IRRODL Volume 19, Number 5, ISSN 1492-3831 Publisher: Athabasca University Press
Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the Edinburgh Seven, who were the first women to attend medical school in 19th century United Kingdom. This study draws on the critical approach to learning technology to position and explore an editathon as a learning opportunity to increase participants’ critical awareness of how the Internet, open resources, and Wikipedia are shaping how we engage with information and construct knowledge. Within this, there is a particular focus on recognising persisting gender inequities and biases online. The qualitative interviews captured rich narrative learning stories, which traced the journey participants took during the editathon. Participants transformed from being online information consumers to active contributors (editors), prompting new critical understandings and an evolving sense of agency. The participants’ learning was focused in three primary areas: (1) a rewriting of history that redresses gender inequities and the championing of the female voice on Wikipedia (both as editors and subject matter); (2) the role of Wikipedia in shaping society’s access to and engagement with information, particularly information on traditionally marginalised subjects, and the interplay of the individual and the collective in developing and owning that knowledge; and (3) the positioning of traditional media in the digital age.
Hood, N. & Littlejohn, A. (2018). Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon. The International Review of Research in Open and Distributed Learning, 19(5),. Athabasca University Press. Retrieved December 19, 2018 from https://www.learntechlib.org/p/187443/.
© 2018 Athabasca University Press
- Antin, J., Yee, R., Cheshire, C., & Nov, O. (2011). Gender differences in Wikipedia editing. Paper
- Cohen, N. (2011, January 30). Define gender gap? Look up Wikipedia’s contributor list. The New York Times Retrieved from https://www.nytimes.com/2011/01/31/business/media/31link.html
- Collier, B., & Bear, J. (2012). Conflict, criticism, or confidence: An empirical examination of the
- Couldry, N. (2012). Media, society, world: Social theory and digital media practice. London: Polity.
- Ebersbach, A. & Glaser, M. (2004). Towards emancipatory use of a medium: The Wiki. International Journal of Information Ethics, 2(11), 1-9.
- Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70, 113-136.
- Fenwick, R. (2015). Sociomateriality and Learning: a critical approach. In D. Scott& E. Hargreaves (Eds.), The Sage Handbook of Learning. [E-reader Version].
- Fenwick, T., Nerland, M., & Jensen, K. (2012). Sociomaterial approaches to conceptualising
- Filipacchi, A. (2013, April 27). Wikipedia’s sexism. The New York Times. Retrieved from https://www.nytimes.com/2013/04/28/opinion/sunday/wikipedias-sexism.html
- Glott, R., Ghosh, R., & Schmidt, P. (2010). Wikipedia survey: Overview of results. Maastricht: UNUMERIT. Retrieved from http://www.ris.org/uploadi/editor/1305050082Wikipedia_Overview_15March2010 DASHDASH
- Hill, B.M., & Shaw, A. (2013). The Wikipedia gender gap revisited: Characterizing survey response bias in peer production communities. PLOS ONE, 8(6), e65782.
- Knorr-Cetina, K. (2007). Culture in global knowledge societies: knowledge cultures and epistemic cultures. Interdisciplinary Science Reviews, 32(4), 361–375.
- Knorr-Cetina, K. (2008). Objectual practice. In M. Mazzotti (Ed.), Knowledge as social order: Rethinking the sociology of barry barnes (P.83–98). Hampshire: Ashgate Publishing Limited.
- Lam, S.K., Uduwage, A., Dong, Z., Sen, S., Musicant, D.R., Terveen, L., & Riedl, J. (2011). WP: clubhouse? An exploration of Wikipedia's gender imbalance. In WikiSym 2011 Conference
- Manovich, L. (2009). The practice of everyday (Media) life: From mass consumption to mass cultural production? Critical Inquiry, 35(2), 319-331.
- Melluci, A. (1996). Challenging codes. Cambridge, UK: Press Syndicate of the University of Cambridge.
- Miles, M., & Huberman, A. (1994). An expanded sourcebook: Qualitative data analysis (2nd ed.). Thousand Oaks: Sage.
- Oliver, M. (2011). Technological determinism in educational technology research: Some alternative
- Selwyn, N. (2010). Looking beyond learning: Notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26, 65–73.
- Sorensen, E. (2009). The materiality of learning: Technology and knowledge in educational practice. Cambridge: Cambridge University Press.
- Wagner, C., Graells-Garrido, E., Garcia, D., & Menczer, F. (2016). Women through the glass ceiling: gender asymmetries in Wikipedia. EPJ Data Science, 5(5), 1-24.
- Wikipedia (2016). Wikipedia: Neutral point of view. Retrieved from https://en.wikipedia.org/wiki/Wikipedia:Neutral_point_of_view
- Wikimedia Foundation (2011). Wikipedia Editors Study; Results from the editor survey. Retrieved from https://upload.wikimedia.org/wikipedia/commons/7/76/Editor_Survey_Report_ DASHDASH
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact email@example.com.