Wikipedia:Wiki Ed/West Chester University/History on the Web (Spring 2017)

In an age when both professional historians and students of history can conduct much of their research remotely via the Internet and an abundance of historical resources are available digitally, it is imperative to develop skills to critically engage with, evaluate, and synthesize these resources. This class teaches critical information literacy by providing instruction in searching and discovering information, evaluating material critically, and collecting and curating information. This course will develop your ability to gain the transferable skill of moving from information to knowledge.

Week 1
In class:


 * Discussion: the pros and cons of Wikipedia
 * Wikipedia article critique – Assignment introduction

Read prior to class:


 * Joseph Reagle, Chapters 1-2. Good Faith Collaboration: The Culture of Wikipedia, http://reagle.org/joseph/2010/gfc/toc.html
 * Yoni Appelbaum, “How the Professor Who Fooled Wikipedia Got Caught by Reddit,” The Atlantic, May 15, 2012.
 * Aviva Shen, “How Many Women Does It Take to Change Wikipedia?” Smithsonian, April 4, 2012.

Out of class:

Watch:


 * Jimmy Wales: The Birth of Wikipedia. TED Talks. TED, 2005.

Listen:


 * “Why Does Wikipedia Work,” TED Radio Hour. NPR, 2013.
 * [file://localhost/%E2%80%A2%09http/::www.npr.org:2012:10:03:162203092:wikipedia-politicizes-landmark-historical-event Steve Inskeep, “Wikipedia Policies Limit Editing Haymarket Bombing.” Morning Edition. NPR, October 3, 2012.]

Slack Post: 

How do you use Wikipedia? How has it helped you as a history (or other) student? How has it hurt you? What have you been told about Wikipedia in the past? What do you believe about Wikipedia? Be specific and concrete in your analysis.

Week 2
Due attached as a direct message in Slack, March 10.

In class: Bootcamp on editing Wikipedia (bring laptops!!)

Read prior to class:


 * Adeline Koh and Roopika Risam, “How to Create Wikipedia Entries That Will Stick,” Postcolonial Digital Humanities, accessed May 22, 2014, http://dhpoco.wordpress.com/how-to-create-wikipedia-entries-that-will-stick/.
 * Wikipedia Style Guide
 * 5 Pillars of Wikipedia

All students have started editing articles as practice on Wikipedia in sandbox and live articles.

Out of class:


 * Wikipedia tranings (links below)
 * Identify several Wikipedia articles that need minor editing and practice using the mark-up code and making changes. These changes will give you credibility as a Wikipedia editor. Save each change separately, describing the nature of the changes.
 * Slack Post: Reactions and analysis of the back-end of Wikipedia and its neutral point of view philosophy. What do Wikipedia’s policies and administrative interface tell you about it as a resource?

Week 3
In class:


 * Guest lecture from Andy.
 * Read prior to class: Joseph Reagle, Chapters 3-4. Good Faith Collaboration: The Culture of Wikipedia, http://reagle.org/joseph/2010/gfc/toc.html
 * Introduction to Literature Review assignment

Handout: [https://commons.wikimedia.org/wiki/File:Moving_out_of_your_sandbox.pdf Moving out of your Sandbox ]

Out of class:


 * Do trainings (linked below)
 * Add all references in the existing Wikipedia article on your topic into your Zotero library. Evaluate all sources you have compiled in your Zotero library, writing brief abstracts and tagging them with keywords.
 * Identify and acquire (via library databases, the library, or ILL) a minimum of 2 print sources on your topic. Once you acquire them, read them.
 * Find online Britannica entry on your topic or similar and go to the library to find articles in historic encyclopedias.
 * Slack Post: Write a comparison of the print sources, Wikipedia article, Britannica (or other entry), and historic encyclopedia entries.

Week 4
Due in your Zotero library March 31.

In class:


 * Discussion of the differences in ways the WWW and “traditional” history differently disseminate historical research. How have things evolved since Rosenzweig wrote his article?

Read prior to class:


 * Roy Rosenzweig, “Scarcity or Abundance? Preserving the Past in a Digital Era.” The American Historical Review 108, no. 3 (June 1, 2003): 735–62.
 * Stephen Robertson, “The Differences between Digital History and Digital Humanities”
 * Ryan McGrady, “Authorship and Expertise” (PDF posted on Slack)

Resources: Illustrating Wikipedia and [http://wikiedu.org/evaluatingwikipedia Evaluating Wikipedia ]

Out of class:


 * Browse, search, and otherwise uncover examples of good historical interpretation (including writing, podcasts, museums projects, digital projects, maps, anything) on the web, that which is tailored specifically for the web rather than print forms. Consider looking at media sites such as Slate, NPR, and HuffPost, as well as historic sites, universities, and museums. Think beyond text-based history.

Slack Post: What can history on the web add to so-called “traditional” history? Is it only the medium that is different? What else changes? Post a link to an example of history on the web that changes our understanding of the past. Link to the example you found above and post a brief review of what specifically the author(s) does well and why it is well-suited to its medium. Use examples and discuss how you can integrate the techniques into your own writing/interpretation.

Week 5
In class:


 * Guest lecture by Jason Steinhauer, History Communicator, Director, Lepage Center for History in the Public Interest, Villanova University

Read prior to class:


 * Jason Steinhauer, “Introducing History Communicators,” National Council on Public History, January 29, 2015.

Out of class:


 * Find what you consider a good example of history communication, specifically the type that &quot;translates&quot; history.
 * Introduce Wikipedia article editing proposal assignment

Slack Post: Drawing on the example you found, analyze what you think makes this effective communication. Be specific about what the author/speaker/filmmaker does that communicates the historical content in an engaging way to diverse audiences. Consider how is this an act of translation. How would the content be different if it was in a textbook, peer reviewed academic journal, or monograph?

Week 6
'''No in- class meeting April 11. All work listed is &quot;out of class&quot;''' Read:


 * Rebecca Onion, “Snapshots of History,” Slate, February 5, 2014.
 * Erin McCarthy, “15 Twitter Accounts for History Buffs,” Mental Floss, July 17, 2014.
 * Rebecca Onion, “On Letters of Note,” Virginia Quarterly Review, Fall 2014.

Twitter Exploration:


 * Follow--or if you really are opposed to Twitter for a valid reason--review the Twitter feeds from at least 5 history focused Twitter accounts (examples posted to Slack). Be sure to follow both individuals and organizations.
 * Consider whether these feeds simplify or give adequate attention to interpretation, multiple perspectives, nuance, and bias.
 * Slack Post: Report on your study of the Twitter feeds from history accounts. Which feeds do you find most engaging? In what ways do they convey history? Are these feeds conveying historical content or marketing for projects? Be specific and concrete in your analysis.

Week 7
In class:


 * Editing Wikipedia consultations (with out of class appointments this week as well)

Read:

 
 * Lori Byrd Phillips and Dominic McDevitt-Parks, “Historians in Wikipedia: Building an Open, Collaborative History,” Perspectives on History, December 2012.
 * T. Mills Kelly, “Improving the Past.” Edwired, January 21, 2014.

Due: Editing Wikipedia proposal (attached to direct message in Slack)
 * Slack Post: Share the 5 most important issues you plan to fix in the Wikipedia article you are working with. Be specific with your examples and describe concrete ways you plan to rectify the existing issues.

Week 8
In class lab time for editing and peer collaboration.


 * 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 9
4 minute in class lightening round talk overviewing your improvements to your Wikipedia article.


 * Add final touches to your Wikipedia article.

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Handout: