Wikipedia:Wiki Ed/University of Missouri/MO Women on Wikipedia (Fall 2016)

In this course we will research and write Wikipedia pages for women or women's issues/events in Missouri history that do not have a page, or whose pages are lacking.

Course objectives: Students will: -Learn the history of information repository systems, and their connection to knowledge value -Advance critical writing skills -Discuss and improve their own media and information literacy -Engage in critical thinking exercises -Collaborate with classmates and Wikipedia community -Co-host a campus-wide Wikipedia Edit-A-Thon

Week 1
Welcome to your Wikipedia project's course timeline. This page will guide you through the Wikipedia project for your course. Be sure to check with your instructor to see if there are other pages you should be following as well.

This page breaks down writing a Wikipedia article into a series of steps, or milestones. These steps include online trainings to help you get started on Wikipedia.

Your course has also been assigned a Wikipedia Content Expert. Check your Talk page for notes from them. You can also reach them through the &quot;Get Help&quot; button on this page.

To get started, please review the following handouts:


 * Editing Wikipedia pages 1–5
 * Evaluating Wikipedia


 * Create an account and join this course page, using the enrollment link your instructor sent you.
 * It's time to dive into Wikipedia. Below, you'll find the first set of online trainings you'll need to take. New modules will appear on this timeline as you get to new milestones. Be sure to check back and complete them! Incomplete trainings will be reflected in your grade.
 * When you finish the trainings, practice by introducing yourself to a classmate on that classmate’s Talk page.

This week, everyone should have a Wikipedia account.

Week 2
It's time to think critically about Wikipedia articles. You'll evaluate a Wikipedia article, and leave suggestions for improving it on the article's Talk page.


 * Complete the &quot;Evaluating Articles and Sources&quot; training (linked below).
 * Choose an article, and consider some questions (but don't feel limited to these):
 * Is each fact referenced with an appropriate, reliable reference?
 * Is everything in the article relevant to the article topic? Is there anything that distracted you?
 * Is the article neutral? Are there any claims, or frames, that appear heavily biased toward a particular position?
 * Where does the information come from? Are these neutral sources? If biased, is that bias noted?
 * Are there viewpoints that are overrepresented, or underrepresented?
 * Check a few citations. Do the links work? Is there any close paraphrasing or plagiarism in the article?
 * Is any information out of date? Is anything missing that could be added?
 * Choose at least 2 questions relevant to the article you're evaluating. Leave your evaluation on the article's Talk page. Be sure to sign your feedback with four tildes — MeganPeiser (talk) 19:34, 5 December 2016 (UTC).

Now that you're thinking about what makes a &quot;good&quot; Wikipedia article, consider some additional questions.


 * Wikipedians often talk about &quot;content gaps.&quot; What do you think a content gap is, and what are some possible ways to identify them?
 * What are some reasons a content gap might arise? What are some ways to remedy them?
 * Does it matter who writes Wikipedia?
 * What does it mean to be &quot;unbiased&quot; on Wikipedia? How is that different, or similar, to your own definition of &quot;bias&quot;?

Week 3
You should add a small contribution to an article related to your class, or add a citation to a claim that doesn't have one.


 * Complete the &quot;Sources and Citations&quot; training (linked below).
 * When you make a small claim, clearly state the fact in your own words, and then cite the source where you found the information.
 * The Citation Hunt tool can show you some statements that don't have citations. You can use that to find an article to reference.
 * First, evaluate whether the statement in question is true! An uncited statement could just be lacking a reference or it could be inaccurate or misleading. Reliable sources on the subject will help you choose whether to add it or correct the statement.

Director of the State Historical Society of Missouri Columbia, Gary Kremer will come talk to us about the importance of work on women in Missouri history.

Week 4

 * Blog posts and press releases are considered poor sources of reliable information. Why?
 * What are some reasons you might not want to use a company's website as the main source of information about that company?
 * What is the difference between a copyright violation and plagiarism?
 * What are some good techniques to avoid close paraphrasing and plagiarism?

It's time to choose an article and assign it to yourself.


 * Review page 6 of your Editing Wikipedia guidebook.
 * Think about a Missouri woman that you want to write about for the duration of the semester. You should feel passionately about her absence from Wikipedia. Check out a list of Missouri women on the State Historical Society page here. You should also look at Dr. Gary Kremer's book on Women in Missouri History: In Search of Power and Influence, available electronically from the MU library here. Kremer's book is also on hold at the MU library circulation desk, in Special Collections, and at the State Historical Society for you to use.
 * If there is not already a stub on your person/event/issue (for many there won't be), you'll need to create a new page. Find info on how to create a new Wikipedia page here.
 * Begin to think about creating a page, and brainstorm ideas in your sandbox. You can go ahead and create a new page now, or wait until week six when you have completed more research.
 * In your sandbox, write a few sentences about what you plan to contribute to the selected article.
 * Think back to when you did an article critique. What can you add? Post some of your ideas to the article's talk page.
 * Compile a list of relevant, reliable books, journal articles, or other sources. Post that bibliography to the talk page of the article you'll be working on, and in your sandbox. Make sure to check in on the Talk page to see if anyone has advice on your bibliography.

This week we will have our first visit to SHSMO, located in Ellis Library building on University of Missouri campus.

Week 5
Everyone has begun writing their article drafts.


 * What do you think of Wikipedia's definition of &quot;neutrality&quot;?
 * What are the impacts and limits of Wikipedia as a source of information?
 * On Wikipedia, all material must be attributable to reliable, published sources. What kinds of sources does this exclude? Can you think of any problems that might create?
 * If Wikipedia was written 100 years ago, how might its content (and contributors) be different? What about 100 years from now?

This week we will meet in the Library and at the State Historical Society to conduct research for our articles.

Week 6
You've picked a topic and found your sources. Now it's time to start writing.

'''Creating a new article? '''


 * Write an outline of that topic in the form of a standard Wikipedia article's &quot;lead section.&quot; Write it in your sandbox.
 * A &quot;lead&quot; section is not a traditional introduction. It should summarize, very briefly, what the rest of the article will say in detail. The first paragraph should include important, broad facts about the subject. A good example is Ada Lovelace. See Editing Wikipedia page 9 for more ideas.

'''Improving an existing article? '''


 * Identify what's missing from the current form of the article. Think back to the skills you learned while critiquing an article. Make notes for improvement in your sandbox.

Keep reading your sources, too, as you prepare to write the body of the article.

Resources: Editing Wikipedia pages 7–9

Week 7

 * First, take the &quot;Peer Review&quot; online training.
 * Select two classmates’ articles that you will peer review and copyedit. On the Articles tab, find the articles that you want to review, and then assign them to yourself in the Review column.
 * Peer review your classmates' drafts. Leave suggestions on on the Talk page of the article, or sandbox, that your fellow student is working on. Other editors may be reviewing your work, so look for their comments! Be sure to acknowledge feedback from other Wikipedians.
 * As you review, make spelling, grammar, and other adjustments. Pay attention to the tone of the article. Is it encyclopedic?

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

Week 8

 * Keep working on transforming your article into a complete first draft. Get draft ready for peer-review.
 * If you'd like a Content Expert to review your draft, now is the time! Click the &quot;Get Help&quot; button in your sandbox to request notes.

You probably have some feedback from other students and possibly other Wikipedians. It's time to work with that feedback to improve your article!


 * Read Editing Wikipedia pages 12 and 14.
 * Return to your draft or article and think about the suggestions. Decide which ones to start implementing. Reach out to your instructor or your Content Expert if you have any questions.

Week 9
Do additional research and writing to make further improvements to your article, based on suggestions and your own critique.


 * Read Editing Wikipedia page 12 to see how to create links from your article to others, and from other articles to your own. Try to link to 3–5 articles, and link to your article from 2–3 other articles.

Once you've made improvements to your article based on peer review feedback, it's time to move your work to Wikipedia proper - the &quot;mainspace.&quot;

Editing an existing article?


 * NEVER copy and paste your draft of an article over the entire article. Instead, edit small sections at a time.
 * Copy your edits into the article. Make many small edits, saving each time, and leaving an edit summary. Never replace more than one to two sentences without saving!

Creating a new article?


 * Read Editing Wikipedia page 13, and follow those steps to move your article from your Sandbox to Mainspace.
 * You can also review the Sandboxes and Mainspace online training.

Week 10
Continue to expand and improve your work, and format your article to match Wikipedia's tone and standards. Remember to contact your Content Expert at any time if you need further help!

Week 11
For this assignment you'll be contributing to a class-created to-do list for our MO Women on Wikipedia Edit-A-Thon. You will contribute two items for our list. A minimum of one of these should be people, the other may be an event, or issue (additional people are welcome as well). For each item you provide, you will also make a short bibliography of link-able resources for Edit-A-Thon users to use. You do not need to write these articles (that's what the participants will do!), but you will use your developed expertise to create a to-do list with the resources that participants will need.

These items may be connected to your final article, especially if they will make its Wikipedia connections more robust.

You might want to review the following resources: Sources and Citations

Week 12
It's the final week to develop your article.


 * Read Editing Wikipedia page 15 to review a final check-list before completing your assignment.
 * Don't forget that you can ask for help from your Content Expert at any time!

Week 13
Everyone should have finished all of the work they'll do on Wikipedia, and be ready for grading.

Week 14

 * Write a reflective essay (2–3 pages) on your Wikipedia contributions, and our work in this class.
 * What skills did you learn, including and aside from how to edit Wikipedia?
 * What new concepts were introduced to you?
 * How has this class influenced the way you work or think in other classes? In other life situations?
 * In what ways have you seen the importance of Digital Literacy outside of our class?
 * How do you feel about the work we did this semester? The readings, the assignments, the in-class work, the Edit-A-Thon?
 * What will you take away with you?
 * What has it meant for you to take this class at this point in your educational career?
 * How has the group of students you took this class with influenced  your experience?
 * Other final thoughts on the course

Together the class will run the first 75 minutes of the campus-wide Wikipedia Edit-A-Thon. Together you will decide who will take responsibility for each role, the materials we will need to have for our audience, and the topics you want to bring up. This first hour will largely be training users how to create an account and make contributions, as well as talking to them about the importance of writing about Women on Wikipedia.