Sharing all around

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A FEMINIST WIKIPEDIA? 



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Tuesday 4 Sept – Scholarship and Practice: portals in the plural 

• READ FOR TODAY!! Zandt, preface, chaps 1-3 [and maybe read for Thursday at the same time too? It may be easier....]

• MORE CLASS BUDDIES, RESEARCH ACTIONS IN BOOKS AND ON THE WEB 

Have you used the Wikipedia? How and why? Have you ever been told NOT to use the Wikipedia? Why was that? What is crowdsourcing, and what are the limitations and powers of the Wikipedia? How does Zandt’s book help us think about the Wikipedia in a social media landscape? Why does that matter? 

• Wikipedia's dearth of women contributors: An interview with Sarah Stierch  

• BBC World Service's Lesley Curwen from Business Daily interviews Sue Gardner, executive director of Wikipedia. They discuss recruiting women to write for the Wikipedia.

article in the NY Times says: 

"Jane Margolis, co-author of a book on sexism in computer science, 'Unlocking the Clubhouse,' argues that Wikipedia is experiencing the same problems of the offline world, where women are less willing to assert their opinions in public. “In almost every space, who are the authorities, the politicians, writers for op-ed pages?” said Ms. Margolis, a senior researcher at the Institute for Democracy, Education and Access at the University of California, Los Angeles. 

"According to the OpEd Project, an organization based in New York that monitors the gender breakdown of contributors to “public thought-leadership forums,” a participation rate of roughly 85-to-15 percent, men to women, is common — whether members of Congress, or writers on The New York Times and Washington Post Op-Ed pages.

"It would seem to be an irony that Wikipedia, where the amateur contributor is celebrated, is experiencing the same problem as forums that require expertise. But Catherine Orenstein, the founder and director of the OpEd Project, said many women lacked the confidence to put forth their views. “When you are a minority voice, you begin to doubt your own competencies,” she said."

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Thursday 6 Sept – Starting slow then getting intense: how to share the difficulties 

• Bring all our books so we can inspect them together

• READ FOR TODAY!! Zandt & Davis: read each book’s conclusion 

• MORE BUDDIES, READING SIMULTANEOUSLY, KEEPING RECORDS 

This portal course will be intense! We will start somewhat slowly, offering lots of “how to do” important things. But as we get closer to each workshop date, the readings and the projects will start to pile up. So planning ahead will be crucial! And you will need to be reading, reReading, and reading ahead, all at the same time! Keeping records of what needs to be done, and what you have done, and where you got what sort of information, all these are part of good scholarly practice. Fie on cutting and pasting last minute off the Web! Let’s learn to DO IT RIGHT! and enjoy it! Helping each other will make it a lot more fun. 

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WHAT SORTS OF RECORDS DO YOU NEED TO KEEP?

=what goes in the logbook? what will help you most? what will allow you and Katie to be on the same page? what will help you plan and read ahead?

=taking notes from the web: websites, wikipedia, hyperlinks, vids and other media: How is this the same as reading? how is it different?  

As you consider this now with a partner, make some notes in which you address these questions and the ones in the description for today's class. Consider the following:

• What kinds of records will help you keep track of what you need to do for class: each class, each week, for each project, for graded assignments, over the course of the term? 

• What kinds of records will help you keep track of web research?

• What kinds of records will help you keep track of library research? How are these two the same? different?

• What kinds of records will make it impossible for you to inadvertently (or deliberately) commit plagiarism? What ensures that?

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overheard somewhere on campus: "I want to get the best grade for the least amount of work."

Let's reframe: How can YOU get THE MOST LEARNING for the resources you have to muster for this intention? 

Notice that one could get all As but be starving for all sorts of learning, maybe even the learning you want or need most. 

DON'T EAT THE MENU INSTEAD OF THE MEAL! 

maps and territories: what can if be hard to tell the difference anyway? 
when maps become material realities: when "fictions" become real.

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Why would we start at the END of an academic text? 
What might be valuable about doing so? 
What experiences with stories do you have that make that seem odd? 

narrative structures & suspense  

narratives of progress  
narratives of decline & social panics1 & social panics2     
what else is there? alternative realities  
note what a disambiguation page on the Wikipedia does.... the work it does. 

problematization  


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click for image source 

TinEye image searches  

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