Motivations for contributing to health-related articles on Wikipedia: An interview study

Background: Wikipedia is one of the most accessed sources of health information online. The current English-language Wikipedia contains more than 28,000 articles pertaining to health. Objective: The aim was to characterize individuals’ motivations for contributing to health content on the English-language Wikipedia. Methods: A set of health-related articles were randomly selected and recent contributors invited to complete an online questionnaire and follow-up interview (by Skype, by email, or face-to-face). Interviews were transcribed and analyzed using thematic analysis and a realist grounded theory approach. Results: A total of 32 Wikipedians (31 men) completed the questionnaire and 17 were interviewed. Those completing the questionnaire had a mean age of 39 (range 12-59), 16 had a postgraduate qualification, 10 had or were currently studying for an undergraduate qualification, 3 had no more than secondary education, and 3 were still in secondary education. In all, 15 were currently working in a health-related field (primarily clinicians). The median period for which they have been an active editing Wikipedia was 3-5 years. Of this group, 12 were in the United States, 6 were in the United Kingdom, 4 were in Canada, and the remainder from another 8 countries. Two-thirds spoke more than 1 language and 90% (29/32) were also active contributors in domains other than health. Wikipedians in this study were identified as health professionals, professionals with specific health interests, students, and individuals with health problems. Based on the interviews, their motivations for editing health-related content were summarized in 5 strongly interrelated categories: education (learning about subjects by editing articles), help (wanting to improve and maintain Wikipedia), responsibility (responsibility, often a professional responsibility, to provide good quality health information to readers), fulfillment (editing Wikipedia as a fun, relaxing, engaging, and rewarding activity), and positive attitude to Wikipedia (belief in the value of Wikipedia). An additional factor, hostility (from other contributors), was identified that negatively affected Wikipedians’ motivations. Conclusions: Contributions to Wikipedia’s health-related content in this study were made by both health specialists and laypeople of varying editorial skills. Their motivations for contributing stem from an inherent drive based on values, standards, and beliefs. It became apparent that the community who most actively monitor and edit health-related articles is very small. Although some contributors correspond to a model of “knowledge philanthropists,” others were importantly focused on maintaining articles (improving spelling and grammar, organization, and handling vandalism). There is a need for more people to be involved in Wikipedia’s health-related content

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From Consumers to Creators: Wikistoriograhy and the Consensus of Collaborative Learning in the Landscape of Web 2.0

This thesis reviews the significance of Wikipedia in an approach to internet historiography. Wikipedia incorporates Web 2.0 methods to create a new way to study and revise history through a consensus of multiple users and editors. The argument of the thesis is structured to address some of the qualms many academics have about Wikipedia, examine how historiography functions in an internet driven world, and finally how Wikipedia fits into the puzzle of internet historiography. It concludes that Wikipedia, the largest user-based information site in the world, must be at the forefront of discussion surrounding internet historiography

Translational research principles applied to education: the mapping educational specialist knowhow (MESH) initiative

MESH is a part of a research project applying knowledge management principles which are well known in other sectors, public and private, to the education sector (Leask, 2011, 2012; Leask and Younie 2013, Leask and Preston 2012). The goal is to develop and test out the new ways of working now possible with digital technologies which can address long standing improvement challenges faced by education sectors in all countries

Infrastructural Vandalism in Nigerian Cities: The Case of Osogbo, Osun State.

Vandalism of infrastructural facilities is a persistent social problem in all the major Nigerian urban centres today. Despite the inadequacy in infrastructural provision, the available facilities have been consistently vandalized by criminals and mob. This has undoubtedly strained the limited resources of the governments at federal, state and local levels. This paper examines the nature, types, location and costs of vandalism as well as identifying the various actors involved in vandalism of infrastructural facilities in Osogbo, the capital city of Osun State, Nigeria. Questionnaires and interview scheduled were used in eliciting information from the residents of the city and the concerned security agency. Descriptive statistics were used in analyzing the data obtained. The paper revealed a preponderance of male teenagers engaging in vandalism. Also, water pipelines, electricity cables, electrical transformers and telecommunication equipment are more vandalized than other facilities. This has cost the governments and the communities, substantial resources to effect the replacement of repair of the vandalized infrastructure. The paper recommends adequate security to be spearheaded by the inhabitants themselves for the facilities. Provision of employment opportunities to effectively engage the youths of the city is equally considered necessary. Keywords: Vandalism; infrastructural facilities; vandals; electricity cables; water pipeline

Web 2.0: A Movement within the Learning Community

Web 2.0 technologies provide members of the learning community with new and innovative ways to create disseminate and share information both individually and collaboratively. This phenomenon has been termed e-Learning 2.0. However, e-Learning 2.0 is more than the application of these technologies in the learning community; it is a movement that is beginning to transform the nature of learning. In this paper we present and explain four Web 2.0 technologies - blogs, wikis, podcasts, and social networks - and look at how these technologies are currently being used by staff. We consider the use of Web 2.0 technologies by students to find and share information and to form support communities and then we explore a Web 2.0 pedagogical model that would connect students - tomorrow’s professionals - with today’s professionals in order to enhance student education through providing collaborative learning opportunities together with ready access to multiple sources of information and expertise

Making a Third Space for Student Voices in Two Academic Libraries

When we think of voices in the library, we have tended to think of them as disruptive, something to control and manage for the sake of the total library environment. The stereotype of the shushing librarian pervades public perception, creating expectations about the kinds of spaces libraries want to create. Voices are not always disruptive, however. Indeed, developing an academic voice is one of the main challenges facing incoming university students, and libraries can play an important role in helping these students find their academic voices. Two initiatives at two different academic libraries are explored here: a Secrets Wall, where students are invited to write and share a secret during exam time while seeing, reading, commenting on the secrets of others; and a librarian and historian team-taught course called History on the Web, which brings together information literacy and the study of history in the digital age. This article examines both projects and considers how critical perspectives on voice and identity might guide our instructional practices, helping students to learn to write themselves into the university. Further, it describes how both the Secrets Wall and the History on the Web projects intentionally create a kind of “Third Space” designed specifically so students can enter it, negotiate with it, interrogate it, and eventually come to be part of it

Making a Third Space for Student Voices in Two Academic Libraries

When we think of voices in the library, we have tended to think of them as disruptive, something to control and manage for the sake of the total library environment. The stereotype of the shushing librarian pervades public perception, creating expectations about the kinds of spaces libraries want to create. Voices are not always disruptive, however. Indeed, developing an academic voice is one of the main challenges facing incoming university students, and libraries can play an important role in helping these students find their academic voices. Two initiatives at two different academic libraries are explored here: a Secrets Wall, where students are invited to write and share a secret during exam time while seeing, reading, commenting on the secrets of others; and a librarian and historian team-taught course called History on the Web, which brings together information literacy and the study of history in the digital age. This article examines both projects and considers how critical perspectives on voice and identity might guide our instructional practices, helping students to learn to write themselves into the university. Further, it describes how both the Secrets Wall and the History on the Web projects intentionally create a kind of “Third Space” designed specifically so students can enter it, negotiate with it, interrogate it, and eventually come to be part of it