Wikidata is turning 6 years old at the end of October 2018 – “the source for open structured data on the web and for facts within Wikipedia.” so we are hosting a birthday celebration on Wednesday 31st October 2018 in time for Halloween in Teaching Studio LG.07, David Hume Tower, University of Edinburgh.
Wikidata is a free and open data repository of the world’s knowledge that anyone can read & edit. Wikidata’s linked database acts as central storage for the structured data of its Wikimedia sister projects.
Using Wikidata, information on Wikipedia can be queried & visualised as never before. The sheer versatility of how this data can be used is only just beginning to be understood & explored.
In this session we will explain why Wikidata is so special, why its users are so excited by the possibilities it offers, why it may overtake Wikipedia in years to come as the project to watch and how it is quietly on course to change the world.
What will the session include?
An introduction to Wikidata: what it is, why it is useful and all the amazing things that can be done with structured, linked, machine-readable open data.
A practical activity using the Survey of Scottish Witchcraft database where you will learn the ‘nuts & bolts’ of how to use and edit Wikidata (manually and in bulk) and help shape the future of open knowledge!
A practical guide to querying Wikidata using the SPARQL Query Service.
Cake and Wikidata swag to take home.
Who should attend?
Absolutely anyone can use Wikidata for something, so people of all disciplines and walks of life are encouraged to attend this session. Basic knowledge of using the internet will be needed for the practical activity, but there are no other pre-requisites.
Anyone interested in open knowledge, academic research, application development or data visualisation should come away buzzing with exciting new ideas!
NB: Please bring a laptop with you OR email firstname.lastname@example.org at least 24 hours ahead of the event if you need to borrow one.
Please also create a Wikidata account ahead of the event.
10:45 – 11:00: Welcome, Tea/Coffee, Registration
11:00 – 11:30: Introduction to Wikidata – what is it, and why is it useful? – Dr. Sara Thomas, Scotland Programme Co-ordinator for Wikimedia UK.
11:30 – 12:30: Introduction to SPARQL queries – Delphine Dallison (Wikimedian at the Scottish Library and Information Council).
12:30 – 13:00: Break for lunch
13:00 – 14:30: Witchy data session – Ewan McAndrew (Wikimedian in Residence at the University of Edinburgh).
Manual edits practical – adding data from the Survey of Scottish Witchcraft database to Wikidata.
Mass edits practical – adding data in bulk from the Survey of Scottish Witchcraft database to Wikidata.
The University of Edinburgh are looking to support the development of a data-literate workforce over the next ten years to support Scotland’s growing digital economy. This therefore represents a huge opportunity for educators, researchers and data scientists to support students in this aim. The first Wikidata in the Classroom assignment at the university is taking place this semester on the Data Science for Design MSc course and two groups of students are working on a project to import the Survey of Scottish Witchcraft database into Wikidata to see what possibilities surfacing this data as structured linked open data can achieve.
“We need to increase the reputational consequences and change the incentives for making false statements… right now, it pays to be outrageous, but not to be truthful.”(Nyhan in the Economist, 2016)
”This challenge is not just for school librarians to prepare the next generation to be informed but for all librarians to assist the whole population.”(Abram, 2016)
Issues at the heart of the information age have been exposed: there exists a glut of information & a sea of data to navigate with little formalised guidance as to how to find our way through it. For the beleaguered student, this glut makes it near impossible to find ‘truth in the numbers’. Therefore there are huge areas of convergence in developing information & data literacy in the next generation and developing Wikidata as a linked hub of verifiable data; fueling discovery and surfacing open knowledge through Google’s Knowledge Graph but, importantly, providing the digital provenance so it can be checked.
Meeting the information & data literacy needs of our students
The implementation of Wikidata in the curriculum therefore presents a massive opportunity for educators, researchers and data scientists alike; not least in honouring the university’s commitment to the creating, curating & dissemination of open knowledge. A Wikidata assignment allows students to develop their understanding of, and engagement with, issues such as: data completeness; data ethics; digital provenance; data analysis; data processing; as well as making practical use of a raft of tools and data visualisations. The fact that Wikidata is also linked open data means that students can help connect to & leverage from a variety of other datasets in multiple languages; helping to fuel discovery through exploring the direct and indirect relationships at play in this semantic web of knowledge. This real-world application of teaching and learning enables insights in a variety of disciplines; be it in open science, digital humanities, cultural heritage, open government and much more besides. Wikidata is also a community-driven project so this allows students to work collaboratively and develop the online citizenship skills necessary in today’s digital economy.
Data Science for Design MSc – Importing the Survey of Scottish Witchcraft database into Wikidata
At the University of Edinburgh, we have begun our first Wikidata in the Classroom assignment this semester on the Data Science for Design MSc course. At the course’s Data Fair on 26th October 2017, researchers from across the university presented the 45 masters students in Design Informatics with approximately 13 datasets to choose from to work on in groups of three. Happily, two groups were enthused to import the university’s Survey of Scottish Witchcraft database into Wikidata (the choice of database to propose was suggested by a colleague). This fabulous resource began life in the 1990s before being realised in 2001-2003. It had as its aim to collect, collate and record all known information about accused witches and witchcraft belief in early modern Scotland (from 1563 to 1736) in a Microsoft Access database and to create a web-based user interface for the database. Since 2003, the data has remained static in the Access database and so students at the 2018 Data Fair were invited to consider what could be done if the data were exported into Wikidata, given multilingual labels and linked to other datasets? Beyond this, what new insights & visualisations of the data could be achieved?
A similar methodology to managing Wikipedia assignments was employed; making the transition from managing a Wikipedia assignment to managing a Wikidata assignment an easy one. The two groups of students underwent a 1.5 hour practical induction on working with Wikidata and third party applications such as Histropedia, the timeline of everything, before being introduced to the Access database. They then discussed collaboratively how best to divide the task of analysing and exporting the data before deciding one group would work on (1) importing records for the 3,212 accused witches while the other group would work on (2) the import of the witch trial records and (3) the people associated with these trials (lairds, judges, ministers, prosecutors, witnesses etc).
At this current juncture, the groups have researched and now submitted their data models for review. Now the proposed data model has been checked and agreed upon, the students are ready to process the data from the Access database into a format Wikidata can import (making use of the Wikidata plug-in on Google Spreadsheets). Once this stage is complete, the students can then choose how to visualise the linked data in a number of ways; such as maps, timelines, graphs, bubble charts and more. The students are to complete their project by presenting their insights and data visualisations in an engaging way of their choice on the 30th of November 2017.
The power of linked open data to share knowledge between different institutions, between geographically and culturally separated societies, and between languages is a beautiful thing. Here’s to many more Wikidata in the Classroom assignments.
For Repo-Fringe 2016, myself and Histropedia’s Navino Evans will be co-presenting a showcase of two of Wikipedia’s sister projects: Wikisource, the free content library, and Wikidata, the structured data knowledge base. With both projects, it is not about what they hold in their repositories so much as what that knowledge means to the user able to access it; be it the experience of being able to commune with the past through Wikisource for those authentic ‘shiver-inducing’ moments of digital contact with library & archival materials or being able to manipulate & visualise structured data through Wikidata, actually querying & utilising information on Wikipedia, as never before in myriad ways. The possibilities for both projects are endless and highlight the importance of curating & safeguarding repositories of open knowledge such as these.
Hence our showcase event, as part of Repository Fringe 2016 on 2nd August at the John McIntyre Conference Centre in Edinburgh, will focus on this and provide practical demonstrations of how to engage with the past, present & future with these two projects.
Consequently, the English teacher part of me has opted for a title which attempts to sum this up:
“It’s not what you do. It’s what it does to you.”
Wikidata and Wikisource Showcase – 2nd August 2016
Engaging with the past, present & future with Wikipedia’s sister projects.
This is a nod to Simon Armitage’s poem, ‘It ain’t what you do, it’s what it does to you‘, a hymn of praise to the experiential.
It ain’t what you do, it’s what it does to you
I have not bummed across America
with only a dollar to spare, one pair
of busted Levi’s and a bowie knife.
I have lived with thieves in Manchester.
I have not padded through the Taj Mahal,
barefoot, listening to the space between
each footfall picking up and putting down
its print against the marble floor. But I
skimmed flat stones across Black Moss on a day
so still I could hear each set of ripples
as they crossed. I felt each stone’s inertia
spend itself against the water; then sink.
I have not toyed with a parachute cord
while perched on the lip of a light-aircraft;
but I held the wobbly head of a boy
at the day centre, and stroked his fat hands.
And I guess that the tightness in the throat
and the tiny cascading sensation
somewhere inside us are both part of that
sense of something else. That feeling, I mean.
The famous aviation poem written in 1941 by 19-year-old Pilot Officer John Gillespie Magee Jr, three months before he was killed.
Oh! I have slipped the surly bonds of earth,
And danced the skies on laughter-silvered wings;
Sunward I’ve climbed, and joined the tumbling mirth
Of sun-split clouds, –and done a hundred things
You have not dreamed of –Wheeled and soared and swung
High in the sunlit silence. Hov’ring there
I’ve chased the shouting wind along, and flung
My eager craft through footless halls of air…
Up, up the long, delirious, burning blue
I’ve topped the wind-swept heights with easy grace
Where never lark or even eagle flew —
And, while with silent lifting mind I’ve trod
The high untrespassed sanctity of space,
Put out my hand, and touched the face of God.