Session 2: Evaluating Information

Reading

Wikipedia

in the Classroom Kwara 2.0

Session 2

Welcome!

Get comfortable, this training session will start shortly.

Hello!

Welcome to the second training session of the Reading Wikipedia in the Classroom program!

Module 2: Evaluating information

Who are we?

Barakat Adegboye

Trainer

Reading Wikipedia in the Classroom Kwara 2.0

Rhoda James

Project Lead

Reading Wikipedia in the Classroom Kwara 2.0

Today’s agenda:

• Review of the Reading Wikipedia in the Classroom program
• Wikipedia’s pillars, guidelines, and content policies
• Quick break
• Elements of a Wikipedia article: how to leverage them �to foster media and information literacy skills
• Q&A
• Wrap-up and final remarks

We will be together for:

1.5 hours

By the end of this session you will be able to:

• … understand how Wikipedia’s pillars and core content policies shape the quality of its content
• ... identify elements of a Wikipedia article you can use to foster media of information literacy skills

During this session we will communicate using:

• Paper and pen (we write our questions/comments in a sheet of paper to be submitted during the Q&A session.

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Participation principles

If we have any doubts, we ask new questions

We participate actively and openly

We listen with attention and respect

We complete the assignments on time

We strive to become a supportive and respectful learning community

Getting to know you

What is your progress in the Reading Wikipedia in the Classroom Kwara 2.0 program so far?

> I have finished all Module 1 activities!

> I haven’t finished Module 1 activities but I’m getting close

> I have a lot of Module 1 activities to finish but I’ll get there!

Topic 1:

Review of the Reading Wikipedia in the Classroom program

• This program will help you leverage Wikipedia to foster media and information literacy skills in your classroom.
• It is divided in 3 Modules that cover the different elements and practices behind Wikipedia as they relate to UNESCO’s Media and Information Literacy framework.
• In order to obtain the corresponding certificate you must: attend all training sessions, complete corresponding activities on the forums, and submit final assignment by (DATE).

Remember:

Program schedule - Module 2

All assignments should be completed by (DATE)

Work structure:

Attend training session

Work on Teacher’s Guide materials and activities individually

Share your answers to the corresponding activities on the (forums)

ACTIVITY

Topic 2:

Wikipedia’s pillars, guidelines, and content policies

Getting to know you

What is one new fact or characteristic about �Wikipedia that you learned in Module 1?

Getting to know you

Does Wikipedia have any strict rules?

- Yes, definitely!

- I’m not 100% sure...

- No, it doesn’t have strict rules - they can change

Getting to know you

Does Wikipedia have any strict rules?

- Yes, definitely!

- I’m not 100% sure...

- No, it doesn’t have strict rules - they can change

While it is true that there are no strict rules and no mandated hierarchy of power among volunteer editors, setting expectations that guide contribution to Wikipedia is essential. Wikipedia therefore follows sets of principles, guidelines, and policies that are collaboratively discussed and defined by its volunteers to guarantee the quality of the project.

Let’s get to know a few of them!

Wikipedia’s Pillars:

1. Wikipedia is an encyclopedia.
2. Wikipedia is written from a neutral point of view.
3. Wikipedia is free content that anyone can edit, use, modify, and distribute.
4. Editors should treat each other with respect and civility.
5. Wikipedia does not have firm rules.

Behavioral guidelines:

• Assume good faith - Wikipedia editors are encouraged to assume that people who work on the project are trying to help it, not hurt it.
• Do not disrupt Wikipedia to prove a point - Don’t spam Wikipedia, unfairly nominate articles for deletion, push rules, or create work for other people just to prove a point.
• Please do not bite the newcomers - Understand that many new contributors lack knowledge about Wikipedia policies and treat them kindly.
• Maintain etiquette - Respect contributors that have different views, perspectives, and backgrounds.

Core content policies:

• Neutral point of view

Wikipedia articles must be written from a neutral point of view, representing significant views fairly, proportionately and without bias.

• Verifiability

Material and quotations must be attributed to a reliable, published source. People reading and editing the encyclopedia should be able to check these sources.

• No original research

Wikipedia does not publish original thought or new analysis: all material in Wikipedia must be attributable to a reliable, published source.

In the classroom

Understanding these guidelines and the processes they frame raise awareness among our students about the construction of knowledge that takes place on Wikipedia: a collaborative endeavour of deep and constant research and dialogue among people from diverse sociocultural backgrounds.

In the classroom

This helps students see information through a more critical lens as it brings their attention to:

Who participated in creating this content? �What ethos/intentions are behind it? �What do I need to know to participate in this digital space?

These are valuable questions to approach not only Wikipedia but any other information platform online.

In the classroom

It also models collaborative decision-making processes we can bring into our classroom to foster more democratic learning communities.

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Let’s take a quick break

5 minutes!

Topic 3:

Exploring more elements of a Wikipedia article

Getting to know you

1. What can you find on a Wikipedia article? �Choose the right answer:

A) Links, movie videos, and references �B) Images, references, and links �C) Audio recordings, references, and personal opinions

Getting to know you

1. What can you find on a Wikipedia article? �Choose the right answer:

A) Links, movie videos, and references �B) Images, references, and links �C) Audio recordings, references, and personal opinions

Getting to know you

2. Can you know who wrote the content of a Wikipedia article? Choose the right answer: �A) Yes, everybody has to sign their edits with their real names�B) No, only the sources where the information came from �C) Yes, but only through the user names chosen by the editors

Getting to know you

2. Can you know who wrote the content of a Wikipedia article? Choose the right answer: �A) Yes, everybody has to sign their edits with their real names�B) No, only the sources where the information came from �C) Yes, but only through the user names chosen by the editors

Getting to know you

3. How can you verify where the information on a Wikipedia article came from?

Choose the right answer:

A) Clicking on the inline citations and/or the “References” section

B) Clicking on the “References” sections only

C) Copy-pasting the information on Google and finding the source

Getting to know you

3. How can you verify where the information on a Wikipedia article came from?

Choose the right answer:

A) Clicking on the inline citations and/or the “References” section

B) Clicking on the “References” sections only

C) Copy-pasting the information on Google and finding the source

UNESCO’s MIL Skills and Wikipedia

As you have seen throughout this program, critically reading Wikipedia can strengthen your students’ Media and Information Literacy skills. Among other things, a media and information literate person should be able to:

• Locate and access relevant information and media content
• Extract and organize information and media content
• Critically evaluate information and the content of media and other information providers, including those on the internet, in terms of authority, credibility, and current purpose and potential risks.
• Synthesize or operate on the ideas obtained from content.
• Engage with information, media, and technology for self-expression, rights, intercultural and interreligious dialogue, democratic participation, gender equality, defending privacy and advocating against all forms of inequality, hate, intolerance, or violent extremism.

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Extracted from: Singh, J., Kerr, P., & Hamburger, E. (2016). Media and information literacy: reinforcing human rights, countering radicalization and extremism [Ebook]. UNESCO. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000246371.page=25

Anatomy of a Wikipedia article

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Of course, the first step to guide our students into using a new tool or platform is to understand it ourselves.

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So let’s take a closer look at the elements of a Wikipedia article and how they can help us evaluate its content.

Anatomy of a Wikipedia article

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Use the search box to look for more information without leaving Wikipedia.

Blue links allow you to explore more Wikipedia articles related to the topic. Red links indicate that the page does not exist yet but it probably should!

Anatomy of a Wikipedia article

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Certain badges on the top right corner can highlight the outstanding quality of an article after going through a structured peer review process. For example, this article is marked with a bronze star representing its status as a Featured Article - some of the best articles you can find on Wikipedia.

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Similarly, you can encounter warning banners indicating areas of improvement for an article, citations needed, or potential conflicts.

Anatomy of a Wikipedia article

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The lead section summarizes the article’s key points.

It provides students with an initial overview of the topic.

Anatomy of a Wikipedia article

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The “Talk” section shows discussions around the article’s content: disputes around facts or sources, suggestions for improvement, etc.

It shows how knowledge is constructed through informed exchanges, civil discussions, and collaboration.

Anatomy of a Wikipedia article

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If you click on the “View History” tab you can see the development of a Wikipedia article through a list of the contributions done by different volunteer editors.

Since everything is timestamped you can see how the article has evolved over time and how up-to-date the content is.

Anatomy of a Wikipedia article

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The numbers found along a Wikipedia article indicate the sources used to create it.

You can see a quick glimpse of the source by hovering the mouse over the numbers. If you click on them you will be taken to the References section where you will find all the sources listed.

Articles can be assessed according to the number and quality of sources they have.

Now it’s your turn to continue learning about the different elements and processes behind Wikipedia articles and how you can bring this knowledge and skills into your classroom.

After a quick break we’ll show you an example on how to get started!

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Answers!

Questions?

Let’s review some of the questions we got on papers.

Add more questions. Keep this conversation going!

Let’s do a quick recap of some of the topics we learned about today.

Read the following questions and write your answers in the comments.

Which one is the lead section of this Wikipedia article?

Choose the right answer and type it in the comments:

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A

B

Which option can show us a reference to a reliable source used in this Wikipedia article?

Choose the right answer and type it in the comments:

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B

A

Where can I find the date of the last time this article was updated?

Choose the right answer and type it in the comments:

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B

A

Congrats,

you made it!

We have reached the end of the second training session of the Reading Wikipedia in the Classroom Kwara 2.0! Here are some next steps >>

Your next steps:

Start working on the Reading Wikipedia in the Classroom Kwara 2.0 - Module 2 Teacher’s Guide.

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Your next steps:

Work on the assignments you find at the end of each section. Some sections allow you to take notes directly in the document.

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Your next steps:

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• Use the WhatsApp forum to share your questions or comments as you progress through the first and second modules.
• Complete and submit the assignments in due dates.
• Keep an eye out for any news.

Thank you for your time and active participation!

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See you next time!