Supporting the University of Edinburgh's commitments to digital skills, information literacy, and sharing knowledge openly

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Fifth year of “Digital Volunteering with Wikipedia” – the Edinburgh Award

Sticky post

We know that many students are involved in activities alongside their studies such as volunteering, part-time work, and getting involved in the University community. To help these activities to stand out from the crowd, our University has had an Award for “Digital Volunteering with Wikipedia to sit beside other available Edinburgh Awards for the last five years now. The Edinburgh Award is a programme that allows students to get official recognition for their involvement in extracurricular activities and demonstrate their digital capabilities to employers.

Our five (in-person) award achievers in Old College quad. Pic by Anna Judelson CC-BY-SA

There are many different types of Edinburgh Award activity students can undertake but Digital Volunteering with Wikipedia focuses on developing three Skills for Success (e.g. digital literacy, written communication, time management, assertiveness & confidence etc.) over the course of 55-80 hours of work and providing evidence of demonstrable learning, reflection and impact. These hours are staggered over the October to end of March period punctuated by three main mandatory “input” workshop sessions.

In the first, Aspiring, in mid October the students self-assess themselves against the Skills for Success framework and select three to develop as part of the award. They also select a topic area of Wikipedia they wish to improve and submit a 400 word action plan for how they plan to develop their chosen Skills for Success and how they’ll deliver impact.

Once they have had training and researched their topic areas, the 2nd Input Session, Developing, in early December, requires them to re-assess if their Likert scale ranking of their chosen Skills for Success has changed at all, and submit a completed Fortnightly Log of Activities designed to evidence their work to date and their reflections on how they are progressing  and action planning towards their personal project goals. We hold fortnightly group research sessions in the library (because there are vast useful resources there and because not everything is online) to help their research and allow them to come together to discuss their projects, ask questions, help one another and edit in a social and supportive environment.

The final Input Session, Owning, is about coming together to share their project outcomes and unique reflections. In addition, to this it is also about ensuring the students get the opportunity to tie all this personal and professional skills development in with their future goals and how they will communicate about their Edinburgh Award experience to their peers, academic advisors and future employers. This session takes place at end of March and their final submissions are an 800 word report and 5-10 minute presentation reflecting on both their impact achieved and the development achieved in their three chosen Skills for Success.

Topics suggested by students to improve online

More interestingly, are the fascinating topics the students have wanted to write about over this last year and over the last five years: Scottish history and archaeology; Japanese fashion subcultures (Gothic Lolita); Japanese art history; Singaporean people; Artefacts of the Republic of Congo; Ugandan culture and cuisine; Climate change, Covid-19, LGBT History, Black History, Women artists, Women in STEM. Marginalised groups, underrepresented topics, some of the biggest and most pressing challenges in the world today. This shows me, year on year, that students are ‘switched on’ and recognise the importance of addressing knowledge gaps and improving the world around them. Indeed, they had personally chosen to deep dive into their topics and become passionate & knowledgeable about them. And in their end of project presentations, it was abundantly clear they could all articulate (and evidence) such deep reflection and critical thinking on the act of editing and the sense of deep responsibility they felt in ‘taking on the mantle of the expert‘ to communicate their chosen subject as well as the intrinsic motivation and pride they each felt in helping to share their published outputs openly & globally to improve representation online.

Here’s our final six award achievers:

The final six students (Hellena joining us remotely from Uganda). Pic by Anna Judelson CC-BY-SA

We started in October with a large cohort off 24 interested students but this reduced to 6 by Input 3 but this was to be expected and is in line with other Edinburgh Award programmes similarly asking students to undergo over 55 hours in extracurricular volunteering when they have lots of other demands on their time and commitments like their studies and part-time jobs among others.

These final SIX ‘knowledge activist’ heroes have been put forward to achieving the Award this year.

The projects

  1. Singaporean biographies
  2. Pictish Stones
  3. Japanese art and fashion
  4. Artefacts of the Republic of Congo
  5. Ugandan cultural heritage.
  6. Japanese fashion subcultures.

The outcomes

138,000 words have been added to Wikipedia and over 1,500 references to pages viewed almost 4 million times already! Our most words contributed ever!

You can watch all their presentations on our Media Hopper playlist.

Playfair Library celebration event – 21 April 2026. Pic by Ewan McAndrew, CC-BY-SA

Digital Volunteering with Wikipedia – the Edinburgh Award runs each year from mid October to end of March. Visit our website page about the award and/or email ewan.mcandrew@ed.ac.uk if you are a student interested in taking part of a member of staff wishing to get involved and suggesting topic areas or resources/reading lists to be used next year.

Here is a presentation by Emma on Japanese art and fashion:

Here is a presentation by Alice on Pictish Stones in Scotland:

Here is a presentation by Wenyu on Gothic Lolita fashion and Japanese fashion subcultures:

Here is a presentation by Audrey on artefacts of the Republic of Congo:

Here is a presentation by Hellena on Ugandan cultural heritage objects:

Here is a presentation by Hansen on Singaporean biographies:

Anna Judelson, PhD student and Assistant Wikimedian in Residence at the University of Edinburgh, CC-BY-SA.

My Wikimedia journey so far

Guest post by Anna Judelson, PhD student and Assistant Wikimedian in Residence at the University of Edinburgh.

I started my internship as an Assistant Wikimedian in Residence almost four months ago, and it has already been one of the most rewarding work experiences I have had. The work is varied, creative, and, most importantly, impactful. It makes me genuinely excited about the remaining two thirds of this placement.

Anna Judelson, PhD student and Assistant Wikimedian in Residence at the University of Edinburgh, CC-BY-SA.
Anna Judelson, PhD student and Assistant Wikimedian in Residence at the University of Edinburgh, CC-BY-SA.

When I began, I did not realise how powerful Wikimedia could be as a tool for digital activism. It offers free, community-owned access to knowledge, but there are still significant gaps to address before it can be truly inclusive. For example, only about 20% of English Wikipedia’s biographies are about women, while people of colour and members of queer communities remain similarly underrepresented.

So far, I have created and edited four articles on remarkable individuals from marginalised communities, the most recent being an article on Emeritus Professor of Africana Studies, Paget Henry. I have also supported dozens of others in doing the same.

Creating a Wikipedia article from scratch is an incredibly empowering experience. Knowing that millions of people use the platform every day makes contributing to it feel both meaningful and slightly surreal. As a researcher, I also see it as a valuable way to build a portfolio of published work with real-world impact.

Through organising Wikipedia editing events, or edit-a-thons, I quickly developed from a beginner into a confident trainer. Since late November, I have conceptualised, planned, and hosted six edit-a-thons as part of the Wikipedia Women in Red project and in collaboration with University departments and societies. These events have led to the creation of new articles on women in education, engineering and physics, queer women, Jewish history in Scotland, and philosophers from underrepresented communities, with more in progress.

The most recent edit-a-thon I ran was our largest so far and took place in celebration of International Women’s Day. It was held in a newly opened, well-equipped space named after Molly Fergusson, the first female Fellow of the Institution of Civil Engineers and a University of Edinburgh graduate. In collaboration with the Molly Fergusson Initiative, we created a welcoming environment to celebrate the legacy of women engineers and physicists through the creation of new Wikipedia articles. The event also featured talks from Initiative representatives and PhD researchers, who shared stories of women whose contributions remain under-recognised.

International Women’s Day edit-a-thon participants in the new Molly Fergusson room at University of Edinburgh’s Science and Engineering campus, CC-BY-SA.

Despite ten years of social and educational impact, the Wikimedian in Residence programme is still not widely known across the University. Within a large and complex institutional structures, it can easily be overlooked. This is why, looking ahead, I hope to build more collaborations across the University to encourage wider participation in Wikipedia editing. I am currently reaching out to communications teams across the three colleges, beginning with the College of Medicine and Veterinary Medicine as it approaches the 300th anniversary of the Medical School. Word of mouth remains one of the most effective ways to build awareness, and we are working to expand our reach in this way. Our aim is to demonstrate that Wikimedia in Residence programme is not only a platform for events, but also a valuable tool for teaching and learning (e.g. our 2025 booklet of 21 case studies of Wikimedia in UK education) that can enhance both academic and extracurricular experiences (e.g. our Digital Volunteering with Wikipedia – Edinburgh Award programme).

This internship has also allowed me to develop my content creation skills. Through training in Canva and responsibility for event promotion, I have been experimenting with a range of outreach channels, from University newsletters to external social media platforms. It has been particularly rewarding to track how these skills are developing over time.

Overall, this has been a creative and supportive environment where I have taken on meaningful responsibilities and seen the tangible impact of my work. I am looking forward to the next six months and the opportunities they will bring.

If you are interested in collaborating with us, please get in touch (drop an email to ajudelso@ed.ac.uk and ewan.mcandrew@ed.ac.uk).

We welcome ideas for events, training workshops, presentations, or support in designing Wikipedia assignments at any level of study. You are also very welcome to join our edit-a-thons or suggest your own!

Women in Theatre editathon poster
Women in Theatre editathon poster,

Our next event, on 3 April, will celebrate women in theatre in honour of International Theatre Day, and we would love to see you there.

Anna

Digital Volunteering with Wikipedia – open for 2025/2026 student participation

Digital Volunteering with Wikipedia

The fourth year of the Edinburgh Award for Digital Volunteering with Wikipedia concluded on 31st March 2025.

Seven students (and one staff volunteer) completed this extracurricular digital research project amassing both the requisite 55-80 hours of volunteering time AND the significant & demonstrable impact in improving the topic coverage of their chosen project area on the free and open encyclopedia, Wikipedia.

Their projects covered a wide range of topics which often complemented their studies (and at times provided a respite/holiday from their studies) as well as, importantly, enhancing & evidencing their graduate capabilities and digital research skills in such diverse project areas as:

By the award’s completion, our 2025 Edinburgh Award achievers had contributed over 80,000 words and 1200 references to the largest reference work on the internet, and their work had amassed over 1 million pageviews from interested readers all around the world.

The student achievers were then presented with their certificate of completion, and record of their achievement added on their Higher Education Achievement Report, at a celebration event evening for all Edinburgh Award achievers at the University’s Playfair Library during Reading Week in April.

Watch the 2024/2025 short video presentations on Media Hopper and consider volunteering for this year’s award commencing with a workshop on 21 October 2025 where you can meet other participants and formally enroll.

Register your interest here

And we look forward to working with you and toasting your Award success!

Here’s an example ‘end of award’ presentation by one of our 2023 achievers, Ana Aldazabal (pictured above on left), on her project on Latin American literature (suggested by Professor Fiona Mackintosh).

NB: If you are a member of staff at the University then you can also get involved by suggesting topic areas and/or resources (like course reading lists) that would be helpful and of interest to the students for project idea inspiration as to where they could so some good improving topic coverage on Wikipedia.

This adds to the fascinating work of our past award achievers who have helped improve global understanding on other underrepresented topics such as:

Find out more on our website.

Preserving Scottish Heritage: The Accused Witches of Scotland

This post was written by LLB student Dervla Craig on her first month as Information and Data Literacy intern this Summer.

My name is Dervla and I am going into my second year of the Graduate LLB at the University of Edinburgh. This summer I am doing a 12-week internship with the University’s Information Services Group (ISG) on one of the most fascinating projects I have ever had the opportunity to be a part of: the Accused Witches of Scotland project. 

I am one of a long line of interns who has been involved in this project each year since 2019, which aims to commemorate and spread awareness about those who were persecuted as witches in Scotland during the 16th to 18th centuries. While previous interns have primarily been focused on processing and importing data from the University’s landmark The Survey of Scottish Witchcraft database (2003) into Wikidata and created our witches website with new map and timeline visualisations, this year my role looks a bit different. 

My remit for the 12 weeks is to prepare a bid to the National Lottery Heritage Fund to secure funding for what we hope can be the next phase of the project. Our goal is to preserve the accused witches’ data in the long-term and ensure that people can connect with and participate in this heritage now and in the future. As it has come to the end of my first month, I wanted to join the tradition of blogging about my internship experience so far. 

Getting to know the individual stories of the accused 

My first week was spent diving down the rabbit hole to explore all there is to learn about the Scottish witch trials. If you had asked me to describe an accused witch before this week, I would’ve told you they wore a pointy hat and flew around on a broomstick. I couldn’t have been more wrong! Now when I picture these women, they look like my mother, or my grandmother, or me. They were ordinary people who suffered an egregious injustice, and I was extremely moved when learning about their stories. 

Some of the most valuable tools for my research included The Survey of Scottish Witchcraft, created by Julian Goodare, a history professor at the University of Edinburgh, and his team in the late 90’s, and the interactive witches map resource created by Emma Carroll, a geography student and our former Data Visualisation intern, and our late developer colleague Richard Lawson in September 2019. The Survey made use of the historic records of all the accused witches in Scotland between 1563 – 1736 and organised the details into a MS Access 1997 database, and our new 2019 map brings this data to life in a new and engaging way through importing the data into Wikipedia’s sister project, Wikidata, as linked open machine-readable data. 

Learning about the great work that has been done previously definitely made me realise I have a lot to live up to but also motivated me to give it my all in the next twelve weeks and hopefully produce an end result that meets the standards of my predecessors. 

Writing a National Lottery Heritage Fund bid 

The next thing to familiarise myself with before I could dive into my writing was the bid itself. I spent a few days combing through the NLHF website to understand what it is they are looking for and how our project fits those needs. By getting to know my audience, I could ensure that my writing was intriguing, evidence-based and persuasive. I quickly found out that before submitting the 10,000-word application, I must submit a 1000-word ‘Expression of Interest’. This EoI asks questions about the heritage of the project, what our project aims to achieve, and why it is needed now. At this point, I felt I could write a dissertation for each of these questions, so the tight word count was my biggest enemy. I had lots of help from some lovely colleagues who offered their feedback and advice, including the Project Director of the Survey of Scottish Witchcraft, Professor Julian Goodare. After many tweaks and a few redrafts, I am happy to say at the end of week four that the EoI is pretty much ready to go. 

Exploring avenues for community engagement 

Alongside writing, writing and more writing, I have also been brainstorming ideas for the community engagement side of our project. There have been so many great ideas by the team which have led to interesting and helpful discussions with different people and organisations, including the National Museum of Scotland, Reforesting Scotland, and some really talented artists. Excitingly, most of the responses we have received have been positive and enthusiastic. In the upcoming weeks, I hope to visit some of these places and see firsthand the primary sources from the witch trials. 

Workshops and all-staff events 

Another educational and fun aspect of my experience so far, outside of my bid writing role, has been the plethora of events hosted by ISG. In the past month I have taken part in ‘intern welcome’ socials, Wikipedia writing workshops and even a workshop on an introduction to blogging! Alongside these, I have also attended two all-staff events, one for all Information Services Group (ISG) staff and one for the Learning, Teaching and Web (LTW) division. Not only have I learned so much about the behind-the-scenes and the people who have made my studies possible for the past five years, but these events have also been an opportunity to get to know more of my colleagues and socialise with other interns. At ISG there is a strong emphasis on having a healthy work-life balance and making sure that you and those around you have what you need to produce your best work. 

View of Edinburgh Castle from Floor K, Argyle House. CC-BY-SA by Dervla Craig.

In conclusion, I have had an amazing first month as an intern with the University of Edinburgh. I have learned a lot, met new people, and pushed myself outside of my comfort zone. Plus the amazing view of Edinburgh Castle from Floor K has been a real motivator to work from the office and not from home! I am nothing but hopeful that the next eight weeks will be even more exciting and productive, and that I can blog again soon with positive updates! 

P.S. If you haven’t already, definitely visit The Survey of Scottish Witchcraft and the Map of Accused Witches in Scotland websites! They are both amazing (and important) educational resources that I could browse for hours (and have). 

 

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