.wikipedia.org&platform=all-access&agent=user&range=all-time&pages=High-grade_serous_carcinoma

[21] “Wikipedia in the Classroom – Psychology student Karoline Nanfeldt”. Media Hopper Create – The University of Edinburgh Media Platform.

[22] “World Christianity MSc students on the Wikipedia literature review assignment”. Media Hopper Create – The University of Edinburgh Media Platform.

[23] “Wikipedia in the Classroom – Interview with Dr. Alex Chow (World Christianity MTh/MSc programme)”. Media Hopper Create – The University of Edinburgh Media Platform.

About the authors

Jemima John is a 4th year undergraduate student at the University of Edinburgh’s School of  Law, and Digital Skills Intern.

Ewan McAndrew is Wikimedian in Residence at the University of Edinburgh.

Diversifying Wikipedia for the Festival of Creative Learning 2019

Wikipedia is the 5th most visited website in the world and is an important first stop when looking up any topic – it is truly an incredible resource. But its power can be dangerous. It lacks diversity both in its editorship and its articles. This means that its systemic biases can have a large impact on the way we think. Wikipedia, like most mainstream publishing and media, is very disproportionately white and male. However, unlike traditional information resources, Wikipedia’s users can have a direct positive impact on its content. This is why Information Services held a Diversithon event for the Festival of Creative Learning on the afternoon of 20th February 2019:

“To increase the diversity of voices, genders, and cultures among its contributors and editors, the Wikimedia Foundation has made it a strategic goal to recruit and foster more women, people of colour, and other underrepresented individuals—including LGBT+ populations… the Wikimedia Foundation recognizes that the majority of its Wikipedia contributors and editors are disproportionately male, under 22 years old, and (most likely white and straight) from “the Global North”. They also admit that Wikipedia’s coverage is skewed toward the interests, expertise, and language skills of the people who created it…”— Wexelbaum, Herzog, & Rasberry, “Queering Wikipedia” (2015).

 

The Diversithon was a Wikipedia editing event held in a social and supportive setting to celebrate diversity for LGBT+ History Month 2019 and Black History Month.

This event trained its attendees in the skills required to contribute to and improve Wikipedia – a useful skill for anyone to have – and focused on creating new articles to include notable Black, Asian and Minority Ethnic professionals; LGBT+ professionals; as well as continuing our work to address the systemic gender gap on Wikipedia where only 17.83% of biographies are about notable women.

The Diversithon in a nutshell:
  • 12 new articles were created.
  • 2 more were drafted.
  • 28 articles were edited.
  • 249 edits in total.
  • 15 editors.
  • 9,530 words added.
  • 9,190 articles views.

Our co-hosts for the event, the student support group Wellcomm Kings, kicked off the event.

Rosie Taylor, Wellcomm Kings convenor and Biological Sciences student, kicks off the Diversithon.

Rosie Taylor, a Biological Sciences student and Wellcomm Kings convenor, presented on why we hold  which she had stated she had orientated herself about using Wikipedia. Rosie discussed the history of the Section 28 and the protests against it. This legislation stated that a local authorityshall not intentionally promote homosexuality or publish material with the intention of promoting homosexuality” or “promote the teaching in any maintained school of the acceptability of homosexuality as a pretended family relationship”. It was repealed on 21 June 2000 in Scotland by the Ethical Standards in Public Life etc. (Scotland) Act 2000,  as one of the first pieces of legislation enacted by the new Scottish Parliament, and on 18 November 2003 in the rest of the United Kingdom. Rosie also provided some context on the Queer Community in Scotland and posed the question as to whether Scotland was indeed ahead of the curve? Homosexuality was, after all, decriminalised 13 years later than in England. She closed by stating there was still a long way to go. Despite the progress being made in some quarters, 1 in 5 LGBT+ people still report to have experienced a hate crime in the past year.

Tom and Henry from the student research project, UncoverEd, tell us what they have discovered about the university’s global alumni.

Tom and Henry from  presented following Rosie’s talk; outlining the student research project they had been involved in, which focused on surfacing the lives and contributions of the University of Edinburgh’s global alumni. The UncoverED exhibition launched 31 January 2019 in the Crystal Macmillan Building.

From the UncoverEd website:

“UncoverEd is a collaborative and decolonising research project, funded by Edinburgh Global, which aims to situate the ‘global’ status of the University of Edinburgh in its rightful imperial and colonial context. Led by PhD candidates Henry Mitchell and Tom Cunningham, the team of eight student researchers are creating a database of students from Africa, the Caribbean, Asia and the Americas from as early as 1700, and writing social histories of the marginalised student experience. The aim was to produce at least one biography each of a ‘notable’ alumnus, leading up to a website and exhibition in January 2019”.

Roger Bamkin, co-founder of WikiProject Women in Red, was also in attendance and helped support the staff, students and members of the public at our Diversithon to create and improve Wikipedia pages over the course of the afternoon. WikiProject Women in Red is the second most active WikiProject on Wikipedia and its aim is to turn red-linked articles about notable women which don’t yet exist into blue clickable links which do.

 

“In November 2014, only about 15% of the English Wikipedia’s biographies were about women. Founded in July 2015, WiR strives to improve the figure, which has reached 17.73% as of 18 February 2019. But that means, according to WHGI, only 284,439 of our 1,604,512 biographies are about women. Not impressed? “Content gender gap” is a form of systemic bias, and WiR addresses it in a positive way through shared values.”

 

The afternoon proved a positive and motivating experience for our attendees and allowed us to make use of Wikipedia’s new PrepBio tool to easily create stub articles from the biographical information stored as structured data in Wikidata. e.g. from the List of missing biographies of nonbinary, trans and intersex people.

Through our combined efforts, over the course of an afternoon, the following pages were produced:

Outcomes

  • Jane Pirie (1779-1833) opened a girl’s school in Edinburgh and was accused of lesbianism with the school’s co-founder Marianne Woods. The story of the court case was the inspiration for Lillian Hellman’s play “The Children’s Hour”.
  • Lisa Middleton is the 1st transgender person to be elected in California for a nonjudicial position. Lisa was included in the 2016 Pride Honors Awards recipients from Palm Springs Pride with the Spirit of Stonewall Community Service Award.
  • Xheni Karaj is a LGBT rights activist and co-founder of the Aleanca LGBT organization. Xheni, together with Kristi Pinderi, were among the first activists to launch the LGBT rights movement in Albania. Translated from Albanian Wikipedia.
  • Clara Marguerite Christian (1895-1964), was born in Dominica and was the 1st black woman to study at the University of Edinburgh. Her university experience speaks to the “double jeopardy” of “navigating both race and gender within whiteness”, embodying “the simultaneous invisibility and hyper-visibility” of being a black woman in Edinburgh during the 1910s”.
  • Jabulani Chen Pereira is a queer South African activist & visual artist. In 2012, Pereira founded Iranti (South African LGBT organisation), a non-governmental organisation focusing queer human rights issues primarily through visual media.
  • Annette Eick (1909-2010) was a Jewish Lesbian writer. During the 1920s, a liberal time period in the Weimar republic, Eick wrote poems and short stories for lesbian magazinesAfter the Nazis came to power in 1933, she had to give up on journalism and started working as a nanny. In 1938, she was granted a visum to live in the UK and fled to London after surviving an attack by Nazis on the farm she was staying at during the Reichkristallnacht. Her parents were murdered in the Auschwitz concentration camp. In London, Eick worked as a nanny and housekeeper and met her partner Getrud Klingel. They moved to Devon, where they opened a nursery and Eick started writing again. Her collection of poems, Immortal Muse, was published in 1984 and turned into a short film called The Immortal Muse by Jules Hussey in 2005. Eick became known to a wider audience through the documentary ‘Paragraph 175’ from 2000, which told the experiences of five gay men and one lesbian woman (Eick) that were prosecuted under the paragraph 175 which criminalised homosexuality. 
  • Elizabeth Kerekere is a scholar, artist & activist within the LGBTQ+ community in New Zealand. Kerekere has been an active member of the Green Party, promoting suicide prevention, anti-violence, healthy relationships and housing for all.
  • Jessica Platt is a professional hockey player and an advocate for transgender rights. She plays for the Toronto Furies in the Canadian Women’s Hockey League (CWHL) and was the first transgender woman to play in the CWHL.
  • Cornelia ‘Connie’ Estelle Smith (1875–1970) was a black music-hall entertainer and actress who was a member of the English Stage Company at the Royal Court Theatre. Appearing in theater and film, she was best known for her performances in All God’s Chillun Got Wings (1946), You Can’t take it With You (1947), Kaiser Jones(1961), and as the sorceress Tituba in Arthur Miller‘s The Crucible.
  • Gisela Necker (1932-2011) was an early lesbian activist active in Berlin from the 1970s until her death. She was a leading member of Homosexual Action West Berlin (HAW), co-founding its first lesbian group in the early 1970s. She later helped to found the Berlin women’s centre and the Lesbian Action Centre.
  • Les+ Magazine was started in 2005 by a group of young Chinese lesbians. The slogan of the 1st issue states ‘After the darkness fades away, I’ll be holding ur hand, walking under the sunlight with pride, boldly & happily living our lives!‘.
  • Lala is a non-derogatory Chinese slang term for lesbian, or a same-sex desiring woman. It is used primarily by the LGBT+ community in mainland China, though the term has origins in the Taiwanese term for lesbian, lazi (Chinese: 拉子).
  • NEWLY drafted to Wikipedia: Mala Maña is an all-female vocal group from New Mexico, fusing contemporary & folkloric rhythm of the African diasporas with Latin American music. Can you help finish the article so we can publish it?
  • NEWLY drafted to Wikipedia: Marsha H. Levine is the founder of InterPride, an international organisation for Pride committees. She was Parade Manager of San Francisco Pride from 2000-2018. Can you help finish the article so we can publish?
Diversithon editors at work

If you want to know more about the Diversithon or would like to suggest a Wikipedia event yourself then the Wikimedia residency is a free resource available to staff an students at the university. Message me at ewan.mcandrew@ed.ac.uk