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Tag: Wikipedia Page 6 of 8

#1Lib1Ref – Wikipedia turns 16

Getting citations into Wikipedia – can you spare 16 minutes to mark Wikipedia’s 16th birthday?

 

#1Lib1Ref - 1 Librarian adding 1 Reference

#1Lib1Ref – 1 Librarian adding 1 Reference

 

It’s been quite the week in politics this week. #CitationDefinitelyNeeded

#1Lib1Ref - 1 Librarian adding 1 Reference

#1Lib1Ref – 1 Librarian adding 1 Reference

On Sunday 15th January 2017, Wikipedia will turn 16 years old. How often do you think you have used the free online encyclopaedia in this time?

In this Google Talk, the Wikimedia Foundation’s Executive Director, Katherine Maher, speaks engagingly about Wikipedia’s humble beginnings in 2001, where it is now and, importantly, where it is going.

To mark Wikipedia’s birthday, the Wikipedia Library are repeating their successful #1Lib1Ref campaign from last year. This global campaign “1 Librarian 1 Reference” (#1Lib1Ref) is to get Information Services professionals and educators adding citations to Wikipedia.

Events are taking place at the National Library of Scotland, the Bodleian Library in Oxford and all over the globe from January 15th To February 3rd 2017 but here at the University of Edinburgh we are kicking things off by asking you to spare a mere 16 minutes to mark Wikipedia’s 16 years on Friday 20th January 2017. (You won’t even need to leave your desk).

Your 1,2,3 to taking part in next Friday’s #1Lib1Ref event.

 

  1. Have a nosy at what is involved: https://meta.wikimedia.org/wiki/The_Wikipedia_Library/1Lib1Ref – This link runs through what is involved (essentially finding one reference to back up a statement on Wikipedia that has no citation backing it up).
  2. Create a Wikipedia account ahead of Friday’s event. This 3 minute video shows what you need to do to setup your account. (NB: It is better if you do create an account at home ahead of time as Wikipedia limits the number of accounts that can be created from a single IP address within a 24 hour period to a mere 6 accounts.)
  3. On the day itself – This 5 minute video demos what you need to do. Essentially using the Citation Hunt tool to find a Wikipedia page that is both missing a citation  & that you are interested in helping out; and guiding you as to how to go about finding a suitable reference to fill that knowledge gap. NB: This post from the Biodiversity Heritage Library also illustrates the process too.

 

As you save your citation, please remember to add the hashtag #1Lib1Ref in your edit summary so that we can track participation in the event. We will announce these contributions on social media with the  strengthening Wikipedia’s links to scholarly publications and celebrating the collective expertise of the world’s Information Service professionals (so any pics you can share with the #1Lib1Ref hashtag would be greatly appreciated).

This is a chance to create incoming links or citations from articles that are usually the top Google hit for their topic. Citations can be to paper or electronic sources, that you are interested in professionally or otherwise. If you can supply citations for topics or authors that are under-represented in Wikipedia, then all the better. In January 2016, librarians around the world made thousands of edits to Wikipedia, with publicity seen by millions of people. You can read more about last year’s event here.

We live in the information age and the aphorism ‘one who possess information possesses the world’ of course reflects the present-day reality.” (Vladimir Putin in Interfax:Russia & CIS Presidential Bulletin, 30 June 2016).

To mark Wikipedia’s 16th birthday, and to assert that facts really do matter, let’s find Wikipedia pages we can help improve… and spend a few moments improving them with a reference (or two).

#FactsMatter #1Lib1Ref

Wikipedia assignment – Translation Studies MSc

 

 

The artwork "Een vertaling van de ene taal naar de andere" / "A Translation from one language to another" by Lawrence Weiner. Placed in 1996 at the Spui (square) in Amsterdam. It consists of three pairs of two stones placed against each other. On each stone there is an inscription "A Translation from one language to another", in another language - Dutch, English, Surinam and Arabic. Author: brbbl (CC-BY-SA)

The artwork “Een vertaling van de ene taal naar de andere” / “A Translation from one language to another” by Lawrence Weiner. Placed in 1996 at the Spui (square) in Amsterdam. It consists of three pairs of two stones placed against each other. On each stone there is an inscription “A Translation from one language to another”, in another language – Dutch, English, Surinam and Arabic. Author: brbbl (CC-BY-SA)

The University of Edinburgh offers a taught Translation Studies. As part of an independent study module, students were asked to choose a Wikipedia article that was at least 4000 words long and to translate it into another language. 29 people took part in the assignment, translating articles from English to Arabic, Chinese, French, Greek, Turkish, Japanese and from Spanish, Chinese, Japanese, Arabic, and Norwegian (bokmal) into English. Students were allowed to choose the article and language they wished to work on but the article choice had to be run past their course tutor who would check the article’s suitability for a class assignment in terms of the article’s subject and the degree of challenge to the language used in the article. Importantly, the tutors were prepared to reject any articles they thought were too simple in the language being used or too frivolous in the subject matter with students reminded that the purpose of the assignment was to further develop their translation skills in tandem with supporting the dissemination of important articles into another language. (The relative importance of the article being decided in negotiation between the student and the tutor.)

The assignment was structured with two in-person training sessions after which students were expected to translate the articles in their own time and submit them. The first in-person session introduced the students to editing Wikipedia and then got them to select the articles they would be working on. The Gapfinder tool was used to help identify trending pages with no corresponding coverage in the target language. A week later at the second in-person session, the students began the process of translating their chosen article.

The students used the Content Translation tool to prepare their translations which helped with the formatting of the article so that they could focus on the translation itself. There is a screencast demonstrating how to use the Content Translation tool which students watched at the end of session one and received more detailed instruction on the use of the tool in session two. The students had until the end of the semester (15 December) to complete and publish the translations.

As of writing, the assignment is now complete and a third in-person drop-in session was held to assist the students with any issues relating to the publishing of the articles. The students were also supported by email. Issues did arise, such as the source article being edited by a Wikipedia community member during the translation process. However, the student in question was able to flag this concern via email and I was able to look at the issue and advise promptly not to change the nature of the translation but instead stick with the older version they had begun to translate. Referencing and notability has also been flagged up when an article has been published in the target Wikipedia but again the student in question was reassured that ensuring the referencing is as clear & detailed as on the source Wikipedia will mean there is no problem. The course is routinely monitored with any issues noted to ensure best practice is documented for future iterations of this project. Student volunteers and course tutors have also provided video interview feedback on the course.

The is the first time Wikimedia UK has supported a translation classroom course, and the first time it has encouraged the use of the Content Translation tool – and we are keen to learn how this will develop. The course has been making a very positive impression within the university so far and there’s an commitment on both sides to continue this assignment next semester too.

In addition, through the running of this course in Translation Studies MSc, the residency has been introduced to Edinburgh University’s Translation Society (EUTS). Student representatives from EUTS learned of the Wikipedia Translation assignment through the Translation Studies MSc course leader and requested to take part in the exercise. As there was not enough in the computing lab to accommodate them during the in-person sessions, the EUTS reps sought to meet in order to learn more about how their society could collaborate with Wikimedia in a way that would be mutually beneficial. The meeting was extremely positive and there are now plans to have an EUTS translation project beginning in February 2017 where the student reps will invite all 100+ of their members to attend and take part in. Discussions are at an early stage but both parties are keen to see this happen with current consideration being given to whether the project should have an over-arching theme, fitting in with students’ interest areas and Wikimedia’s strategic priorities; using University College London’s translation editathon themed on women’s health as a model for the collaboration.

There have been additional benefits from the session as also in attendance during the assignment was a staff member from Edinburgh University’s MRC Centre for Regenerative Medicine. The staff member in question works as a Eurostemcell Translation Manager and is keen to support the translation of Eurostemcell related articles into different languages as the MRC Centre for Regenerative Medicine works closely with European partner labs to share research knowledge related to the study of stemcells; particularly on Wikipedia as they receive research funding on this very basis. Consequently, a Danish Wikimedia trainer has been contacted and secured for a scheduled Eurostemcell Wikipedia editathon at a Danish partner lab in Copenhagen at the end of November 2016. If this Danish pilot works well then the Eurostemcell team plan on holding Wikipedia editathons every year for World Stem Cell Day.

Robert Louis Stevenson (public domain pic from Wiki Commons)

A Christmas Sermon – Robert Louis Stevenson on Wikisource

Robert Louis Stevenson (public domain pic from Wiki Commons)

Robert Louis Stevenson (public domain pic from Wiki Commons)

In ‘A Christmas Sermon’, a short public domain text available on Wikisource, Robert Louis Stevenson meditates on the holiday season, death, morality and man’s main task in life: “to be honest, to be kind… to make upon the whole a family happier for his presence.”

‘A Christmas Sermon’ appeared in a collection of essays entitled ‘Across the plains: with other Memories and Essays’ (1892) and was written, along with The Master of Ballantrae, shortly after Stevenson’s father had passed away and while Stevenson himself was recovering from a lung ailment at Lake Saranac, New York, in the winter of 1887.

More openly-licensed Christmas texts can be found at Wikisource’s Portal:Christmas including Is There a Santa Claus? (1897).

Wikisource, the hyper library hosts over 340,000 out-of-copyright longer texts (plays, poems, short stories, novels, letters, speeches, constitutional documents, songs & more) as demonstrated by the range of texts on Robert Louis Stevenson’s page here.

Yule cat (from Public Domain Super Heroes)

Yule Lads and Yule cat – on the greatest Open Education Resource: Wikipedia.

Yule Lads – on the greatest Open Education Resource: Wikipedia.

 

The Yule Lads - Picture taken by Inga Vitola CC-BY via Flickr (https://www.flickr.com/photos/360around/8438686745/in/photolist-dRGtz4-dBRVEa-dBGFuw-5MeWDT-dBGFTu)

The Yule Lads – Picture taken by Inga Vitola CC-BY via Flickr (https://www.flickr.com/photos/360around/8438686745/in/photolist-dRGtz4-dBRVEa-dBGFuw-5MeWDT-dBGFTu)

 

Yule lads are 13 trolls from Icelandic folklore who put rewards (or punishments) in shoes laid out on windowsills by children on the 13 nights in the run up to Christmas. Some Yule lads are mere pranksters while some are… homicidal monsters who eat children.

You can find out more about the Yule lads (and when they’re due to arrive in town) on the greatest open education tool; Wikipedia.

But just in case, below is a list of their names & descriptions so you can watch out for them (and their monstrous Yule Cat)!

Yule cat (from  Public Domain Super Heroes)

Yule cat (from
Public Domain Super Heroes)

 

Icelandic Name English translation Description
Stekkjarstaur Sheep-Cote Clod Harasses sheep, but is impaired by his stiff peg-legs.
Giljagaur Gully Gawk Hides in gullies, waiting for an opportunity to sneak into the cowshed and steal milk.
Stúfur Stubby Abnormally short. Steals pans to eat the crust left on them.
Þvörusleikir Spoon-Licker Steals spoons to lick. Is extremely thin due to malnutrition.
Pottaskefill Pot-Scraper Steals leftovers from pots.
Askasleikir Bowl-Licker Hides under beds waiting for someone to put down their bowl which he then steals.
Hurðaskellir Door-Slammer Likes to slam doors, especially during the night.
Skyrgámur Skyr-Gobbler A Yule Lad with an affinity for skyr.
Bjúgnakrækir Sausage-Swiper Would hide in the rafters and snatch sausages that were being smoked.
Gluggagægir Window-Peeper A voyeur who would look through windows in search of things to steal.
Gáttaþefur Doorway-Sniffer Has an abnormally large nose and an acute sense of smell which he uses to locate laufabrauð.
Ketkrókur Meat-Hook Uses a hook to steal meat.
Kertasníkir Candle-Stealer Follows children in order to steal their candles.
Screengrab of Histropedia Wikidata Query Viewer (CC-BY-SA).

Histropedia – knowledge from Wikipedia visualised as dynamic timelines

Histropedia Timelines – In the (Saint) Nick of Time.

Can you spot Saint Nick in the below timeline of saints?

Screengrab of Histropedia Wikidata Query Viewer (CC-BY-SA).

Screengrab of Histropedia Wikidata Query Viewer (CC-BY-SA).

For today’s post, the Open Education resource we present to you is Histropedia – the timeline of everything.

Histropedia allows users to create visually dynamic timelines using structured data from Wikidata, articles from Wikipedia and images from Wikimedia Commons. It has in excess of 340,000 timelines listing 1.5 million articles from Wikipedia: including timelines on the Battles of World War One, the Heroic Age of Antarctic Exploration, the Novels by Charles Dickens, Empires, Famous Artists, the filmography of David Bowie and many more.

This 1 minute 22 second video demonstrates how quickly & easily timelines can be put together using Wikipedia articles & categories to dramatically visualise events.

By way of example, I was able to create this Santa Claus in the movies timeline in a matter of minutes going from the 1900 movie, A Christmas Dream, by Georges Méliès right up to modern day with films like Trading Places (1983), Miracle on 34th Street (1994) and Arthur Christmas (2012). The published timeline is now available for others to view and add to as a free open education resource where each timeline event can be clicked on to take you through to the Wikipedia article to find out more.

 

histropedia-screengrabScreengrab of Histropedia timeline for Santa Claus in the movies. (CC-BY)

Further, now that the Histropedia now has a Wikidata Query Viewer option this means that the structured data can now be queried even further. For example, I was curious to find out more about Saint Nick so I was able to ask Wikidata to show me all the saints it had information about and show them on a timeline according to their year of birth and colour coded by their place of birth. Click here to view the result.

Screengrab from Histropedia Wikidata Query Viewer Tutorial – Timeline of University of Edinburgh female alumni colour-coded by place of birth and labelled in Japanese, Russian, Arabic and English (CC-BY)

Histropedia’s developers, Navino Evans and Sean McBirnie, joined us at Repository Fringe at the University of Edinburgh in August this year where we recorded a short video tutorial in order to demonstrate how to create a Histropedia timeline using their Wikidata Query Viewer – this time on female alumni of the University of Edinburgh; colour-coded by their place of birth and labelled in Japanese, Russian, Arabic & English (depending on whether the query could find an article in these 4 different language Wikipedias).

This OER video tutorial has now been viewed a thousand times and is available to view on the university’s Media Hopper channel on a CC-BY license.

To find out more about Histropedia, you can read this article from the Wikimedia UK blog but why not have a go yourself!

May 2014 – The Right to Be Forgotten & the Mackintosh Building Fire

Two very different events took place in May 2014. As many will recall with great sadness, the Glasgow School of Art’s Mackintosh building, often considered Charles Rennie Mackintosh’s masterpiece, was severely damaged by fire when “a canister of expanding foam” used in close proximity to a hot projector, caused flammable gases to ignite. Since that time, conservation efforts have been ongoing to reopen the Mackintosh building in 2018.

Screengrab of the Mackintosh Building fire

Screengrab of the Mackintosh Building fire

Elsewhere in May 2014, the Google Spain case was being heard at the European Union Court of Justice.

The Right to be Forgotten (GDPR).

Case Summary

The ‘Right to be Forgotten’ (RTBF) was actualised by the Court of Justice of the European Union (CJEU) following its ruling in May 2014 in Google Inc. vs. Agencia Espanola de Proteccion de Datos (aka the Google Spain case). The court ruled that personal information about a Spanish citizen, Mario Costeja Gonzalez, relating to his home being repossessed in 1998 could be removed from search engine results and that any EU citizen could apply to search engines to request that certain links be removed where they are “inadequate, irrelevant, or no longer relevant”. This controversial ruling, has since become the key pillar, Article 17, of the EU’s General Data Protection Regulations (GDPR) set to become law automatically in every EU member state on 25th May 2018 (Ruaraidh, 2016).

The ruling affects not only search engines but any organisation that hosts EU citizens’ information or does business in the EU. (Werfel, 2016). Google’s reaction to the ruling was to de-list search results from the domain extension the delisting request originated from (e.g. Google.de for Germany and Google.fr for France). However, the results could still easily be seen if you utilised a different domain extension; such as Google.com. As a result, France slapped a $112,000 fine on Google for its refusal to remove results outside of France. Consequently, Google now utilises geolocations to determine which country the searcher is searching from and de-lists all affected search results accordingly, regardless of domain extension; thereby “obeying the letter of the law, if not the spirit.”(Tarantola, 2016).

 

Importance of the Case:

The case has been described as a breakthrough in data protection leading to “a brave new world” (Ruaraidh, 2016) while, at the same time, trampling the ‘right to know’ and marking “the beginning of the end of the global internet, where everyone has access to the same information.” (Granick in Toobin, 2015)

I find the ‘Right to be Forgotten’ as a central pillar of the GDPR a really fascinating subject. The arguments on both sides are really pertinent ones for right now: the ‘right to be respected’ (Ruaraidh, 2016) or ‘right to privacy’ on the one hand versus freedom of information or ‘the right to know’ on the other. Not least because Toobin (2014)’s article in The New Yorker showed both the risks of having a ‘right to be forgotten’ which can be abused (e.g. a Croatian pianist asking for a bad review in the Washington Post to be de-listed) versus the case of the Catsouras family in the USA who were the subject of a chapter in Werner Herzog’s new movie ‘Lo and Behold: Reveries of the Connected world’(2016). The Catsouras case involves a family where their teenage daughter tragically died in a car crash. Mr. & Mrs. Catsouras, along with the daughter’s siblings, had a memory of their daughter that they held on to which was shattered when the police crime scene photographs, taken by the Californian Highway Patrol, somehow came into the public domain and went viral. Suddenly Mr. & Mrs. Catsouras were confronted with graphic images of their daughter’s body decapitated in the fatal accident. So far their attempts to get the pictures de-listed or removed from the internet have been thwarted because the US has no ‘right to be forgotten’ so the fact the GDPR includes it as its central pillar, Article 17, means that the father, Christos Catsouras has said the European Court of Justice ruling represented a “broader victory. “I cried when I read about that decision,” he told me. “What a great thing it would have been for someone in our position. That’s all I wanted. I would do anything to be able to go to Google and have it remove those links.”(Toobin, 2014).

Google processes 90% of searches in Europe (Fioretti, 2014) and has reviewed in excess of 1.5 million webpages, de-listing 40% of them across Europe (Lumsden 2016); effectively creating a library where book titles are removed from the searchable catalogue. The books are still there “but their existence would be unknown and therefore, their access made more difficult.“(Gratton, 2016).

Wikimedia understandably are not a fan of what the Right to be Forgotten means in practice:

Accurate search results are vanishing in Europe with no public explanation, no real proof, no judicial review, and no appeals process… the result is an Internet riddled with memory holes – places where inconvenient information simply disappears.(Tretikov in Fioretti, 2014).

While Google claim the CJEU ruling forces them into a role they are uncomfortable with i.e. deciding what is & is not included in their ‘card catalogue’ (Walker in Toobin, 2015); others maintain that Google’s role has always been more than passive intermediary; therefore “if you’re going to be in the business of search then you need to take on privacy obligations.” (Rutenberg in Toobin, 2015). Forcing private companies to become judge & jury on public searching can hardly be ideal however; especially when Google notifying affected sites can, ironically, increase public scrutiny through what’s been termed ‘the Streisand effect’.

The GDPR will certainly toughen the penalties for non-compliance of these privacy obligations. Previously, £500,000 was the maximum penalty in the UK for breaching privacy rules. Now organisations will be penalised 4% of their turnover, or twenty million Euros, whichever is greater (Davidson, 2016). Organisations, therefore, will need to know & understand the data they hold on individuals in much stricter way. For some, this is a triumph, heralding a new ‘right to be respected’ (Ruaraidh, 2016). Others see it as Balkanizing the internet; resulting in a race to the bottom to see which country’s laws can apply the most pressure on Google (Zittrain in Toobin, 2015).

 

Implications

The debate over freedom of information vs. the right to privacy will continue to be a source of heated debate. While IM professionals should be very wary of Right To Be Forgotten compromising a record’s integrity & trustworthiness, tighter data protection protocols for UK organisations are likely to become the norm from here on.

Advice from the Information Commisioner’s Office, and independent legal firms, is to start planning your approach to GDPR compliance now (Rustici, 2016). The 2018 deadline is not far away for an institution the size of Edinburgh University to get prepared for with 37,510 students (2015/2016 Student Factsheet) and 13,818 staff (Sept. 2016 HR factsheet). While Brexit creates great uncertainty on the UK’s adherence to EU laws, the likelihood is that, regardless of Brexit, UK Higher Education Institutions will still have to comply with the GDPR. (Rustici, 2016)

Google could, post Brexit, lobby the British court not to adhere to RTBF in the UK however the ICO are advocating the terms of the Data Protection Act (1998) be extended as a way of ensuring UK organisations adopt a stricter data protection strategy more in line with GDPR (Lambe, 2016). While research is currently exempted by the GDPR, Edinburgh University would appear to still be bound to it in that it processes personal data of EU subjects. Therefore, the university will have to ensure it puts a plan in place ensuring a culture of ‘privacy by design’. (McCall, 2016).

This means implementing the ICO’s 12 steps including: designating a Data Protection Office; reviewing rules governing data erasure & portability; getting I.T. to map out & review the data processes throughout the university and how data is shared with 3rd parties; liaising with HR to raise awareness of data protection throughout the university. Reviews of data protection policies and how consent is given & recorded. Data breach protocols will have to be tightened up and any breach must be reported to the ICO within 72 hours. Subject Access Requests will no longer be charged for and must be responded to within a month.

Ultimately, the university may need to ensure it is far more familiar with its data processes & its data protection strategies than it is at present. This may mean that they will better understand the value of the data that it does keep but it is likely that, in seeking to avoid liability, they will err on the side of increased erasure of data rather than less; resulting in ‘premature forgetting’ (Sartor, 2016). The balancing act remains a delicate one but it is something for ‘custodians of the record‘ to prepare for in their increasingly pivotal role.

If the record is to mean anything, now and in the future, it has to have integrity, intactness, trustworthiness, and that can’t be the case if individual people have the opportunity or right or authority to pick and choose and prune and primp the way they are portrayed.” (Joseph Janes, 2016, American Libraries)

Meanwhile…. at the Glasgow School of Art Archives

While organisations around the UK prepare for the GDPR coming in 2018, the Glasgow School of Art archives had to move following the Mackintosh fire to take up residence in their new temporary home of The Whisky Bond site until the Mackintosh building reopens in 2018.

The World War One Roll of Honour Project

Thankfully, the Glasgow School of Art’s WW1 Roll of Honour survived the fire.

GSofA’s First World War Roll of Honour was designed and made by former GSA student Dorothy Doddrell in 1925 to commemorate the efforts of GSA staff, students and governors who served in WW1.

Dorothy Doddrell (All Rights Reserved to Glasgow School of Art)

Dorothy Doddrell (All Rights Reserved to Glasgow School of Art)

With the support of the Centenary Memorials Restoration Fund, it also underwent conservation in 2014.

The memorial is now temporarily on display in GSofA’s Reid Building where it will remain until it can be reinstated in the Mackintosh Building following the completion of restoration work to the building.

WW1 Roll of Honour (All rights reserved to Glasgow School of Art)

WW1 Roll of Honour (All rights reserved to Glasgow School of Art)

The Roll of Honour takes the form of an illuminated parchment in paint and gold leaf set within a substantial copper and wood framed triptych.

Unlike most war memorials, the Roll of Honour records the names and regiments not only of those who died, but also of over 400 GSA staff, students and governors who served in the war.

Herald advert (All rights reserved by Glasgow School of Art)

Herald advert (All rights reserved by Glasgow School of Art)

A recently discovered advertisement placed in the Glasgow Herald on 1 November, 1920 shows that the School of Art required the support of the wider public (or at least the readership of the Glasgow Herald) in collating the necessary information in order to deliver a suitable memorial.

Researching the names on the WW1 Roll of Honour

  • In 2015 a research project, supported by a Scottish Council on Archives’ and Heritage Lottery Fund Skills for the Future traineeship, sought to explore and document the stories behind the names recorded on the Roll of Honour.
  • A team of volunteers is now continuing with this research, using original material from GSA’s rich archives and collections to create biographies of those staff and students who feature on the memorial. The resulting biographies have and will continue to be made available on the Archives and Collections online catalogue: www.gsa.ac.uk/archives.

How it worked

  • The investigation process begins with scouring the GSA’s student registers for any recorded instances relating to a listed name which may give an indication of the years they studied at the GSA, the classes they attended, which teachers they had, where they lived, what job they performed and so on.
  • Consulting a number of other sources: census records, birth certificates, death certificates, marriage records, medal cards, regiment histories, photographs as well as any notable artworks or architectural designs bearing their name.

I was a volunteer on the WW1 Roll of Honour project.

Screengrab of William Lindsay Renwick's entry on Glasgow School of Art Archives' website.

Screengrab of William Lindsay Renwick’s entry on Glasgow School of Art Archives’ website.

William Lindsay Renwick was one name on the roll of honour that I researched among many others: a University of Glasgow graduate, he undertook bookbinding classes at the Glasgow School of Art before becoming a professor of English Literature at Durham University and Edinburgh University where he was the founder of the School of Scottish Studies. William Lindsay Renwick fought at the Battle of Loos during World War One where he felt ‘like a ghost, an old ghost, sceptical and disillusioned.’”

Professor William Lindsay Renwick is commemorated on The Glasgow School of Art’s First World War Roll of Honour.

The research I undertook changed the way I viewed war memorials. It shouldn’t have but it did. I realised the name on the Roll of Honour was just one part and there was much more to be said: places lived in; jobs undertaken & where; family members; wives; children; the subjects they studied; their notable artworks; their achievements; the regiments they served in; the battles they fought in; the lives cut short and those lived afterwards; where they married; what they did; how they died. Uncovering the life story behind each name was detective work of the most rewarding kind.

As part of last week’s Samhuinn Wikipedia editathon to honour the dead, we created 16 new articles to remember notable lives & contributions; one of which was on William Lindsay Renwick who founded the School of Scottish Studies. Hence, while the debate about the Right to be Forgotten is an important one, it has to be balanced against the importance of remembering. And that’s where Wikipedia can play a vital role in ensuring digital provenance where the record is trustworthy, reliable and remembered.

Eugene Bourdon (1st Professor of Architecture at the Glasgow School of Art)

Eugene Bourdon (1st Professor of Architecture at the Glasgow School of Art)

Eugene Bourdon exhibition 5th November to 4th December 2016

From 5th Nov – 4th Dec the Glasgow School of Art Archives and Collections are actually holding an exhibition in GSA’s Reid Building of the work of GSA’s first professor of architecture Eugene Bourdon (see here for more info: http://gsapress.blogspot.co.uk/2016/07/the-gsa-to-mark-centenary-of-his-death.html). To accompany the exhibition the A&C team will be providing a series of lunchtime talks (dates to be confirmed), one of which will be about Eugene Bourdon (who died at the battle of the Somme) which you would be more than welcome to attend.

References

  1. Arthur, Charles (2014-05-14). “Explaining the ‘right to be forgotten’ – the newest cultural shibboleth”. The Guardian. ISSN0261-3077. Retrieved 2016-10-29.
  2. Bartolini, Cesare; Siry, Lawrence (2016-04-01). “The right to be forgotten in the light of the consent of the data subject”. Computer Law & Security Review. 32 (2): 218–237. doi:1016/j.clsr.2016.01.005.
  3. Bygrave, Lee A. (2014-12-01). “A Right to Be Forgotten?”. Commun. ACM. 58 (1): 35–37. doi:1145/2688491. ISSN0001-0782.
  4. “Right to be forgotten”. Wikipedia. 2016-10-27.
  5. Janes, Joseph. “Forget Me Not”. American Libraries Magazine. 2016-05-31. Retrieved 2016-10-29.
  6. Davidson, Colette (2016-04-15). “How Europe’s new privacy rules affect entire digital economy”. Christian Science Monitor. ISSN0882-7729. Retrieved 2016-10-29.
  7. Dent, S. (2016). France fines Google for breaking ‘right to be forgotten’ law. Retrieved 2016-10-29.
  8. Fioretti, Julia (2014).“Wikipedia fights back against Europe’s “right to be forgotten””. Reuters. 2016-08-06. Retrieved 2016-10-29.
  9. Engineering, NYU Tandon School of. “NYU Researchers Find Weak Spots in Europe’s “Right to be Forgotten” Data Privacy Law”. www.prnewswire.com. Retrieved 2016-10-29.
  10. “Forget.me”. Forget.me. Retrieved 2016-10-29.
  11. Gollins, Tim (2016-07-02). “The ethics of memory in a digital age: interrogating the right to be forgotten”. Archives and Records. 37 (2): 255–257. doi:1080/23257962.2016.1220293. ISSN2325-7962.
  12. Gratton, E. (2016, May 10). ‘Right to be forgotten’ wrong for canada. National Post Retrieved from http://search.proquest.com.ezproxy.is.ed.ac.uk/docview/1787892489?accountid=10673
  13. Kerr, J. (2016). What Is Search Engine: The Simple Question the Court of Justice of the European Union Forgot to Ask and What It Means for the Future of the Right to Be Forgotten. Chicago Journal of International Law 17(1), 217-243.
  14. Lambe, John (2016). “Data Protection and Brexit: The implications for UK businesses – Hillyer McKeown”. Hillyer McKeown. 2016-07-05. Retrieved 2016-10-30.
  15. Lambert, Paul (2014). International Handbook of Social Media Laws: Chapter 1 Introduction and Right to Be Forgotten. Practicallaw.com. Retrieved 2016-10-29.
  16. Lardinois, Frederic. “Google now uses geolocation to hide ‘right to be forgotten’ links from its search results”. TechCrunch. Retrieved 2016-10-29.
  17. Lecher, Colin (2016-03-04). “Google will apply the ‘right to be forgotten’ to all EU searches next week”. The Verge. Retrieved 2016-10-29.
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  19. Lloyd, I. G. (2008) Information Technology Law.5th Oxford University Press: Oxford.
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Conflict of Interest

Wikipedia’s Conflict of Interest policy is there to obviously protect against the very real threat of people ‘white-washing’ pages or generally abusing one of the core pillars of Wikipedia; its neutral point of view. It is not however there to get in the way of people genuinely trying to improve Wikipedia’s content.

That being said, I am aware of institutions banned from editing Wikipedia until 2020 because staff were involved in editing the institution’s Wikipedia page.

So if you find you have looked at the Wikipedia page for yourself or the institution you work for and believe it could be improved then what should you do? The question would be who is best placed to do this given Wikipedia’s stance on conflict of interest in order to a) preserve Wikipedia’s intergrity as an objective tertiary source and b) avoid the editor being blocked on account of Conflict of Interest editing.

Ideally, the best person would be a third party; someone clearly independent of the institution/individual being written about so that objectivity can be better demonstrated.

This is not always possible however so in the National Library of Wales example they asked a volunteer to sit for an afternoon with the necessary material to update the NLW Wikipedia page. Thus, there was some degree of distance between the writer and the written about.

The main area of contention is paid editing – where someone has a financial interest in the page being written about but writing about a friend, family member or close work colleague is obviously not advisable either. Asking a volunteer to do the editing gets round this. (Although this can lead into a philosophical debate as to whether anyone can be truly objective… or altruistic for that matter).

Sometimes it is also not possible to find an objective 3rd party volunteer to help in which case it is permissible, though not strictly advisable, to edit the page yourself if, and only if, you fully disclose on your userpage the conflict of interest (e.g. Displaying that you are related to person X or work for company Y).

Full disclosure and transparency of purpose are the key.

 

Wikipedia:Plain and simple conflict of interest guide

I note with interest the following line from the Plain and Simple guide to COI page.

Practices not regarded as COI

Employees at cultural and academic institutions:

We want experts editing Wikipedia articles. Merely being employed by an institution is not a conflict of interest.”

 

The main thing is disclosure of your link to the institution hence why an edit to an existing page is probably best suggested on the article’s Talk page disclosing your own connection to the subject being written about and having a disclaimer on your user page.

In terms of the format of how to write this disclosure on your userpage there are a great number of examples linked to from Point 3 in the Advice section of the Plain & Simple Guide to COI.

Although you could just have something as simple as: I work at the University of ____________ and am chair of the __________________.

 

If you want to completely avoid any perception of COI then you can also request that someone else edit the page from the Wikipedia community using the {{request edit}} template in the Source code of the article’s Talk page although you’d have to wait to see if anyone picked up on the request.

 

While the advice is that you are strongly discouraged to edit affected articles and a more objective third party is much more agreeable to the community, as long as you disclose your connection and observe Wikipedia’s rules stringently to avoid any possible suggestion of bias so that even a competitor would be happy with the objectivity of the edits then there should not be an issue. Suggesting the edits on the Talk page in the first instance or in a relevant WikiProject may also go some way to assuage any community concerns.

So the advice when you perceive a conflict of interest is:

“You are strongly discouraged from editing affected articles.

You may propose changes by using the {{request edit}} template on talk pages.

The short version:

  1. Learn Wikipedia’s rules.
  2. Be up-front about your associations with the subject.
  3. Avoid creating new articles about yourself or your organization.
  4. Avoid making controversial edits to articles related to your associations.
  5. Don’t push people to change their minds about issues relating to your associations.
  6. Ask for help appropriately.

 

Edinburgh Gothic – Wikipedia editathon for Robert Louis Stevenson Day 2016

Edinburgh Gothic

Edinburgh Gothic poster. By Stuart Brett, University of Edinburgh Interactive Team. CC-BY-SA.

Edinburgh Gothic poster. By Stuart Brett, University of Edinburgh Interactive Team. CC-BY-SA.

You are cordially invited to come take a walk on the macabre side of Edinburgh this Autumn for a Wikipedia event for Robert Louis Stevenson Day 2016 on Saturday 12th November.

 

The event is run by the University of Edinburgh’s Information Services team in conjunction with the National Library of Scotland and the University of Sheffield’s Centre for the History of the Gothic.

 

The focus will be on improving the quality of articles about all things Gothic; be it creating a page for Robert Louis Stevenson’s short story ‘Thrawn Janet’; be it improving content on Angela Carter, Alasdair Gray, Louise Welsh or Ali Smith; or even improving the Wikipedia page on Ken Russell’s movie, ‘Gothic’.

 

Further event details and booking information can be found at the event page here.

 

Working together with liaison librarians, archivists & academic colleagues we will provide full training on how to edit and participate in an open knowledge community. Participants will be supported to develop articles covering areas which could stand to be improved.

 

This free event includes access to the Robert Louis Stevenson exhibition area; Gothic badge-making activities using original collage designs by Tessa Asquith-Lamb; ‘The Strange Case of Dr. Jekyll & Mr. Hyde’ stickers and a talk by National Library of Scotland curator, Andrew Martin, on the illustrations in Robert Louis Stevenson’s works while the editathon itself will take place behind closed doors in the National Library of Scotland’s reading room after it has closed to the public.

Original collage designs by Tessa Asquith-Lamb. CC-BY-SA.

Original collage designs by Tessa Asquith-Lamb. CC-BY-SA.

Come along to learn about how Wikipedia works and contribute a greater understanding & appreciation of Gothic!

Jekyll & Hyde poster from the US Library of Congress. CC-BY-SA

Jekyll & Hyde poster from the US Library of Congress.
CC-BY-SA

 

*Lunch is provided on the day and new editors are very welcome.  

 

Hope you can make it along.

Desperately Seeking Ada

Booking for Ada Lovelace Day 2016 is now live – please feel free to pass on details to people you feel maybe interested in coming along.

ada_lovelace_in_1852

Ada Lovelace, “The Enchantress of Numbers”, in 1852.

 

Who was Ada Lovelace?

Ada Lovelace (1815–1852), the only legitimate child of the poet George, Lord Byron and his wife Anne Isabella Milbanke, was an English mathematician and writer, chiefly known for her work on Charles Babbage‘s early mechanical general-purpose computer, the Analytical Engine. Her notes on the engine include what is recognised as the first algorithm intended to be carried out by a machine. As a result, she is often regarded as the first computer programmer with her work a major influence on Alan Turing & inspiring countless others. There’s now a graphic novel of her short but brilliant life and you can read more about her life here and an ‘interview’ with her in New Scientist here.

On Tuesday 11th October 2016, in Room 1.12 of the University Main Library, we will again be running a Wikipedia edit-a-thon to celebrate Ada Lovelace Day 2016, an international celebration day of the achievements of women in science, technology, engineering and maths (STEM).

Beginning at 10am with a range of guest speakers in the morning, this will be followed by fun technology activities from 11am to 1pm (Metadata games, BBC Microbit, Sonic Pi, Lego calculators/adders).

Full Wikipedia editing training will be given at 1-2pm. Thereafter the afternoon’s editathon from 2-5pm will focus on improving the quality of Wikipedia articles related to Women in STEM!

The event page can be accessed here: http://bit.ly/2cGapkn

For booking purposes, the day is split in two parts: talks & technology activities in the morning and the Women in STEM Wikipedia editathon in the afternoon.

You can attend both morning and afternoon sessions or just one.

Time for lunch? The fun technology activities from 11am to 1pm can be dropped in and out of and there is the Library Cafe downstairs where you can get refreshments and a bite to eat.

Not a student or staff member of the university? You can book tickets through Eventbrite.

Suggestions for notable Women in STEM who could & should be represented on Wikipedia?

Feel free to suggest name of notable women we could include as part of this day of celebration. Email me at ewan.mcandrew@ed.ac.uk

Hope to see you there!

COMING SOON: Wikidata & Wikisource Showcase for Repo-Fringe

Wikisource logo

Wikisource logo

Wikidata logo

Wikidata logo

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.

In addition, I am reminded of another poem on the power of the experiential:

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.

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