Wikipedia:Wiki Ed/CUNY, City Tech/Learning Places LIB-ARCH 2205 (Fall 2015)

This special topics course offers an interdisciplinary approach to investigating our built environment using a case study focused on a specific place each semester. This course combines physical examination with information research and data collection using methodologies developed in multiple disciplines. Students from a variety of departments engage in on-site exploration and in-depth research of a location in New York City.

Week 1
9/30/2015: Orientation to WikiEdu course page and Wikipedia account creation

Please read the following 3 articles and write one 100-word blog post reflecting on the readings and addressing these questions:

Can the &quot;completely chaotic model&quot; of Wikipedia content development be sustained in the future? Why or why not? What would help it to survive?

Wikipedia readings: Can Wikipedia Survive? http://www.nytimes.com/2015/06/21/opinion/can-wikipedia-survive.html Who Killed Wikipedia? http://www.psmag.com/books-and-culture/killed-wikipedia-93777 Jimmy Wales TED Talk Why does Wikipedia Work? http://www.npr.org/2013/10/04/191625835/why-does-wikipedia-work

Due by the beginning of class on Monday, October 5. See the blogging guidelines on the OpenLab site for blogging guidance.

For Monday, please post your responses to this prompt: https://openlab.citytech.cuny.edu/leonardmontgomerylib2205arch2205fa2015/2015/11/11/blogging-assignment-for-monday-1116/.

Week 2

 * Overview of the course
 * Introduction to how Wikipedia will be used in the course
 * Understanding Wikipedia as a community, we'll discuss its expectations and etiquette.

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Handout: Editing Wikipedia

Week 3

 * Basics of editing
 * Anatomy of Wikipedia articles, what makes a good article, how to distinguish between good and bad articles
 * Collaborating and engaging with the Wiki editing community
 * Tips on finding the best articles to work on for class assignments

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Handouts:, Evaluating Wikipedia


 * Create an account and then complete the online training for students. During this training, you will make edits in a sandbox and learn the basic rules of Wikipedia.
 * Create a User page.
 * To practice editing and communicating on Wikipedia, introduce yourself on the user talk page of one of your classmates, who should also be enrolled in the table at the bottom of the page.
 * Explore topics related to your topic area to get a feel for how Wikipedia is organized. What areas seem to be missing? As you explore, make a mental note of articles that seem like good candidates for improvement.

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Resources: Online Training for Students

All students have Wikipedia user accounts and are listed on the course page.

Week 4

 * Be prepared to discuss some of your observations about Wikipedia articles in your topic area that are missing or could use improvement.

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Handouts:

Week 5

 * Be prepared to explain close paraphrasing, plagiarism, and copyright violations on Wikipedia.

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Handouts: and


 * Add 1–2 sentences of new information, backed up with a citation to an appropriate source, to a Wikipedia article related to the class.


 * Your instructor has created a list of potential topics for your main project. Choose the one you will work on.
 * Compile a bibliography of relevant, reliable sources and post it to the talk page of the article you are working on. Begin reading the sources. Make sure to check in on the talk page (or watchlist) to see if anyone has advice on your bibliography.

Week 6

 * Discuss the topics students will be working on, and determine strategies for researching and writing about them.

Week 7

 * Talk about Wikipedia culture and etiquette, and (optionally) revisit the concept of sandboxes and how to use them.
 * Q&amp;A session with instructor about interacting on Wikipedia and getting started with writing.


 * If you are starting a new article, write an outline of the topic in the form of a standard Wikipedia lead section of 3–4 paragraphs in your sandbox. Wikipedia articles use &quot;summary style&quot;, in which the lead section provides a balanced summary of the entire body of the article, with the first sentence serving to define the topic and place it in context. The lead section should summarize, very briefly, each of the main aspects of the topic that will be covered in detail in the rest of the article. If you are improving an existing article, draft a new lead section reflecting your proposed changes, and post this along with a brief description of your plans on the article’s talk page. Make sure to check that page often to gather any feedback the community might provide.
 * Begin working with classmates and other editors to polish your lead section and fix any major issues.
 * Continue research in preparation for writing the body of the article.

All students have started editing articles or drafts on Wikipedia.

Week 8

 * We'll discuss moving your article out of your sandboxes and into Wikipedia's main space.
 * A general reminder: Don't panic if your contribution disappears, and don't try to force it back in.
 * Check to see if there is an explanation of the edit on the article's talk page. If not, (politely) ask why it was removed.
 * Contact your instructor or Wikipedia Content Expert and let them know.

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Handout:


 * Move your sandbox articles into main space.
 * If you are expanding an existing article, copy your edit into the article. If you are making many small edits, save after each edit before you make the next one. Do NOT paste over the entire existing article, or large sections of the existing article.
 * If you are creating a new article, do NOT copy and paste your text, or there will be no record of your work history. Follow the instructions in the &quot;Moving out of your sandbox&quot; handout.
 * Begin expanding your article into a comprehensive treatment of the topic.

Week 9

 * Demo uploading images and adding images to articles.
 * Share experiences and discuss problems.

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Resources: Illustrating Wikipedia and Evaluating Wikipedia

Week 10

 * Expand your article into a complete first draft.

Week 11

 * As a group, offer suggestions for improving one or two other students' articles, based on your ideas of what makes a solid encyclopedia article.

Every student has finished reviewing their assigned articles, making sure that every article has been reviewed.

Week 12

 * Open discussion of the concepts of neutrality, media literacy, and the impact and limits of Wikipedia.


 * Make edits to your article based on peers’ feedback. If you disagree with a suggestion, use talk pages to politely discuss and come to a consensus on your edit.

Week 13

 * Continue discussing how the articles can be further improved. Come up with improvement goals for each article for next week.


 * Return to your classmates' articles you previously reviewed, and provide more suggestions for further improvement. If there is a disagreement, suggest a compromise.
 * Do additional research and writing to make further improvements to your article, based on your classmates' suggestions and any additional areas for improvement you can identify.


 * Prepare for an in-class presentation about your Wikipedia editing experience.

Week 14

 * Students give in-class presentations about their experiences editing Wikipedia.


 * Add final touches to your Wikipedia article.

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Handout:

Week 15
Students have finished all their work on Wikipedia that will be considered for grading.