ISSN: 1941-0832 Democratizing Knowledge: Using Wikipedia for Inclusive Teaching and Research in Four Undergraduate Classes by Angela Pratesi, Wendy Miller, and Elizabeth Sutton ART+FEMINISM WIKIPEDIA EDIT-A-THON AT CENTRAL WASHINGTON UNIVERISTY RADICAL TEACHER 22 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 O January 11, 2018, the President of the United with peers and in their K-12 educational environments.8 States responded to a bipartisan gathering of The assignments asked students to challenge their lawmakers discussing how to protect immigrants assumptions about dominant narratives in history and art from Haiti, El Salvador, and African countries saying, “Why history. What is radical and potentially transformative is are we having all these people from shithole countries that the project also asked students to challenge come here?” Mainstream news outlets accommodated his assumptions about their own learning. Through the vulgar language and reprinted his racist comments, process of learning about Wikipedia from peers, reading, including his preference to bring immigrants from western researching, and peer editing, students learned that European countries such as Norway. He particularly authentic scholarship is collaborative, and that Wikipedia- derided Haiti, repeating that immigrants from Haiti must -and peer teaching and editing--are as significant sources be left out of any deal.1 By the time the 45th U.S. President of knowledge as a teacher or text. They practiced critical launched this particular racist salvo, we three professors thinking and connected their knowledge to social and our students had embarked on a radically cooperative, responsibility through a collective struggle for inclusion. inclusive learning journey to make information that is freely available on the internet more diverse, including efforts to highlight Haiti’s artistic achievements. Project and Process The learning project has its roots in radical pedagogy, In preparation for the spring 2018 semester, the three a concept and practice that builds on the premise that of us came together to develop a Wikipedia-based project knowledge is power, and that no knowledge is neutral or using feminist pedagogies in their teaching practice. With free from values. Lisa Nyberg and Johanna Gustavsson different assignments, students in the four courses define radical pedagogy as “a clear and transparent collaborated in this effort to improve the diversity, perspective on power and with a view on education that breadth, and quality of information in the free challenges the prevailing social order through a critical encyclopedia in English. Moreover, the assignments language and an active construction of alternatives.”2 challenged students' research and information literacy skills via an authentic learning experience, specifically Wikipedia is the fifth most-visited website in the editing Wikipedia on art- and diversity-related topics while world,3 and its founders and contributors promote a engaging with the Wikipedia community and teaching philosophy of collaboration and neutrality.4 Yet, the other students how to edit Wikipedia on underrepresented majority of its contributors do not reflect the gamut of topics--the “social responsibility of a collective struggle” human diversity and identities; most of them “are white, for inclusion in knowledge production. male, technically-oriented, educated and from the northern hemisphere.”5 It is a free source of information The course Creating Wikipedia for the Arts prepared for billions of people, so the demographics of the volunteer students to host an Art+Feminism Wikipedia Edit-a-thon editors of Wikipedia matters. There is nothing wrong with during which they taught participants about Wikipedia and young white males contributing to Wikipedia, but content how to edit it. Leading up to the event, students enrolled will be shaped by their knowledge, interests, and in Nineteenth-Century Art, Arts of Africa, and Foundations experiences.6 At a regional university in the Midwest, in Art Education researched notable9 individuals relevant undergraduate students in four classes came together for to the topic of their course who did not have an article in a Wikipedia edit-a-thon in order to make a small Wikipedia or only had a short stub article in need of contribution to diversifying the content available and expansion and improvement. Using this research, they democratizing the production of knowledge by writing came to the edit-a-thon to create and improve articles, content about Haitian art, nineteenth-century women thus making their research freely available to anyone with artists, and women art educators. Students from two art Internet access. history classes, an art education class, and a class dedicated to critical analysis of Wikipedia actively connected the information they were learning in class to a We aimed to implement more larger collective ideal of diversification. In this way, feminist methods that decentered students’ participation in the edit-a-thon exemplified how power in an effort to break down radical pedagogy acts “not to confirm the prevailing power traditional hierarchies in the structure, but...activate[s] critical thinking...strives to classroom. connect knowledge with social responsibility and collective struggle.”7 This pedagogical model required knowledge and skills With established and growing programs like Wiki Edu, from multiple classes to come together for a common goal assigning students to write an article for Wikipedia may of information sharing for social justice--in terms of article not seem like radical pedagogy. However, for students this topics as well as free, accessible, quality information assignment was radical in delivery and content. At this sharing. We aimed to implement more feminist methods mid-sized Midwestern regional university, 84.5 percent of that decentered power in an effort to break down the undergraduate population is white and 90 percent traditional hierarchies in the classroom. Those hierarchies originate from within the similarly homogenous state. In typically center and value the instructor as the sole many ways, they reflect the typical Wikipedian as authority. This structure sets up a problematic power described above. Most students arrive with very little dichotomy that ignores or undervalues student's experience of diversity, both in terms of their encounters RADICAL TEACHER 23 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 knowledge, experience, and expertise. Having students adding to the diversity of information available on marshal their knowledge, skills, and experience into a Wikipedia about artists and art educators with an emphasis collective effort to teach each other eliminates traditional on women and minoritized individuals, and improving the power roles, centers their emerging expertise, and breadth and quality of free information on the Internet. As empowers them to take ownership of their learning. a result, students not only began to recognize the authority of experts in a field, but also to see themselves One of the shared goals for this project was to have as emergent authorities and acknowledge the value of students deeply engage with issues of source quality, diversity, access, and sharing. They also learned to see source evaluation, and authority. Wikipedia requires their peers as authorities on whom they could lean to learn reliable sources.10 This standard challenges students as new skills and ideas regardless of age or the expected they search for and evaluate resources they can use as hierarchical trappings of higher education. Being able to evidence for their articles. It is a good method for learn in a variety of ways from multiple sources--be those practicing information literacy. However, the act of human, print, or media--is a form of self-sufficiency. By researching, writing, and editing an article that anyone can seeing peers as people to learn with as well as people to access, read, and learn from brings about an epiphany learn from, students expand the tools they have at their moment for students as they begin to recognize their own disposal to learn and master content and skills. authority. They can begin to observe different kinds of authority and a continuum of expertise. One student in In their weekly reflection journals, Wikipedia students “Creating Wikipedia for the Arts” shared her revelation expressed trepidation leading up to the event. Some were that, “a blog or webpage were perhaps just as credible as “not nervous, just excited,”16 while others openly worried something published through a ‘scholarly’ source” because they did not know enough to teach others how to edit. In there are different kinds of authority. She went on to a Small Group Instructional Diagnostic (SGID) session explain that “authority is not held in the hollowed, dark before the edit-a-thon, one of the themes that emerged corridors of academia” because “people like me or was their concern about the event. They described the someone who lives on the other side of the world place event as “looming” which was “building tension.” They value in different areas, and we can still contribute to this were anxious and even described it as “tedious,” but at entity,” which is a repository of human knowledge.11 They least one acknowledged “warming up with the idea.”17 The are no longer simply students in a class; they're beginning feedback from the SGID helped me address worries to engage in a larger scholarly conversation. Their work is students were not comfortable sharing directly. not original research. It cannot be per Wikipedia's pillars.12 Simultaneously embodying the position as teacher, But the self-actualization that comes from publicly facilitator, and cheerleader, I reassured them they did in engaging in knowledge acquisition and sharing is an fact know enough as evidenced by the research, writing, important step toward seeing themselves as budding and editing work they had already done in Wikipedia. To scholars and authorities in their own right. help them feel more confident, they practiced their presentation multiple times in class, using several Students Teaching Students: The rehearsal techniques borrowed from theatre--full run through, cue to cue, and a modified technical rehearsal. Collective Struggle for Inclusivity in However, they did not really believe they were prepared Creating Wikipedia for the Arts (Angela until after the edit-a-thon. Pratesi) This past week we ran the edit-a-thon which was a great experience. I felt that giving the presentation I am really glad that we were able to be a part of a exemplified our credibility in terms of editing larger movement and that there is a lot of faculty Wikipedia. This was an intimidating feat at first but as support for projects like this at UNI. I think that it was I began speaking I grew more confident. Before a really good thing for us as students to be kind of officially starting the edit-a-thon I expected to thrown into this a little bit (by having this huge event struggle answering student questions, but that was we had to help run) because it forced us to step up quite the opposite. There were very few questions I and put our learning into practice for other people.13 was not able to answer. I think I need to give myself With a grant from the Wikimedia Foundation,14 the more credit for all the work I have done throughout class Creating Wikipedia for the Arts hosted an this semester.18 Art+Feminism Wikipedia Edit-a-thon. Their main The sentiments this student expressed in her assignment was to collaboratively plan the event and teach reflection appeared in every single student’s journal. The participants how and why to edit (see Appendix A for the act of teaching and working with other students one-on- assignment written by students in the class using one made them realize how much they knew. Even better, Winkelmes’s Transparency in Learning and Teaching for the few questions to which they did not immediately model15). This requirement ensured the co-creative know the answers, they discovered they had the skills to process and forum for student-to-student learning. One of easily find the answers with the tools they had already the goals of holding edit-a-thons is to reach a wide practiced and mastered. Their reflections, both in writing audience. Therefore, partnering with other faculty, in this and in a relaxed post-event debriefing during the next case from the art department, ensured a robust and class meeting, were universally positive. They expressed motivated audience the Wikipedia students could teach, great satisfaction with how the edit-a-thon went overall RADICALTEACHER 24 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 and personal fulfillment from their ability to help both classes asked students to use the online collaborative participants. They realized just how much they had platform of Google docs to write their drafts and peer edit. learned. Both course syllabi include the stated goal of learning research skills and analyzing and critically evaluating Students did more than discover the scope of their sources. The assignment further elaborated on these goals knowledge; they demonstrated flexibility and resiliency in to be specific to the content outlined in the course the face of significant unexpected obstacles. On the day of description: either research a Haitian artist or a the event, a significant snow storm hobbled the technology nineteenth-century minoritized artist or work. With necessary to access their presentation slides and stream Wikipedia as the final platform for submission, clear the live presentation to remote participants. The class communication in writing was also an essential outcome quickly regrouped, accessing the slides as a .pdf via their (see Appendices B and C). phones, and giving the adapted presentation to those in person. Then, when the streaming technology came back Nineteen students each created new articles or added online, one student volunteered to give the presentation information to stubs on nineteenth-century women artists. solo and answer questions (as a way of practicing her Eighteen students created articles on Haitian artists for public speaking19), while the others worked one-on-one Wikipedia. Arts of Africa students were able to benefit from with the folks in person. As a team, the classmates the proximity of the largest Haitian art collection in the US, problem-solved for the series of unfortunate events and housed at the Waterloo Center for the Arts. In adapted on the spot. In the process they each learned collaboration with the registrar there, students were about their own capacity for flexibility, resiliency, and invited to choose an artist or art object from the collection leadership. that they might research so to make more widely available information on Haitian art and artists, particularly those Over the course of a few short hours, the students represented at the local public art center. This opportunity enrolled in Creating Wikipedia for the Arts put their contributed to the authenticity of the research and the knowledge into practice, teaching a room full of people importance of collaboration with a community partner. The about Wikipedia and how to edit the online encyclopedia. nineteenth-century art history students had opportunities Although the only students in the room who would to choose artists or art pieces in the University’s and local nominally identify themselves as teachers were the art center’s collections, but because of the remote nature participants majoring in art education, the Wikipedia of the course, were not required to do so. I provided students took on the role of teacher and recognized their students in both courses lists of possible artists, search ability to share the skills they had acquired as part of their terms, and stubs that could be augmented. Many of the coursework. In doing so, they proved mastery that was nineteenth-century art history students chose to add to a meaningful, significant, and authentic. stub. The authenticity of the assignment is substantiated by Writing Wikipedia: Critically Engaging students’ own words captured in written reflections after New Knowledge in Arts of Africa and the edit-a-thon. They valued their contributions because they saw them as such. Indeed, many students Nineteenth-Century Art History commented on how satisfying it was to participate actively (Elizabeth Sutton) in sharing knowledge. Out of the eighteen reflections from Arts of Africa, seventeen students never had edited In both of my spring semester upper-level art history Wikipedia before; the one student who had had done so courses, Arts of Africa and Nineteenth-Century Art, I minimally. All the students in the nineteenth-century art included a Wikipedia research project as a major course class were new to editing Wikipedia. When asked in a requirement. While Arts of Africa met face to face twice a reflection prompt whether they found the assignment week, I taught Nineteenth-Century Art History online. Most valuable, all thirty-seven students agreed that the art history courses require students to write research assignment was valuable. Students found it “fulfilling to papers individually to fulfill student learning outcomes create a reliable source…for others in the future to use.”20 related to critical thinking, content, and communication. A student from Arts of Africa wrote: This assignment was a way to provide an authentic and collaborative research experience for students that was I loved writing an article for Wikipedia. It felt great potentially transformative in how they thought about knowing that the hard work I was putting into writing a research and their potential for contributing to the paper was going to be read by many more people, not just knowledge of and stories told about women, Haitian myself, a few classmates, and you, my professor. I have artists, and other suppressed or underrepresented never edited an article on Wikipedia, so I have that set of narratives. skills now which I hope I can use again. I also learned a ton more about Haitian art and Haitian Vodou.21 The assignment for each class was scaffolded into four parts: finding sources and citing; rough draft and peer A student from the nineteenth-century art class wrote review; final draft; and participation in the edit-a-thon that “[i]t is really gratifying that my research will (see Appendices B and C). All the students had access to potentially be available to others to use and learn from.”22 the library’s research tools, and specifically, online and in- In addition to the authenticity of sharing research, person information sessions provided by students in the students recognized that the public platform of Wikipedia Creating Wikipedia for the Arts class. The assignment in RADICALTEACHER 25 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 required good research and writing: “I think that this order to see how practices and beliefs in teaching art have assignment was valuable because we are contributing to evolved. We then look toward the future of art education, research online. Since Wikipedia is a well-known search investigating current research by art educators and engine, more pressure is added to make the article sharing new grassroots approaches to teaching and new good.”23 trends in art education. The students and I use historical and contemporary research to imagine where art Interestingly, the two students most critical of the education may be headed. Typically, at this point, the assignment also were two of the best (top-ranked) students would research an art educator/researcher and students in the department, students who consistently then write a traditional paper, discussing a contemporary turn in quality work. One student wrote: art educator’s research. I've never edited Wikipedia, but it was a valuable This year, I redesigned the assignment to instead experience, I guess. It was pretty cool to see teach students to create and submit a Wikipedia entry. The everything at the end all lit up and stuff, but I don't assignment was divided up into four parts, the last being know if there were any greater takeaways than that. to attend the Wikipedia edit-a-thon. First, students worked . . As a whole, this assignment was not just difficult, with the Fine & Performing Arts Librarian to learn about it was impossible. I got no catharsis at the end, and how to research using the library database with a focus on feel no pride for what I've done. The rough draft and finding secondary sources. Next, they chose an art peer reviews would have been helpful if I had gotten educator who is currently researching in the field of art feedback other than "you need more information," but education to examine (see Appendix D). Lastly, they wrote what can ya do. The final post was cool and up the Wikipedia entry, or added to a stub article, on the everything, but hell, I could have just done that at art education researcher to share with others in our class. home. In the future, just make us write a paper. I would learn so much more.24 This student was frustrated by the radical aspects of I wanted the students to see the Wikipedia edit-a-thon research in which she was that these art education required to participate. It is safe and easy to write a paper. researchers, who were working on Paper writing is focused on the individual student and new, creative, and innovative applying processes s/he already knows to gather studies in their future field of art information, rather than both learning new processes from education, were also regular other students and sharing that information with others. people: artists, teachers, mothers, To me, these students’ negative perceptions are indication and friends. of the potential for transformative learning that such an assignment provides. It made traditionally “good” students uncomfortable because they had to learn new skills such I wanted the students to see that these art education as working with others and being flexible in a dynamic researchers, who were working on new, creative, and environment with multiple readers--not just the professor. innovative studies in their future field of art education, were also regular people: artists, teachers, mothers, and By researching underrepresented artists, many of friends. We looked at how they shared their ideas at whom were marginalized and stereotyped due to their conferences for K-12 art teachers (like themselves) and gender or ethnicity, students had to think critically about realized that they were not be seen as intimidating not only how art history is constructed, but how as researchers, but as kindred spirits, sharing the same researchers and writers they can play an active role in passions these students are developing. Looking through eradicating oppressive stereotypes and general erasure. news articles, conference summaries, and award announcements, the students began to humanize these researchers and see them as people who were working Seeing the Value of Wikipedia for the alongside teachers, collaborating and supporting teachers Future of Art Education: Recognizing in the field of art. Our discussion led to a realization of Responsibility for Representing Female reciprocity between the researcher and the teacher and how they could use the findings from art education Researchers (Wendy Miller) researchers to guide their teaching, just as the researchers As the coordinator of undergraduate art education, I needed the K-12 art teachers and their students to ground have the opportunity to work with every student preparing their research and provide practical opportunities to test to become an art educator at our university. In the spring out new strategies and interventions. semester, while teaching Foundations in Art Education, I The students shared their findings together in class, altered a traditional writing assignment in order to include introducing the art educators to their peers, and together my students in the Art+Feminism Wikipedia Edit-a-thon. we made connections to the art education timeline we Of my 15 students, 14 were female, and all identified as spent the first part of the semester studying. Practices had white, which is typical of students enrolled in art education changed over time, for example the push to move away in our Midwest state. from the philosophical approach called Discipline Based Art During this introductory course, students and I Education (DBAE).25 With the increase in diversity of investigate the historical development of art education in approaches to teaching art, the flooding of imagery and RADICALTEACHER 26 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 visual culture, students saw how art educators were Conclusion examining new ways of approaching art education. The Art+Feminism Wikipedia Edit-a-thon proved to be One student researching scholar and art educator a challenging, yet empowering, authentic learning project Kristin Congdon, shared what Congdon found to be a lack for students in all four participating classes. Taking a real- of inclusiveness or sensitivity to art that was outside the time approach to the co-creative process allowed the mainstream of DBAE-inspired images in her analysis of students and their peers to be responsive and involved in DBAE curriculum.26 This student was able to make a each other’s writing, while also supporting, rather than personal connection to these findings as she reflected on critiquing, the final product of their research. In this her own education in K-12 art classes. However, the modified role, our burgeoning scholars were able to student was disheartened because she was unable to find recognize stumbling blocks, and to develop strategies for enough reliable secondary sources about Congdon, which surpassing them, such as using Google Books to find Wikipedia requires. This lack indicated to students that secondary sources in order to demonstrate notability, a Congdon was not sufficiently important, leading to an key strategy that developed as we were immersed in the internal conflict since many students found her work to be process and staying flexible in the face of technical inspiring and innovative, yet under-cited in the field of art challenges. education: Although some of the students’ contributions to Much of the research that I was able to find, was Wikipedia did not pass Wikipedia standards for inclusion actually through her writings. I had to read her and were nominated for deletion or eliminated through research studies, and draw conclusions from that in “speedy deletion,” largely due to a lack of available order to fill in information about her. There weren’t secondary sources pertaining to their subjects, this, too, any other biographies for her except for her professor was a part of the requisite learning inherent in such a task. description on the university website.27 This reality communicated both the absence of published Our class discussed how difficult it was to find material by and about women and underrepresented secondary sources and how, correspondingly, that it was artists and the importance of such scholarly work that then important to publish our art educators on Wikipedia creates secondary sources. to share the important work of these female art education Since the first edit-a-thon described here, we already researchers. have held four additional public edit-a-thons at the Another student was surprised to learn that few University of Northern Iowa focused on human rights, females have edited or written Wikipedia articles. people of color, women & LGBT+, and diversity, Subsequently, and after she learned how to edit, she felt respectively, two of which art students were required or empowered: encouraged to attend. We continue to make modifications to assignments and the edit-a-thon experience based on I had never written or edited a Wikipedia article, so student reflections and the assessment of outcomes. For this entire project was a new experience for me, and our students, the edit-a-thon experience highlights a it was empowering. I learned how to insert direct radical awareness of how new knowledge is constructed links, insert quick citations with links, and how to and disseminated and places them directly into the visually edit. With most of the editors at Wikipedia transformative role of creator and teacher of knowledge, being male, I believe it is important that people rather than passive consumer. One student’s endorsement (especially females) learn these simple techniques in of the Wikimedia Rapid Grant application funding another order to encourage them to edit.28 series of edit-a-thons conveys this new awareness: Although my class struggled to find secondary It's so important to bring knowledge to everyone sources, this in some ways proved the point of the about people in under-represented groups. Having assignment to them: that women researchers in the field participated in this event last year, I know how much it are under-cited, and under-acknowledged, even while opened my eyes to how hard it can be to find information their ideas are significant and useful to educators beyond without Wikipedia's help, but it's so rewarding to be the art education. The project empowered many to see they one to bring that information together for everyone else.29 can change that. It is this dearth of secondary sources that had the largest impact on my students. The realization Creating assignments for students to collaborate at a that our subjects and their work are underrepresented and Wikipedia edit-a-thon event is a model for how to co- unsung provides the impetus for our efforts to make their construct knowledge in a way that was radical for students work known and accessible. This project allowed my learning how to think critically and engage in their social students to see how learning some simple editing tools can responsibility to be inclusive and take ownership of their change access to information. As future teachers, they learning at this mid-sized regional public university. have the power to continue using, and also teaching, these skills. Wikipedia editing is now another tool for them to make the invisible visible and add to the intellectual landscape of their field. RADICALTEACHER 27 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 Notes https://en.wikipedia.org/wiki/Wikipedia:No_original_rese arch. 1 Josh Dawsey, “Trump Derides Protections for Immigrants 13 Student reflection from Creating Wikipedia for the Arts, from ‘shithole’ Countries,” Washington Post, January 12, March 2018. 2018, accessed April 10, 2019, https://www.washingtonpost.com/politics/trump-attacks- 14 “Grants:Project/Rapid/Rod Library ArtAndFeminism protections-for-immigrants-from-shithole-countries-in- 2018,” Wikimedia Meta-Wiki, accessed February 6, 2018, oval-office-meeting/2018/01/11/bfc0725c-f711-11e7- https://meta.wikimedia.org/wiki/Grants:Project/Rapid/Ro 91af- d_Library_ArtAndFeminism_2018. 31ac729add94_story.html?utm_term=.90a491da336a. “Grants:Project/Rapid/Rod Library ArtAndFeminism 2 2018/Report,” Wikimedia Meta-Wiki, accessed September Lisa Nyberg and Johanna Gustavsson, “Radical 18, 2018, Pedagogy,” excerpt from Do the Right Thing: A Manual https://meta.wikimedia.org/wiki/Grants:Project/Rapid/Ro from MFK (Malmo: Malmo Free University for Women, d_Library_ArtAndFeminism_2018/Report. 2011), 47-55 reprinted in Feminism-Art-Theory: An Anthology 1968-2014, 2nd ed., edited by Hilary Robinson 15 Mary-Ann Winkelmes, "The Transparency Project: (Malden, MA: Blackwell, 2015), 124. Decoding the Unwritten Rules of College to Increase 3 Student Success" (presentation, Fall Faculty Workshop, As of April 2019, Wikipedia has been the fifth most used University of Northern Iowa, August 17, 2017). website in the world since 2016. For a dynamic list of website popularity ranking see “List of most popular 16 Student reflection from Creating Wikipedia for the Arts, websites,” Wikipedia, accessed April 22, 2019, March 2018. https://en.wikipedia.org/wiki/List_of_most_popular_webs 17 ites. Jonathan Chenoweth, SGID Notes, March 2, 2018. Small Group Instructional Diagnostics are mid-semester sessions 4 “Wikipedia: About,” Wikipedia, accessed April 26, 2019, where a trained faculty member comes to class when the https://en.wikipedia.org/wiki/Wikipedia:About. instructor is not present and pose questions to learn what 5 is working and what isn’t so the instructor can make “Wikipedia: Countering Systemic Bias,” Wikipedia, changes or address student concerns. At the UNI they are accessed April 26, 2019, organized through the Center for Excellence in Teaching https://en.wikipedia.org/wiki/Wikipedia:Countering_syste and Learning. mic_bias. 18 6 Student reflection from Creating Wikipedia for the Arts, For more on how digital media can be analyzed to reveal March 2018. dominant, concealed, resistant, and counter narratives, see Mary E. Hess, “Using Digital Storytelling to Unearth 19 Student reflection from Creating Wikipedia for the Arts, Racism and Galvanize Action,” in Teaching Race: How to March 2018. Help Students Unmask and Challenge Racism, Stephen 20 Brookfield and Associates (Jossey-Bass, 2019), 253-72. Student reflection from Arts of Africa, March 2018. 21 7 Nyberg and Gustavsson, “Radical Pedagogy,” 124. Student reflection from Arts of Africa, March 2018. 22 8 University Institutional Research and Effectiveness, Student reflection from Nineteenth-Century Art, March 2017-18 Fact Book, (2018), accessed October 12, 2018, 2018. URL, 22 and 24. 23 Student reflection from Nineteenth-Century Art, March 9 Notable by Wikipedia’s standards. “Wikipedia: Notability,” 2018. Wikipedia, accessed April 29, 2019, 24 Student reflection from Arts of Africa, March 2018. https://en.wikipedia.org/wiki/Wikipedia:Notability. 25 Michael Day, “Influences of Discipline-based Art 10 There are two meta-articles that explain the the Education Within the Field of Art Education” Visual Arts importance of using reliable sources and what qualifies as Research vol. 23, no. 2 (1997): 19-24. a reliable source. “Wikipedia: Reliable Sources,” Wikipedia, accessed January 10, 2018, https://en.wikipedia.org/wiki/Wikipedia:Reliable_sources 26 Kristin Congdon, “What I’ve Learned from the Other Art and “Wikipedia: Verifiability,” Wikipedia, accessed January Educators.” Studies in Art Education vol. 46, no. 2 (2005): 10, 2018, 138-149. https://en.wikipedia.org/wiki/Wikipedia:Verifiability#Reli 27 able_sources. This information is also available at Student reflection from Foundations in Art Education, “Wikipedia: About.” April 2018. 28 11 Final reflection paper for Creating Wikipedia for the Arts, Student reflection from Foundations in Art Education, May 2018. April 2018. 29 12 “Wikipedia: No Original Research,” Wikipedia, accessed 2604:2D80:C007:925B:46F:4D9D:B3C0:5B09, January 10, 2018, “Grants:Project/Rapid/UNI Edits 2018-19,” Wikimedia Meta-Wiki, accessed August 22, 2018, RADICALTEACHER 28 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 https://meta.wikimedia.org/wiki/Grants:Project/Rapid/U Stephen Brookfield, 253-72. San Francisco: Jossey- NI_Edits_2018-19. Bass, 2019. “List of most popular websites.” Wikipedia. Accessed April 22, 2019. https://en.wikipedia.org/wiki/List_of_most_popular_ websites. Works Cited Nyberg, Lisa and Johanna Gustavsson. “Radical 2604:2D80:C007:925B:46F:4D9D:B3C0:5B09. Pedagogy.” In Feminism-Art-Theory: An Anthology “Grants:Project/Rapid/UNI Edits 2018-19.” Wikimedia 1968-2014, 2nd ed., edited by Hilary Robinson, 124- Meta-Wiki. Accessed August 22, 2018, 128. Malden, MA: Blackwell, 2015. https://meta.wikimedia.org/wiki/Grants:Project/Rapi UNI Institutional Research and Effectiveness. 2017-18 d/UNI_Edits_2018-19. Fact Book. 2018. Accessed October 12, 2018. Congdon, Kristin G. “What I’ve Learned from the Other Art https://scholarworks.uni.edu/ire_factbook/26/. Educators.” Studies in Art Education vol. 46 no. 2 “Wikipedia: About.” Wikipedia. Accessed April 26, 2019. (2005): 138-149. https://en.wikipedia.org/wiki/Wikipedia:About. Dawsey, Josh. “Trump Derides Protections for Immigrants “Wikipedia: Countering Systemic Bias.” Wikipedia. from ‘shithole’ Countries,” Washington Post, January Accessed April 26, 2019. 12, 2018. Accessed April 10, 2019. Retrieved from https://en.wikipedia.org/wiki/Wikipedia:Countering_ https://www.washingtonpost.com/politics/trump- systemic_bias. attacks-protections-for-immigrants-from-shithole- countries-in-oval-office- “Wikipedia: No Original Research.” Wikipedia. Accessed meeting/2018/01/11/bfc0725c-f711-11e7-91af- January 10, 2018. 31ac729add94_story.html?utm_term=.90a491da336 https://en.wikipedia.org/wiki/Wikipedia:No_original_ a. research. Day, Michael. “Influences of Discipline-based Art Education “Wikipedia: Notability.” Wikipedia. Accessed April 29, Within the Field of Art Education.” Visual Arts 2019. Research vol. 23, no, 2 (1997): 19-24. https://en.wikipedia.org/wiki/Wikipedia:Notability. “Grants:Project/Rapid/Rod Library ArtAndFeminism “Wikipedia: Reliable Sources.” Wikipedia. Accessed 2018.” Wikimedia Meta-Wiki. 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RADICALTEACHER 29 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 Appendix A Creating Wikipedia for the Arts Assignment (as written by students) Purpose: This assignment will allow students to use their planning and teaching skills to educate the community on how to use Wikipedia properly. Skills: Students will use all of the Wikipedia skills they have learned in and outside of class such as wiki code, source finding, etc. (leadership skills, event planning, teaching, public speaking) Knowledge: If students are able to teach others correctly then it will show an excellent amount of knowledge. Task: Participate in planning and teaching during the actual edit-a-thon. Criteria for Success: Participate in every aspect of the edit-a-thon from planning to teaching our students the day of, along with setting up and cleaning on the day of. (Planning, teaching, speaking, setting up, tearing down) RADICALTEACHER 30 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 Appendix B Arts of Africa Assignment In the first part of the semester we will be visiting the African collections of the UNI Museum and Haitian collection of the Waterloo Center for the Arts. Students will be researching Haitian artists and/or contemporary African or African American women artists for the March 24 Wikipedia edit-a-thon. The Assignment: You will be writing a brief entry for Wikipedia on a particular Waterloo Center for the Arts Haitian artist, an African artist, or a notable artwork by an African artist, or an historical event pertaining to African women and art. In preparation to publish online, you will learn how use the UNI library’s research resources and identify what kinds of secondary source citations help to authenticate information in such entries. You will write a draft and review other classmates’ drafts, and ultimately “publish” your entry to contribute to Wikipedia’s free encyclopedia. Objectives: Develop research skills, reading comprehension and cogent written articulation § Summarize, analyze, and evaluate secondary sources § Synthesize contextual factors and themes and how they relate to specific works and artists § Connect and communicate aspects of African and Haitian art history to today • Research Resources Activity due on elearning (assignment 1):, 11:59 pm February 8 • Annotated bibliography and draft (assignment 2) (10 pts) due March 8 in class and elearning • Peer review 5 pts (5 pts) (assignment 3) due March 8 in class • Article (30 pts) Assignment 4 DUE March 22 • Participation in edit-a-thon (5 pts) March 24 You must submit a rough draft in order to submit a final draft. NO LATE SUBMISSIONS ACCEPTED. RADICALTEACHER 31 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 Appendix C Nineteenth-Century Art Assignment Objectives: Develop research skills, reading comprehension and cogent written articulation § Summarize, analyze, and evaluate secondary sources § Synthesize contextual factors and themes and how they relate to specific nineteenth-century works and artists § Connect and communicate aspects of 19th century history to today Research Resources Activity due on elearning (assignment 1): Sunday, February 11, 11:59 pm Rough draft article due for peer review on elearning (assignment 2): Wednesday March 7, 11:59 pm Review form due on elearning (assignment 3): Sunday, March 11, 11:59 pm FINAL post due on elearning (assignment 4): Wednesday, March 21, 11:59 pm Approved for edit-a-thon March 24—you must attend in person or remotely, in real time. FIRST, get a sense of what this project is about. PERUSE: http://www.artandfeminism.org/ and https://en.wikipedia.org/wiki/Wikipedia:Meetup/ArtAndFeminism Here is our art library resource page: https://guides.lib.uni.edu/ArtResearch and the specific site for March 24: https://outreachdashboard.wmflabs.org/courses/University_of_Northern_Iowa/Rod_Library_ArtAndFeminism_2018 The Assignment: You will be writing a brief entry for Wikipedia on a particular female artist, a notable artwork by a woman, or an historical event pertaining to women and art. In preparation to publish online, you will learn how use the UNI library’s research resources and identify what kinds of secondary source citations help to authenticate information in such entries. You will write a draft and review other classmates’ drafts, and ultimately “publish” your entry to contribute to Wikipedia’s free encyclopedia. REQUIREMENTS: • Complete Research Resources activity • Complete Rough draft and peer review • Final Post must be 750-1800 words (ie: 2-5 pages, double-spaced, typed, 11-12 pt. font). • Final Bibliography/references of at least 3 secondary sources: 1 at least either a journal or a book. • Consistently cited references according to APA or Chicago Style. • Correct spelling and grammar. • Well organized content. • Participate in March 24 event. You must submit a rough draft in order to submit a final draft. NO LATE SUBMISSIONS ACCEPTED. RADICALTEACHER 32 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517 Appendix D Foundations in Art Education Assignment Each semester, students in Foundations in Art Education are asked to write a research paper on a contemporary art educator. The purpose of this paper to introduce students (preservice teachers) to current research in the field of art education and to foster connections between k-12 teaching and higher education and the impact they have on one another. This semester, we will take a different approach to the traditional research paper by creating a Wikipedia article instead. Here’s why: “We’re here because less than 10% of editors on Wikipedia are women!” “Wikipedia is the largest and most popular general reference work on the internet with more than 40 million articles in more than 250 different languages. The fact is when we don’t tell our stories or participate in the ways our history is preserved, it gets erased. Gaps in the coverage of knowledge about women, gender, feminism, and the arts on one of the most visited websites in the world is a big problem and we need your help to fix it.” - http://www.artandfeminism.org/ Your assignment: You will research and find a contemporary art educator ( focusing toward: female, LGBTQ+, or artist of color) who you are interested in learning more about, who does not already have a Wikipedia page, or has one (stub article) that is brief and needs work or content added or updated. You will then create an article to upload to Wikipedia this semester at the edit-a-thon. You will need to: § Find, read, and summarize at least 3 sources written by the educator 10 pts § Find and cite secondary sources written about the educator 10 pts § Write 1 paragraph about the art educator – biographical information 10 pts § write 2 paragraphs about her research/creative activities 10 pts § write 2 paragraphs about her work -impact/ contributions to the field of art education 10 pts. § Correctly reference your research (include images if possible) § Attend the Edit-a-thon (you don’t have to stay the entire time 10-4pm) but there will be students and professors to support you, yummy snacks to energize you, and awesome feminist action to empower you! § Upload your article and send me your paper with wiki link by the due date in the syllabus and be ready to share your learning in class. Ways you will be supported: § A list of educators will be provided § We will meet with Art Librarian, Angela Pratesi, for research support § Support will be provided at the library event § https://en.m.wikipedia.org/wiki/Wikipedia:Contributing_to_Wikipedia This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. This journal is published by the University Library System of the University of Pittsburgh as part of its D-Scribe Digital Publishing Program, and is cosponsored by the University of Pittsburgh Press. RADICALTEACHER 33 http://radicalteacher.library.pitt.edu No. 114 (Summer 2019) DOI 10.5195/rt.2019.517
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