Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon

Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the Edinburgh Seven, who were the first...

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Autores principales:	Nina Hood, Allison Littlejohn
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2018
Materias:	editathon critical approach gender Wikipedia learning Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/55c867b382bc4050b8b41bcd35eeb35d
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spelling	oai:doaj.org-article:55c867b382bc4050b8b41bcd35eeb35d2021-12-02T16:59:50ZHacking History: Redressing Gender Inequities on Wikipedia Through an Editathon10.19173/irrodl.v19i5.35491492-3831https://doaj.org/article/55c867b382bc4050b8b41bcd35eeb35d2018-11-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/3549https://doaj.org/toc/1492-3831Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the Edinburgh Seven, who were the first women to attend medical school in 19th century United Kingdom. This study draws on the critical approach to learning technology to position and explore an editathon as a learning opportunity to increase participants’ critical awareness of how the Internet, open resources, and Wikipedia are shaping how we engage with information and construct knowledge. Within this, there is a particular focus on recognising persisting gender inequities and biases online. The qualitative interviews captured rich narrative learning stories, which traced the journey participants took during the editathon. Participants transformed from being online information consumers to active contributors (editors), prompting new critical understandings and an evolving sense of agency. The participants’ learning was focused in three primary areas: (1) a rewriting of history that redresses gender inequities and the championing of the female voice on Wikipedia (both as editors and subject matter); (2) the role of Wikipedia in shaping society’s access to and engagement with information, particularly information on traditionally marginalised subjects, and the interplay of the individual and the collective in developing and owning that knowledge; and (3) the positioning of traditional media in the digital age. Nina HoodAllison LittlejohnAthabasca University Pressarticleeditathoncritical approachgenderWikipedialearningSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 19, Iss 5 (2018)
institution	DOAJ
collection	DOAJ
language	EN
topic	editathon critical approach gender Wikipedia learning Special aspects of education LC8-6691
spellingShingle	editathon critical approach gender Wikipedia learning Special aspects of education LC8-6691 Nina Hood Allison Littlejohn Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
description	Editathons are a relatively new type of learning event, which enable participants to create or edit Wikipedia content on a particular topic. This paper explores the experiences of nine participants of an editathon at the University of Edinburgh on the topic of the Edinburgh Seven, who were the first women to attend medical school in 19th century United Kingdom. This study draws on the critical approach to learning technology to position and explore an editathon as a learning opportunity to increase participants’ critical awareness of how the Internet, open resources, and Wikipedia are shaping how we engage with information and construct knowledge. Within this, there is a particular focus on recognising persisting gender inequities and biases online. The qualitative interviews captured rich narrative learning stories, which traced the journey participants took during the editathon. Participants transformed from being online information consumers to active contributors (editors), prompting new critical understandings and an evolving sense of agency. The participants’ learning was focused in three primary areas: (1) a rewriting of history that redresses gender inequities and the championing of the female voice on Wikipedia (both as editors and subject matter); (2) the role of Wikipedia in shaping society’s access to and engagement with information, particularly information on traditionally marginalised subjects, and the interplay of the individual and the collective in developing and owning that knowledge; and (3) the positioning of traditional media in the digital age.
format	article
author	Nina Hood Allison Littlejohn
author_facet	Nina Hood Allison Littlejohn
author_sort	Nina Hood
title	Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
title_short	Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
title_full	Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
title_fullStr	Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
title_full_unstemmed	Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon
title_sort	hacking history: redressing gender inequities on wikipedia through an editathon
publisher	Athabasca University Press
publishDate	2018
url	https://doaj.org/article/55c867b382bc4050b8b41bcd35eeb35d
work_keys_str_mv	AT ninahood hackinghistoryredressinggenderinequitiesonwikipediathroughaneditathon AT allisonlittlejohn hackinghistoryredressinggenderinequitiesonwikipediathroughaneditathon
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Hacking History: Redressing Gender Inequities on Wikipedia Through an Editathon

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