89,345 research outputs found
21st-century scholarship and Wikipedia
Wikipedia, the worldâs fifth most-used Web site, is a good illustration of the growing credibility of online resources. In his article in Ariadne earlier this year, âWikipedia: Reflections on Use and Academic Acceptanceâ, Brian Whalley described the debates around accuracy and review, in the context of geology. He concluded that âIf Wikipedia is the first port of call, as it already seems to be, for information requirement traffic, then there is a commitment to build on Open Educational Resources (OERs) of various kinds and improve their quality.â In a similar approach to the Geological Society event that Whalley describes, Sarah Fahmy of JISC worked with Wikimedia and the British Library on a World War One (WWI) Editathon. There is a rich discourse about the way that academics relate to Wikipedia
Beyond opening up the black box: Investigating the role of algorithmic systems in Wikipedian organizational culture
Scholars and practitioners across domains are increasingly concerned with
algorithmic transparency and opacity, interrogating the values and assumptions
embedded in automated, black-boxed systems, particularly in user-generated
content platforms. I report from an ethnography of infrastructure in Wikipedia
to discuss an often understudied aspect of this topic: the local, contextual,
learned expertise involved in participating in a highly automated
social-technical environment. Today, the organizational culture of Wikipedia is
deeply intertwined with various data-driven algorithmic systems, which
Wikipedians rely on to help manage and govern the "anyone can edit"
encyclopedia at a massive scale. These bots, scripts, tools, plugins, and
dashboards make Wikipedia more efficient for those who know how to work with
them, but like all organizational culture, newcomers must learn them if they
want to fully participate. I illustrate how cultural and organizational
expertise is enacted around algorithmic agents by discussing two
autoethnographic vignettes, which relate my personal experience as a veteran in
Wikipedia. I present thick descriptions of how governance and gatekeeping
practices are articulated through and in alignment with these automated
infrastructures. Over the past 15 years, Wikipedian veterans and administrators
have made specific decisions to support administrative and editorial workflows
with automation in particular ways and not others. I use these cases of
Wikipedia's bot-supported bureaucracy to discuss several issues in the fields
of critical algorithms studies, critical data studies, and fairness,
accountability, and transparency in machine learning -- most principally
arguing that scholarship and practice must go beyond trying to "open up the
black box" of such systems and also examine sociocultural processes like
newcomer socialization.Comment: 14 pages, typo fixed in v
Are digital natives a myth or reality?: Studentsâ use of technologies for learning
This paper outlines the findings of a study investigating the extent and nature of use of digital technologies by undergraduate students in Social Work and Engineering, in two British universities. The study involved a questionnaire survey of students (n=160) followed by in-depth interviews with students (n=8) and lecturers and support staff (n=8) in both institutions. Firstly, the findings suggest that students use a limited range of technologies for both learning and socialisation. For learning, mainly established ICTs are used- institutional VLE, Google and Wikipedia and mobile phones. Students make limited, recreational use of social technologies such as media sharing tools and social networking sites. Secondly, the findings point to a low level of use of and familiarity with collaborative knowledge creation tools, virtual worlds, personal web publishing, and other emergent social technologies. Thirdly, the study did not find evidence to support the claims regarding students adopting radically different patterns of knowledge creation and sharing suggested by some previous studies. The study shows that studentsâ attitudes to learning appear to be influenced by the approaches adopted by their lecturers. Far from demanding lecturers change their practice, students appear to conform to fairly traditional pedagogies, albeit with minor uses of technology tools that deliver content. Despite both groups clearly using a rather limited range of technologies for learning, the results point to some age differences, with younger, engineering students making somewhat more active, albeit limited, use of tools than the older ones. The outcomes suggest that although the calls for radical transformations in educational approaches may be legitimate it would be misleading to ground the arguments for such change solely in studentsâ shifting expectations and patterns of learning and technology use
The Relevance of Academic Libraries in the Twenty-First Century
The biggest challenge facing the library profession in the twenty-first century is staying relevant to its users. It is often stated that the Internet and Google have changed librarianship. This challenge, while significant, does not mean that libraries will go away. It is causing us to re-evaluate what we do, how we do it, and what role libraries have in the academy and in our culture at large. This column addresses some of the ways in which academic libraries can stay relevant throughout the twenty-first century
The Relevance of Academic Libraries in the Twenty-First Century
The biggest challenge facing the library profession in the twenty-first century is staying relevant to its users. It is often stated that the Internet and Google have changed librarianship. This challenge, while significant, does not mean that libraries will go away. It is causing us to re-evaluate what we do, how we do it, and what role libraries have in the academy and in our culture at large. This column addresses some of the ways in which academic libraries can stay relevant throughout the twenty-first century
Public technology: challenging the commodification of knowledge
Discusses the role of technology in commodifying teaching, that is making it a marketable commodity, and describes a number of examples of how academic staff around the world are using open technologies to make teaching and learning both accessible to a wider public, and to involve the wider public in student learning
Are anonymity-seekers just like everybody else? An analysis of contributions to Wikipedia from Tor
User-generated content sites routinely block contributions from users of
privacy-enhancing proxies like Tor because of a perception that proxies are a
source of vandalism, spam, and abuse. Although these blocks might be effective,
collateral damage in the form of unrealized valuable contributions from
anonymity seekers is invisible. One of the largest and most important
user-generated content sites, Wikipedia, has attempted to block contributions
from Tor users since as early as 2005. We demonstrate that these blocks have
been imperfect and that thousands of attempts to edit on Wikipedia through Tor
have been successful. We draw upon several data sources and analytical
techniques to measure and describe the history of Tor editing on Wikipedia over
time and to compare contributions from Tor users to those from other groups of
Wikipedia users. Our analysis suggests that although Tor users who slip through
Wikipedia's ban contribute content that is more likely to be reverted and to
revert others, their contributions are otherwise similar in quality to those
from other unregistered participants and to the initial contributions of
registered users.Comment: To appear in the IEEE Symposium on Security & Privacy, May 202
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